TABLE OF CONTENTS
Page
Abstract...iii
Declaration...iv
Approval page...v
Preface...vi
Acknowledgements...vii
Table of Contents...viii
List of Tables...xi
List of Appendices...xii
CHAPTER I
CHAPTER II
THEORETICAL FOUNDATION ... Error! Bookmark not defined. 2.1 The Nature of Listening... Error! Bookmark not defined. 2.2 Teaching Listening ... Error! Bookmark not defined. 2.3 Difficulties in Listening ... Error! Bookmark not defined. 2.4 Teaching Listening through Songs ... Error! Bookmark not defined. 2.5 Advantages of using Song ... Error! Bookmark not defined. 2.6 Choosing Songs ... Error! Bookmark not defined.
CHAPTER III
3.5.6 Normality of Distribution Test ... Error! Bookmark not defined. 3.5.7 The Homogeneity of Variance Test ... Error! Bookmark not defined. 3.5.8 The Calculation of t-test ... Error! Bookmark not defined. 3.5.9 Data Analysis on the Posttest ... Error! Bookmark not defined. 3.5.10 Data Analysis on the Experimental and the Control Group Scores ... Error! Bookmark not defined.
CHAPTER IV
FINDINGS AND DISCUSSION ... Error! Bookmark not defined. 4.1 Test of Research Instrument ... Error! Bookmark not defined. 4.1.1 Test Validity and Reliability of instrument ... Error! Bookmark not defined.
4.2 The Computation of the Pretest Scores ... Error! Bookmark not defined. 4.2.1 Normality Distribution Test ... Error! Bookmark not defined. 4.2.2 Variance Homogeneity Test ... Error! Bookmark not defined. 4.2.3 Independent t-test on Pretest ... Error! Bookmark not defined. 4.3 The Computation of the Posttest Scores ... Error! Bookmark not defined. 4.3.1 Normality Distribution Test ... Error! Bookmark not defined. 4.3.2 Variance Homogeneity Test ... Error! Bookmark not defined. 4.3.3Independent t-test on Posttest ... Error! Bookmark not defined. 4.4. Effect Size ... Error! Bookmark not defined. 4.5 The Computation of the Control Group Scores ... Error! Bookmark not defined.
4.6 The Computation of the Experimental Group Scores Error! Bookmark not defined.
4.7 Questionnaire Analysis ... Error! Bookmark not defined. 4.8 Discussion... Error! Bookmark not defined.
CHAPTER V
CHAPTER I
INTRODUCTION
This chapter presents brief description of the research including background of the study, statements of the problem, aims of the study, scope of the study, significance of the study, hypothesis, and research methodology.
1.1Background of the study
In learning English as a foreign language, listening is considered as an important skill that has to be mastered. How well someone listens has a major impact on the quality of their relationship with others. Listening skill is also important to be mastered for its benefit in building knowledge.
In building a good communication with others, individuals have to understand the meaning of the messages conveyed by their partners when they have a conversation. In comprehending the message conveyed by others, listening ability is needed. Kirwan (2009) quotes Laurent’s statement (2000) that ‘It is
impossible not to communicate’. In humans’ daily life, there will be a
communication which involves listening activity. Without listening ability, communication is impossible. This statement is in line with Burnard’s (1992) cited in Kirwan (2009), he states that listening and attending are cited as the two most important elements of communication. Without listening, communication between people will not work smoothly.
Listening is considered as an essential element in a human’s life. Listening
people’s need and desires so that we can connect with them (Lawson, 2007).
Rixon (1986) cited in Alam (2009) points out the importance of listening. First, listening could improve the understanding of spoken word. Second, listening provides someone with a model of the spoken language to imitate in oral production.
