S
S
A
L
C
G
N
I
N
E
T
S
I
L
N
I
G
N
O
S
F
O
E
S
U
E
H
T
F
O
R
T
H
E
F
I
F
T
H
S
T
N
E
D
U
T
S
E
D
A
R
G
O
F
K
A
N
I
S
I
U
S
B
A
Y
A
T
E
L
E
M
E
N
T
A
R
Y
L
O
O
H
C
S
ASARJANAPENDIDIKANTHESIS
s t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P
e h t n i a t b O o
t SarjanaPendidikanDegree n o it a c u d E e g a u g n a L h s il g n E n i
y B
ir a s a ti d n A a t n i S . h T
t n e d u t
S Number :081214011
M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E
N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D
R E H C A E T F O Y T L U C A
F S TRAININGANDEDUCATION
Y T I S R E V I N U A M R A H D A T A N A S
A T R A K A Y G O Y
i
N
I
G
N
O
S
F
O
E
S
U
E
H
T
L
I
S
T
E
N
I
N
G
C
L
A
S
S
F
O
R
T
H
E
F
I
F
T
H
S
T
N
E
D
U
T
S
E
D
A
R
G
O
F
K
A
N
I
S
I
U
S
B
A
Y
A
T
E
L
E
M
E
N
T
A
R
Y
L
O
O
H
C
S
ASARJANAPENDIDIKANTHESIS
s t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P
e h t n i a t b O o
t SarjanaPendidikanDegree n o it a c u d E e g a u g n a L h s il g n E n i
y B
ir a s a ti d n A a t n i S . h T
t n e d u t
S Number :081214011
M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E
N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D
R E H C A E T F O Y T L U C A
F S TRAININGANDEDUCATION
Y T I S R E V I N U A M R A H D A T A N A S
A T R A K A Y G O Y
v i
…
ot
d
et
a
ci
d
e
d
re
h
to
r
B
d
n
a
st
n
er
a
P
d
e
v
ol
e
B
y
M
g
n
ih
t
y
re
v
e
ro
v T
N E M E T A T
S OFWORK’SORIGINALITY
a h t e r a l c e d y lt s e n o h
I tt hist hesis ,which Ihavew irtten ,doe sno tcontain t hework e h t d n a s n o it s e u q e h t n i d e ti c e s o h t t p e c x e , e l p o e p r e h t o e h t f o k r o w e h t f o s tr a p r o
. d l u o h s r e p a p c if it n e i c s a s a , s e c n e r e f e r
, a tr a k a y g o
Y 19July 2012 r
e ti r W e h T
s a ti d n A a t n i S a i s e r e h
T a ir
x
, a t n i S , e ir a S s d n e ir f t s e b y m o t n e v i g e b t s u m s k n a h t l a i c e p s y ll a n i F
p i P b M , it s e H b M , a k c i V , it s e D , a d n i L , a e r d n A , ir t u P , a k s i c n a r
F ti ,Mb Widya ,
a d n a W , y r a M , a n il o r a
C , Vtia ,Ma sAij ,VidaandMa sDono. I thank t hemf o ral l tr
o p p u s e h
t sot ha t Icans ucceedi nt hi sstudyandf o ralway sbeingt heref o rme . I s r e tr o p p u s t s e b e h t e b o t a d I b M d n a a l a L o t o s l a e d u ti t a r g y m s s e r p x e o t t n a
w a s
. y d u t s y m h s il p m o c c a I s a g n o l
m i
S lia rappreciaiton goe sto a group o fpeople whose name scanno tbe s i s e h t s i h t , y lt c e ri d n i r o y lt c e ri d , tr o p p u s r i e h t t u o h ti w t u b , y ll a u d i v i d n i d e n o it n e m
. d e t e l p m o c n e e b e v a h t o n d l u o w
i x
T N E T N O C F O E L B A
T S
E G A P E L T I
T ... i S
E G A P L A V O R P P
A ... ii E
G A P N O I T A C I D E
D ... i v K
R O W F O T N E M E T A T
S ’ SORIGINALITY ... .. v I
S A K I L B U P N A U J U T E S R E P N A A T A Y N R E
P ……….... .. vi
T C A R T S B
A ... vii K
A R T S B
A ... ... v ii i S
T N E M E G D E L W O N K C
A ... i x S
T N E T N O C F O E L B A
T ... .... x i S
I
L TOFAPPENDICES ... x v i N
O I T C U D O R T N I .I R E T P A H C
.
A ResearchBackground ... 1 .
B ProblemFormulaitons ... 3 .
C ProblemLimtiaitons ... 3 .