A study conducted by Wilt (1950) also finds that people listen 45% of the time they spend communicating (Wilt, 1950 cited in Guo et al, 2004). These finding shows that human mostly spend listening more than other language skills (speaking, reading, and writing). Considering these facts, the researcher believes that his phenomenon also exists in the classroom. In the classroom, most of the teaching and learning activities spent on listening. This statement is supported by the study conducted by Taylor (1964) cited in Purdy & Borisoff (1997). The study found that close to 90 percent of the class time in high schools and colleges is spent in listening to discussion and lectures. The above explanation proves that listening activity also exists in academic context, where the students have to deal with listening comprehension in the class. Therefore, listening ability in education field has to be mastered especially in EFL class.
comprehension. It is essential for language teachers to help their students become effective listeners (Schwartz, 1998).
Snell (1999) states that the common problem for EFL teachers is dealing with passive class where students are unresponsive and avoid interaction with the teacher. In traditional classroom, the students tended to be more passive in the class. This phenomenon shows that conventional teaching of listening strategy may not help the students to handle the difficulties they faced and may not improve their listening skill. To overcome this problem, the teacher may develop such an interactive way to teach listening so that the students’ interest ‘boosted’
and they will be active and involved in the teaching and learning activity. Since listening is a part of the learning process, teachers also must consider the learning styles of their students when creating lessons, presenting material, and eliciting effective listening (Beall et al, 2008). Particular listening strategy is needed not only to overcome the students’ difficulties, but also to improve their
listening abilities. The importance of finding listening strategy also suggested by Wallace et al. (2004), he states that experience with a variety of reading, writing and speaking activities in school can help learners acquire the skills they need to be successful. The teachers have to find particular strategies to make the students overcome their difficulties in listening, because variety of experience in listening comprehension may make them acquire the skills. Hence, the researcher chooses song as the strategy to improve the students’ listening ability.
teachers can use song as a media to overcome the students difficulties in listening and improve their listening ability. Creative teacher can also use songs to teach English through songs since they provide a break from the textbook and work book. It is new and interesting for them. Therefore, with this situation, they will be motivated especially in learning listening.
Therefore, the present study is aimed to investigate the use of songs in teaching students’ listening ability. Furthermore, the researcher expects that this research will give contribution to the practice of listening teaching and learning in the future.
1.2Statements of the problem
This study aims to answer the following questions:
1) Does the use of songs affect students’ listening ability?
2) What difficulties are faced by the junior high school students in listening comprehension using songs?
1.3Aims of the study
1.4Scope of the study
The limitation of the study is divided into two main concerns; the use of song as the media of teaching students’ listening skill and the difficulties faced by
the students in mastering listening abilities using songs. Moreover, as the subject of the study, the writer chooses the second grade students in one of Junior High School in Sumedang, which divided into two groups; experimental and control group.
1.5Hypothesis
In this study, the writer uses the null hypothesis:
So that the null hypothesis in this study is:
Ho: “there is no significant result in using song as the media of teaching listening to improve the students’ listening ability.”
1.6Research Methodology
Below, there are methods used in this research. This explains the design of the research, the instruments which are used to gain the data, the data collection, and how to analyze data.
1.6.1 Research Design
researcher taught listening by explaining through TOEFL based test and speaking in front of the class (the combination of teaching listening through songs and lecturing learning strategy). Afterwards, the data which are taken from experimental class and control class were compared and analyzed to find out its significance.
The analysis of this study used t-test. Its primary purpose is to determine whether the means of scores of the two groups are different to a statically-significant degree (Kranzler and Moursund ch.7: 89.) The focus of the t-test is to determine whether there is a significant difference between the experimental and control groups’ means (Coolidge, 2000, p. 141).
The experimental design in this research is described as follows:
Sample Pretest Treatment Posttest
Experimental Group V 1E T V 2E
Control Group V 1C 0 V 2C
Notes:
V 1E : Students’ listening scores of experimental group in pretest V 1C : Students’ listening scores of control group in pretest
1.6.2 Data Collection and Techniques
1.6.2.1Population and Sample
The subject of this study is the students of one junior high school in Sumedang. The study and the subject of the study focused on the second grade students. One class was selected as experimental class and the other class as control class. The population of this study was selected based on purposive sampling which selected based on the classification made by the school.
1.6.2.2Instrument
In collecting data, the study used two kinds of instruments. The first instrument is listening test 1 as the pre-test and listening test 2 as the posttest. Listening test 1 is given to both classes, experimental and control class, based on the syllabus to know the score of the student before the experiment. This test comprises 42 questions of listening based test in the form of multiple choices. Afterwards, listening test 2 were given to both classes. This test was applied to both classes after the treatment given to experimental class. The result of the post-test was compared with the result of the pre-test using t-test formula. In doing so, the research used IBM SPSS 20 for windows software. After testing both classes with listening tests, then the second instrument is used.
covered a set of questions related to the difficulties of the students in listening comprehension using songs.
1.6.2.3Procedure
To conduct the research, there are several procedures used by the researcher. The procedures of this research are described as follows:
1. Organizing the research procedures and research instruments. 2. Clustering respondents into experimental and control classes.
3. Trying out the research instrument to check its validity and reliability. 4. Giving test to both classes with pre-test (listening test 1).
5. Giving treatment to the experimental class.
6. Giving test to both classes with listening test 2 as post-test.
7. Comparing the data by using t-test in order to seek out whether the effect is significant or not.
8. Distributing questionnaire to the experimental class to know the difficulties they faced when using song as the media of teaching.
9. Analyzing the collected data. 10.Drawing conclusions.
1.6.3 Data Analysis
In analyzing the data, there are several processes involved, such as:
2. Analyzing the students’ scores of experimental and control group in pre -test and post--test using the t--test formula as is stated in research design section in order to investigate whether or not there was a significant improvement in students’ listening scores.
3. Analyzing the results of the data gained from questionnaire. Since the questionnaire is in the form of close ended questionnaire. The collected data were analyzed by coding or scoring the answers into numbers (Foddy, 1993). The most occurred answers presents on the data will be used to find the most common difficulty faced by the students in listening comprehension using songs.
4. Drawing conclusions
1.7Organization of the Paper
The research paper is organized as follows: I. Chapter I Introduction
This chapter consists of an introduction which provides the information on the background of the study, the scope of the study, statement of the problem significance of the study, research technique that comprises population, sample, instrument, and procedure, clarification of terms, and organization of the paper.
II. Chapter II Theoretical Foundation
III. Chapter III Research Methodology
This part comprises the methodology of the research includes the formulation of the problems, aims of the present study, data collection, scope of the study, analytical frameworks and data analysis.
IV. Chapter IV Findings and Discussions
This chapter provides the results of the research and discussion of the research findings.
V.Chapter V Conclusions and Suggestions
CHAPTER III
RESEARCH METHODOLOGY
This chapter describes method used in this study to answers the two questions previously stated in chapter one. The chapter covers research design, instruments, hypothesis, population and sample, research procedures and data analysis.
3.1 Research Methodology
This research was conducted based on quantitative method to conclude the data. In doing so, this research used quasi experimental method since it was aimed to investigate cause and effect relationship. Quasi experimental design is an adaptation of true experimental design where one of the elements is missing. Those elements could be manipulation, randomization or control group. This quasi experimental design was used to anticipate those elements that could not be fulfilled. Therefore, the researcher decided to use quasi experimental design to
find out the significance of using songs in improving the students’ listening
ability. While, experimental method applied to test the hypothesis served, for that reason, this research takes two classes; the first class served as experiment class and the second class served as control class. Later, the result of the research was described by putting the description of the result data.
3.1.1 Research Design
Henrichson (1997), a quasi-experimental has some sort of control and
experimental group, but the groups weren’t randomly selected. The group was
classes that have been built or naturally assembled before the research conducted. The groups were given pre and posttest nonequivalent research design. Hatch and Farhady (1982, p. 22) stated that the pretest-posttest nonequivalent-groups design is often used in classroom experiments when experimental and control groups are naturally assembled groups as intact classes which may be similar. For that reason, this research involved two classes which are assigned as control and experimental groups.