D ResearchObjecitve s ... 4 .
E ResearchBeneftis. ... . 4 .
F Deifniitono fTerm s ... 5 E
R U T A R E T I L D E T A L E R F O W E I V E R . I I R E T P A H C
.
A Theoreitca lDescirpiton ... 7 l
o o h c S y r a t n e m e l E r o f h s il g n E .
1 ... . 7 g
n i n e t s i L .
ii x g n i n e t s i L f o e r u t a N e h T .
a ... 9 s
s e c o r P g n i n e t s i L .
b ... 1 0 s
m e l b o r P g n i n e t s i L .
c ... 12 g
n i n e t s i L g n i h c a e T .
d ... 13 s
s a l C n i s e it i v it c A g n i n e t s i L f o s e p y T .
e .... ... 14 s
e g a t S g n i n e t s i L .
f ... 15 g
n o S .
3 ... 18 g
n o S h g u o r h t g n i n r a e L .
a ... 18 g
n i h c a e T e g a u g n a L n i g n o S .
b ... 19 n
o it c e l e S g n o S .
c ... 2 0 .
d Effects o fSongi nListeningClas .s... 22 .
B Theoreitca lFramework ... 26 Y
G O L O D O H T E M H C R A E S E R . I I I R E T P A H C
.
A ResearchMethod ... .. 2 7 .
B ResearchSetitng. ... 2 8 .
C ResearchParitcipants... 2 8 .
D ResearchI nsrtumentsandDataGathe irngTechiques... 2 9 n
o it a v r e s b O .
1 ... 2 9 e
ri a n n o it s e u Q .
2 ... .. 31 w
e i v r e t n I .
3 ... 3 1 .
E Vaild tiy. ... 3 3 .
F DataAnalysi sTechnique ... 34 .
ii i x
S N O I S S U C S I D D N A S G N I D N I F H C R A E S E R . V I R E T P A H C
.
A TheImplementaitono fSongi nListeningClas s... 39 .
B TheEffects o fSongI mplementedi nListeningClas s... 44 s
i L n i g n o S f o s t c e f f E d o o G e h T .
1 teningClass. ... 45 t
s i L n i g n o S f o s t c e f f E d a B e h T .
2 eningClas s... 62 E
T P A H
C RV .CONCLUSIONSANDRECOMENDATIONS .
A Conclusion s ... 6 3 .
B Recomendaito s n ... .. 66 .
1 Recomendaitons rfo theTeachers ... 6 6 .
2 Recomendaitons rfo theStudents... .... 6 7 .
3 Recomendaitons rfo theFutureResearchers ... 68 S
E C N E R E F E
R ... 69 S
E C I D N E P P
v i x
S E C I D N E P P A F O T S I L
e g a P r
e tt e L n o i s s i m r e P A x i d n e p p
A ... 74 t
s il k c e h C n o it a v r e s b O B x i d n e p p
A ... 76 e
ri a n n o it s e u Q C x i d n e p p
A ... .... 8 1 D
x i d n e p p
A TheRawDataoft heQuesitonnarie... .... 84 E
x i d n e p p
A The Frequency and Percentage o fStudents ’Response sto Each e
ri a n n o it s e u Q e h t f o t n e m e t a t
S ... 86 f
o s n o it s e u Q g n i d i u G e h T F x i d n e p p
A Students’I nterview………. 9 2 G
x i d n e p p
A TheStudents’I nterviewTranscirpt ... .... 95 g
n o S f o e l p m a S e h T H x i d n e p p
3
i s t n e d u t
s n l earning something new. Repeititon h s elp thechlidren t o move from
. ) 3 9 9 1 , g r e b n e s I ( ti f o n o it a m r o f s n a rt c il o b m y s a o t e c n e ir e p x e r o t o m r o s n e s
, y d u t s s i h t n
I thewrtie rwantst o know t hei mplementaiton and t heeffec t
l c g n i n e t s il n i d e t n e m e l p m i g n o s f
o ass .The wrtie rfocuses on t he if tfh grade o f
elementaryschool .Elementarys chools tudents ,especiallyt he if tfhgrades tudents ,
a y o j n e n i h s il g n E n r a e l o t e k
il blestiuaiton .They ge tbored easliywtih t hel esson
n a tr o p m i t o n s i h s il g n E k n i h t y e h t e s u a c e
b tfo rthem .A sobserved ,they are
g n i s u g n i n r a e l n i c it s a i s u h t n
e as ong.
.
B ProblemFormula itons
s i h t n
I study,t hewrtierf ormulatest heproblemasf ollows.
.