The formula is represented as follows:
Based on the design illustrated above, two classes were selected as experimental and control groups. (G1) is experimental group which was given treatment (X) and (G2) is control group which was not given treatment. Pretest (T1) was conducted before the use of song as teaching strategy given to the experimental class as the treatment, and then at the end of the treatment, posttest
was held to assess students’ listening skills.
3.1.2 Variables
There were two variables in this study. The first variable is dependent variable and the second is independent variable. The dependent variable in this
strategy was selected as independent variable and became the major variable to be investigated.
3.2 Hypothesis
The study begins with null hypothesis (H0) where both classes; experimental and control class are similar in listening ability.
H0: µexperimental = µcontrol
There is no difference between experimental class and control class in the mean adjustment level. It means that the mean adjustment level of experimental and control classes are not different. By using null hypothesis, every possibility of the result of the study can be shown.
3.3 Population and Sample
The main criterion of the population and sample of this research is the school where the students have been learning which covers listening. It helped the researcher to use song in the experiment as the media of teaching listening. Because of that, the students of a public Junior High School in Sumedang were chosen as the sample of the research.
3.3.1 Population
3.3.2 Sample
Since there were two classes conducted for this research, two classes were chosen for this research by applying purposive sampling. The researcher chooses the classes which exist before the research being conducted. There were control class which is taken by 8-Eand 8-F took part as experimental class. Sixty students were involved in the study. Furthermore, both classes were tested by pre and posttest. During the experiment, the experimental group was given several treatments in period of six meetings.
3.4 Data Collection
3.4.1 Research Instruments
Before applying the first test instrument (listening test) to both classes, the value of validity and readability were sought. In doing so, fifty items of multiple choice items were tested to another class in order to gain questions items which are valid and reliable.
The first instrument of the research is listening comprehension test which
aims to measure the students’ listening ability. As mentioned earlier, at the
purpose of pretest is to measure the students’ listening ability before the treatment,
and posttest is used to measure the students’ listening ability after the treatment
using songs.
[image:20.595.116.514.231.740.2]The following is the syllabus of Junior High School in listening that were taken as consideration in developing test items (see table 3.1)
Table 3.1
Syllabus of Second Grade of Junior High School
Aspect Competence Standard Basic Competence
Listening Understanding the meaning of simple transactional and interpersonal
conversation to interact with their surroundings
1. Responding expressions of asking, giving and refusing services. 2. Responding expressions
of asking, giving and rejecting information. 3. Responding expressions
of asking, giving and rejecting opinion. 4. Responding expressions
3.4.2 Questionnaires
In this research, the researcher used questionnaire in the form of rating scales. Rating scales questionnaire is very useful for the researcher for its effectiveness in building degree of sensitivity of response which will generate numbers (Cohen et al. 2007, p. 325). A questionnaire used in this research was basically used to gain information from the respondents.
The purpose of the researcher in using questionnaire is to know difficulties faced by the students in listening comprehension using songs. This would also help the writer in providing a suggestion and to support the result of this study.
3.5 Research Procedures
3.5.1 Organizing Teaching Procedure
The researcher was performed as the teacher in both of control and experimental group. The researcher was conducted two steps; first, the researcher prepares appropriate materials for teaching and learning process during the treatment. Second, the researcher organizes teaching procedures in both of control and experimental groups.
Table 3.2
Research Schedule
No
Experimental Group Control Group
Date Material Date Material
1 25-7-2012 Pretest 25-7-2012 Pretest
2 30-8-2012 Song (Can’t smile without you & Hey soul
sister)
30-8-2012 Expressions of asking and giving services
3 2-8-2012 Song (Honey
honey & Skater boy)
1-8-2012 Expressions of refusing services
4 3-8-2012 Song (Just the way you are &
You’re
beautiful)
6-8-2012 Expressions of asking and
giving information
5 9-8-2012 Song (Gone too soon & Your guardian angel)
6 13-8-2012 Song (So far away & When I
see you)
13-8-2012 Expressions of asking, giving
and rejecting opinion
7 16-8-2012 Song (I wanna be with you % I
walk beside you)
15-8-2012 Expressions of asking, accepting and
rejecting offers.
8 20-8-2012 Posttest 20-8-2012 Posttest
3.5.2 Administering Try-out Test
3.5.2.1 Validity test
To analyze validity of the test, this research was used external validity
analysis by correlating the students’ score of listening test with students’
summative score of English which were taken from their mid-term report book. To correlate them, the formula of Pearson Product Moment Correlation Coefficient Values is used.
Where r is Pearson Product Moment Correlation Coefficient Values, N is number of students who are analyzed, xis students’ listening score (first variable)
and y is students’ summative score (second variable). Afterwards, every item on
Table 3.3 Index of Validity Level
Coefficient Interval (r) Validity Level
0.800 – 1.000 Excellent (Ex)
0.600 – 0.799 Good (Gd)
0.400 – 0.599 Satisfying (St)
0.200 – 0.399 Poor (Pr)
0.000 – 0.199 Very Poor (Vp)
(Adopted from Riduwan 2004:110)
3.5.2.2 Reliability test
KUDER RICHARDSON-20 (KR-20) formula:
r11 = Internal reliability coefficient for all items
K = sum of question item
P = proportion of subjects who answer right
q = proportion of subjects who answer wrong (q = 1 – p)
s2 = variance total
Afterward, the value of r11 is compared with index of Pearson Product Moment Correlation Coefficient Values to see whether the value is reliable or not.
3.5.3 Treatments
3.5.4 The Result of the Test
Before using the instruments to the targeted respondents, the validity and reliability of the instrument was sought. The result is shown as follows.
3.5.4.1 Validity and Reliability Instrument
The first step of the experiment is administering validity and reliability of the tests. As the researcher mentioned earlier, this research used external validity to seek correlation value. The test comprises of fifty question items which applied to the respondents, students of a public junior high school in Sumedang, on July 23, 2012. From the calculation, the instrument is valid in level 0.01 which has minimum value 0.393 with r = 0.790135953
[image:27.595.113.514.216.748.2]The second step is instrument item validity; the instrument item was analyzed using SPSS v.20. From the calculation it is shown that:
Table 3.4 Index of Validity for Question Items
Coefficient
Interval (r) Validity Level
Question Item number
0.800 – 1.000 Excellent (Ex) -
0.600 – 0.799 Good (Gd) -
0.400 – 0.599 Satisfying (St) 1, 16, 37
0.200 – 0.399 Poor (Pr) 2, 6, 10, 13, 17, 20, 22, 23, 24, 26, 31, 32, 33, 35, 36, 41, 43, 46, 50
<0.00 – 0.000 Invalid 3, 34, 38, 39, 40, 48, 49.
(Adopted from Riduwan 2004: 11)
The calculation shows that from fifty question items of listening comprehension tested, there are forty three items categorized as valid and seven items categorized as invalid. So that forty three items of listening comprehension test are taken as the instrument of this research.
Furthermore, every question item was analyzed using KR-20. From the calculation, it is shown that the reliability value (r11) is 0.30423. This result is reliable at level .001 which has minimum value 0.257. It can be concluded that the selected question items which have higher validity and reliability than the
minimum value, is presumed can be used to measure students’ ability in listening.
3.5.5 Listening Test (Pretest and Posttest)
As the researcher mentioned earlier, 30 question items were taken as the
instrument to measure students’ ability in listening. The question items were taken
from three question items which are classified as satisfying items, nineteen question items which are classified as poor items, and nine question items which are classified as very poor items. Those question items can be seen on Appendix. Then, the selected question items were given to the respondents as pre-test and post-test.
The aims of pretest are to investigate the students’ initial ability and to the
test formula, there are three conditions that must be done. In line with this statement, Hatch & Farhady (1982, p. 114) states that there are three assumptions underlying the t-test, among other: (1) The subject is allotted to one group in
experiment, (2) The variances’ scores are equal and normally distributed, and (3)
The scores on the independent variable are continuous. For that reason, the researcher did the normality distribution and variance homogeneity test before analyzing the data using t-test formula.