1 How song i simplemented in ilstening clas sfo rthe iftfh grade student sof
a t n e m e l E t a y a B s u i s i n a
K rySchool?
.
2 Wha ta retheeffects o fsongi mplemente d in ilstening classf ort he if tfh grade
l o o h c S y r a t n e m e l E t a y a B s u i s i n a K f o s t n e d u t
s ?
.
C ProblemLimtia itons
e d a r g h tf if e h t r o f s s a l c g n i n e t s il n i g n o s f o e s u e h t f o n o i s s u c s i d e h T
s u i s i n a K n i s t n e d u t
s Baya tElementarySchooli sneededt obe ilmitedasf ollow .s
.
1 Thi sstudy focuse son the discussion oft he effects o fsong implemenitng i n
s s a l c g n i n e t s
il fo rthe iftfh grade student sin Kanisiu sBaya tElementary
l o o h c
.
2 T he subject so fthe study are the iftfh grade student sin Kanisiu sBayat
l o o h c S y r a t n e m e l
E w o h used a songi n ilsteningclass.
.
D ResearchObjecitves
Based on t he problem formulaitons, t he wrtie rformulates t wo objecitve s
y d u t s e h t n
o .
.
1 To see how the implementaiton o fteaching Engilsh using Engilsh song in
r o f s s a l c g n i n e t s
il the iftfh grade student so fKanisiu sBaya tElementary
.l o o h c S
.
2 To generatean understanding of theeffec to fsong implemented in ilstening
s s a l
c rf o the iftfhgradestudent so fKanisiu sBaya tElementarySchoo.l
.
E ResearchBenef tis h
T i s study would be usefu l fo rthe teachers in Kanisiu s Elementary
o h w s e c r u o s e r r e h t o e h t d n a l o o h c S y r a t n e m e l E s u i s i n a K f o s t n e d u t s e h t ,l o o h c S
. y d u t s s i h t n i d e t s e r e t n i e r a
.
1 Eng ilshTeachers inKanisu sBaya tElementarySchool h
t s e d i v o r p y d u t s s i h
T e clea r informaiton abou t the effects o f song
e m e l p m
i nt de in ilsteningclass .Ift het eacher sknowt hat a songb irngs goodeffec t
e s u l li w y e h t ,s t n e d u t s e h t r o
f thesongf ort eachingi n ilsteningclass .Ont heothe r
t a h t w o n k s r e h c a e t e h t fi , d n a
h asongb irngs badeffectf ort hes tudent ,st heyhave
5
.
2 TheStudent so fKanisiu sBaya tElementarySchool t c e p x e e r a s t n e d u t s e h t , y d u t s s i h t g n i o d y
B ed t o beablet o l earn Engilsh
g n i s
u asong . tIi sno tonly f ort he iftfhgradestudent sbu talso f o ral lstudent so f
s u i s i n a
K Baya tElementarySchoo lc anobtaint hebeneftisfromt heuseo fasong .
e n
I ssenital ,st heycanenjoyt het eachingandl earningproces susingasong.
.
3 OtherResearchers y ll u f e p o
H , t he resul toft hi sstudyg s ive beneftif o rothe rresearcher swho
n i t s e r e t n i e m a s e h t e v a
h generaitnganunderstandingofr elatedstudy .Thi sstudy
g n i n e t s il n i g n o s f o e s u e h t o t d e t a l e r h c r a e s e r r e h tr u f t c u d n o c o t m e h t e ri p s n i n a c
n I . s s a l
c addiiton ,i ti salso expected tha tothe rresearcher scan en irch thei r
. y d u t s s i h t g n i s u e g d e l w o n k
.
F Deifni itono fTerms
t e k il d l u o w r e ti r w e h t , e lt it e h t f o g n i n a e m e h t y fi r a l c o
T o descirbe the
s w o ll o f s a s m r e
t .
. 1 Song
s i g n o s
A de ifnedast hemos tnatural of rmo fmusic( Kodaly ,1996 ,p .31) .
s
A ong i s also a grea t language package tha t bundle s cutlure , vocabulary ,
k s e g a u g n a l r e h t o f o t s o h a d n a r a m m a r g , g n i n e t s
il ill sin jus ta few rhymes .A
s go n can also providea relaxed lesson on aho tbo irng day . tI ac n also form t he
. ) 5 0 0 2 , e g n o t u F ( s n o s s e l y n a m r o f s i s a
b In t hi sstudy ,songi sset sofr heme sand
.