3.5.6 Normality of Distribution Test
In this study, the researcher used the SPSS 20 for windows to analyze the normally distribution of the scores with the steps as follows:
1. Stating the hypothesis and setting the alpha level at 0.05 (two tailed test)
H0= the scores of the experimental and control group in pretest are not normally distributed
2. Analyzing the normality distribution using Kolmogrov-Smirnov formula in SPSS 20 for windows.
3. Comparing the Asymp Sig with the level of significance to test the hypothesis.
3.5.7 The Homogeneity of Variance Test
In analyzing the variance homogeneity of the scores, the researcher used the Levene Test formula in SPSS 20 for window. The analyzing of variance homogeneity follows the steps below:
1. Stating the hypothesis and setting the alpha level at 0.05
H0= the variance of the experimental and control group in pretest are not homogenous
After the null hypothesis stated, then the research continued by analyzing the variance homogeneity using Levene Test formula in SPSS 20 for windows.
2. Comparing the probability with the level significance for testing the hypothesis.
If the probability < level of significance (0.05), then the null hypothesis is accepted; variance of the experimental and control group are not homogenous. While, if the probability > the level of significance (0.05) the null hypothesis is rejected; variance of the experimental and control group are homogenous.
3.5.8 The Calculation of t-test
1. The calculation started by stating the hypothesis and setting the alpha level at 0.05 (two tailed test)
H0 = there is no significant difference between pretest and posttest scores in experimental group
2. The second step is finding the t value
3. And the last step is done by comparing the probability with the level of significance for testing the hypothesis. If the probability is more than or equal to the level of significance, the null hypothesis is accepted; the two groups are equivalent. While, if the probability is less than the level of significance, the null hypothesis is rejected; there is significant difference between pretest and posttest scores in experimental group.
3.5.9 Data Analysis on the Posttest
In calculating the posttest data, the researcher used the same steps as in calculating the pretest data. The researcher used t-test formula, Case II studies or independent sample test.
3.5.10 Data Analysis on the Experimental and the Control Group Scores
In analyzing the data, the researcher analyzed the pretest and posttest scores of experimental and control group using the matched t-test to investigate whether or not the difference of the pretest and posttest means of each groups is significant. In doing so, the steps are as follows:
H0 = there is no significant difference between the pretest and posttest scores
2. The second step is finding the t value
3. The last step is comparing the probability with the level of significance for testing the hypothesis. If the probability is smaller than the level of significance, the null hypothesis is accepted; there is no significant difference between pretest and posttest scores. While, if the value of probability is larger than or equal to the level of significance (0.05), then the null hypothesis is rejected; there is a significant difference between pretest and posttest scores. (The calculations were analyzed by SPSS 20 for window).
The scores of pre- and post-tests for the experimental group were also being analyzed to find out the level of listening comprehension mastery before and after learning song strategy or before and after treatment. Computing the average of each test was necessary to find out the mastery of listening comprehension. In doing so, the average scores of each test were calculated, so the mastery of each test will be known. The formula to compute average is as follows:
Where:
∑x = the sum of x scores (pretest)
N = the number subjects
And
Where:
My = average y (after treatment)
∑y = the sum of y scores (posttest)
N = the number subjects
[image:33.595.124.479.90.439.2]After finding the average of each test, then the next step is interpreting what it means. The interpretation of the average lead us to knowing to what extent the mastery of listening comprehension before and after treatment will be. In line with this, Arikunto (1999) classifies the range of scores with its probable class performance. The classification is as the following:
Table 3.5
Test scores Probable Class Performance
80 – 100
66 – 79
56 – 55
40 – 55
30 – 39
Good to excellent
Average to good
Relatively
Poor to average
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter presents the conclusion of what has been investigated in this research and the suggestion for further research. The conclusions part provide an interpretation of conducted research results, while suggestions provide some ideas addresed to English teacher and further research relating to the use of songs in English teaching and learning process especially listening.
5.1 Conclusions
Difficulties of some English teacher in teaching listening encourage the researcher to conduct this research. This research was applied to second grade students in one of public Junior High Scool at Sumedang. It is aimed at finding out whether or not songs could significantly improve the students’ listening
comprehension. Moreover, the difficulties faced by the students in listening comprehension using songs are also discussed.
After conducting series of procedures in this research, it can be concluded that the null hypothesis of this research is rejected which means the use of songs can make likely significant difference in improving the students’ listening ability
(6.542 > 2.021, α = 0.05, df = 58). The result is obtained through comparing the
concerning to factors that should be considered in order to make the use of songs is likely effective in improving the stdents’ listening ability.
The media of teaching and learning process, in this case songs, not only help the teacher to teach listening but also provide and interesting way for the students to achieve the learning goals. The media has contibuted a lot in making the students understand well the delivered lesson. Thus, a good media should has rich input and support the teaching and learning process. For this reason, songs are choosen as the media of English learning especially listening.
The content of the songs may become one of influential factors which may determine the improvement of the students’ listening ability. The songs which can
be choosen as learning source and evaluation help the teacher to deliver learning material and assess the students’ progress effectively. The use of songs should
consider students’ need so that it will help students to learn and achieve the
learning objective. Songs used in teaching lietening comprehension are songs that can be a good model for language learner.
The teacher ability in selecting teaching material will influence the use of songs in improving the students’ listening ability. Besides, the teacher creativity
in arranging good lesson plan also determine the success of using songs as the media of teaching and learning. In addition, the teacher’s ability also required in
influenced by some factors such as teacher’s creativity and the media used by
teacher in listening comprehension.
The students agreed that the use of songs is effective in comprehending the listening comprehension. This activity enriches their vocabulary and helps them easily understand the material served by the teacher. Furthermore, it makes them motivated to learn. In conclusion, it is essential for the teacher to find effective way of teaching listening through songs so that the students gain the learning objectives. In doing so, the teacher creativity in developing the material, in this case song, is needed. The teacher should follow the principles criteria when they choose song as media of teaching listening. As it stated by Coromina, (2000) and Lynch, (2005), songs must have clear and understandable lyric. Thus, they suggest to avoid song which is too fast-paced and song in which the music buried the singer’s voice. The teacher must choose songs which are understandable; not
too fast in term of rhythm so that the students could follow the material based on what they hear from the songs. The researcher believed that by following this principle, the difficulties faced by the students will be overcome and as the result, the teaching and learning process will be more interesting.
the students’ response toward the use of song. The students are motivated to
engage in teaching and learning process and also the good scores achieved by the students in posttest.
5.2 Suggestions
Considering what have been done in this research, there are several suggestions for further research in the field of the use of songs as the media in teaching and learning English. The suggestions are expected to be taken as consideration for the researchers who are willing to do the research at the same field.
English teachers are suggested to select appropriate songs to play. Songs whic are suitable for the teaching and learning process have been elaborated in previous section. For that reason, it is important for the teacher to select appropriate songs which can help the students learn the language and gain learning objectives
Besides, the teachers are suggested to arrange a good lesson plan which which consider the activity of checking the students’ attention so that the listening comprehension will be effective. It is not suggested to let the students enjoy listening to the songs in a long duration without checking their attention. The teacher could check the students’ attention by identifying their assignment.
recommended for the teacher to develop their creativity and ability to present interesting and enjoyable learning activities. The teachers are suggested to develop these creativities since the students will not be engaged in the activities if the learning activity is not interesting and enjoyable. To make it more interesting, the teacher can present the teaching and learning process in such a fun way as games, teamwork or discussion. Giving rewards also appropriate in the teaching and learning process. With rewards, the students will also encuraged to give more attention to the material presented by the teacher.
The teacher is also required to consider the situation where the teaching and learning process take place. Finding a way to overcome this situation also becomes challenge for the teacher when using song for the media of teaching listening. The use of language laboratory would be necessary when the teacher wants to use songs as the media of teaching listening. Basically, songs involve sound which the learner required to comprehend. By using language laboratory the material would be delivered to the students and take no consideration of the noises which disrupt the teaching and learning process
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