2 Listening
s e d u l c n i t a h t s s e c o r p a s i g n i n e t s il ) 5 4 . p , 5 8 9 1 ( l l e n w o r B o t g n i d r o c c A
t a u l a v e o t g n i d n e tt a , g n ir a e
h ing and responding to spoken massage .Thus ,the
n a c r e n e t s
il no tconfrimo rclarfiywhati sheard o rsaidi n r eadingo rw iritngsince
d r o w e h
t s that t he ilstene rreceived are no tunde ron hi so rhe rconrtol .I tdeal s
c n a L ( n o it a s r e v n o c r o n o it a c i n u m m o c h ti
w aster ,1974 ,p .7 .9) In thi sstudy,
e h t t a h t n o it a m r o f n i e h t s d n o p s e r o t d n a e v i e c e r o t , r a e h o t s n a e m g n i n e t s il
.r a e h y e h t g n i d r o c e r e h t m o r f e v e i h c a s t n e d u t s
.
4 FfithGradeStudents
0 1 e g a m o r f n e r d li h c f o l e v e l e h t s i l o o h c s y r a t n e m e l e f o e d a r g h tf if e h T
t n e d n o p s e r e h t e r a s t n e d u t s e d a r g h tf if e h t , y d u t s s i h t n I . d l o s r a e y 1 1 o t p
u s ort he
s t n a p i c it r a
p oft hi sstudy .The if tfh gradestudent sarechosenbecause ilstening i s
l e v e l s i h t t a d e tr a t
s int hi sschoo.l
.
5 Kanisiu sBaya tElementarySchool B
s u i s i n a
K aya t Elementary Schoo l i s a place to conduc t the study .
h a m e L n i d e t a c o l s i t I . l o o h c s e t a v ir p a s i l o o h c S y r a t n e m e l E t a y a B s u i s i n a K
7 I I R E T P A H C
E R U T A R E T I L D E T A L E R F O W E I V E R
tr a p o w t e r a e r e h
T s discussed in thi s chapter . They are theoreitca l r e ti r w e h t , n o it p ir c s e d l a c it e r o e h t n I . k r o w e m a r f l a c it e r o e h t d n a n o it p ir c s e d
t e r o e h t e h t n I . c i p o t e h t o t t n a v e l e r e r a t a h t s e ir o e h t e m o s s e s s u c s i
d ica l
. y d u t s e h t o t s e ir o e h t e h t s e t a l e r r e ti r w e h t , k r o w e m a r f
.
A Theoreitca lDescrip iton
Thi schapte rexplain sthe review o frelated ltierature used in conducitng h
c r a e s e r e h
t .The related ltierature comp irse sthe concept stha tare stated in the :
c i p o
t Engilsh fo relementary school , ilstening ,song and effects o fsong in g
n i n e t s
il .
.
1 Eng ilshf orElementarySchool n a i s e n o d n I r o f n o it a c u d
E people i s held from ea lry stage , called l a n o it a n f o t r a p t h g u o r w n i s i n o it a c u d e y r a t n e m e l E . n o it a c u d e y r a t n e m e l e
E . n o it a c u d
e lementary educaiton i sheld fo rsix year sin elementary schoo land n
i s r a e y e e r h
t junio rh igh schoo l o ranothe reducaiton insttiuiton tha ti sequa l (KurikulumTingka tSatuanPendidikan ,2006 ,p .14) .
g n i n n i g e b e h t t
A , Eng ilsh i ssta tred to be taugh tin junio rhigh school g n i p o l e v e d e h t s e z il a e r d n a t l u s e r e h t s e e s t n e m n r e v o g n a i s e n o d n I r e tf a , r e v e w o H
.l o o h c s y r a t n e m e l e n i t h g u a t e b o t d e tr a t s o s l a s i h s il g n E , d n a m e d e h t f
9 s a p u s e k a t g n i n e t s il “ , t c a f n I . d r o w a y a s n a c e w n e v e r o n r o b e r a e w e r o f e b n e v e
2 0 0 2 , h o G ( ” , e m it n o it a c i n u m m o c y a d e r u o f o % 0 5 s a h c u
m ,p.1) .Therefore ,
f o s r e h c a e
t elementary schoo lshould teach the student sin a simple way .They s
a e k a m d l u o h
s easya spossibleandi nani nteresitngs tiuaiton.
2 .Listening g n i n e t s i
L i s one of the impo trant skill s tha t the student s should be d
e r e t s a
m .Therefore ,thi sstudy discusse sthe theo ires related to ilstening .The x
i s o t n i d e d i v i d e r a s e ir o e h
t patrs ,the fris tpar ti sthe nature o f ilstening ,the s
i tr a p d n o c e
s ilsteningprocess ,thet hridpatri silsteningproblems ,thef ou trhpar t s
i teaching ilstening ,the if tfh patr i stype so flistening acitviite si n clas sand t he tr
a p h t x i
s ist hes tagei n ilsteningacitviite .s
.
a TheNatureo fListening n
e t s il e l p o e
P to everythinge yv er itme .They also rtyt o catch whati ssaid .
y l e t a i d e m m
i Listening occur swhen two person so rmore are involved in the i
n u m m o c f o s s e c o r
p caiton . I f there are two person s getitng involved in a e h t s e m o c e b r e h t o e h t d n a r e d n e s e h t r o r e k a e p s e h t s e m o c e b e n o , n o it a c i n u m m o c
. r e v i e c e r r o r e n e t s il
r i e h t , y l e t a n u tr o f n U . ll i k s e v i s s a p a s i g n i n e t s il t a h t e m u s s a e l p o e p y n a M
assump itoni sno trtue .Listeningi sanacitveskill .Fu trhermore ,ilsteningr equrie s . r e k a e p s e h t y b d i a s g n i e b s i t a h w g n i d n e h e r p m o c n i s s e c o r p e v it c a n
a I ti s
d e s a b s i g n i n e t s il e s u a c e
o c o s l a t u b r a e h y e h t t a h w s s e c o r p y l n
o nnec ttit ootheri nformaitont hatt heyhave n
w o n k y d a e rl
a . They combinet hei nformaiton t hatt heyknown wtih newi deast o .
g n i n a e m a e t a e r
c Thi sunderstandingi salso suppo tredbyBuck ( 1995)tha tnote s t
a h t t u
o peopledono t ilstent owordbutt hey ilstent ot hemeaningbehindword.
.
b ListeningProcess
t , ll i k s g n i n e t s il g n i n i a t b o f o s s e c o r p e h t n
I here are two model s o f
o w t e h T . s r e h c a e t e g a u g n a l h s il g n E e h t y b d e il p p a y l n o m m o c e r a t a h t s e it i v it c a
e r a g n i n e t s il e ri u q c a o t s e it i v it c
a b to ot m-upandt op-down.
)
1 Bo ttom- UpProcessing
The bottom-up processing happen s when “the student sstar t wtih the t I .) 6 2 . p , 3 0 0 2 , n a n u N ( ” e k il e h t d n a , r a m m a r g , s d r o w s a h c u s , s tr a p s t n e n o p m o c
t a h t s n a e
m in bottom up processing ,the ilstene rreile son the language in a massage. In othe rword ,bottom-up processingi st ext-based. I n addiiton ,bottom
-s e s u c o f g n i s s e c o r p p
u s on individua lelement so fthe bu liding block so fthe , s d n u o s l a u d i v i d n i n e e w t e b g n it a n i m ir c s i d y b e c n a r e tt u l a r o e d o c e D . e g a u g n a l
t s t n e r e f fi d g n i y fi t n e d
i ress , rhythm ,and intonaiton pattern .The student sare .
t x e t d n u o s o t d r o w o t d n u o s m o r f d e v o m y ll a u d a r
g T ehe xample t hebottom- up
g n i s s e c o r
p (Richard ,1992 ,p.50) : )
a Scanningt hei nputt oi dentfiyf amiila rtiem .s )
b Segmenitng t hesrteam o fspeechi nto consittuents .Fo rexamplei n ordert o .s
1 1 )
c Usingphonologica lcuset oi dentfiyt hei nformaitonf ocusi nutterance )
d Usinggrammaitca lcuest oorganizet hei nputi ntoconsttiuents .Fo rexample t
a h t e z i n a g r o o t r e d r o n
i “thebookwhichI l en tyou” t[hebook]and[ which I t n e l[ d n a ] I h c i h w k o o b e h t[ n a h t r e h t a r t n e u ti t s n o c r o j a m e h t e r a ] u o y t n e l
.] u o y
, r e v o e r o
M According t o Anderson and Lynch ( 1988) ,a sctied byRichard d
n a s e k a t r e n e t s il e h t ,) 9 3 2 . p , 2 0 0 2 ( a y d n a n e R d n
a store smasages equenltyast he .
r e d o c e
r Thus ,i timpile stha tthe ilstener swli lmemo irze and recal lwha tthe r
e k a e p
s said .Therefore ,bo ttom-upprocessingshouldbedevelopedbyt eacherst o b
a g n i n e t s il ’ s r e n r a e l e s it c a r
p iltiyi nt heexercises .
p o T )
2 -DownProcessing p
o
T -down i st he oppostie o fbottom-up processing . pT -o down processing e
h t m o r f s n i g e
b students ’background knowledge (Nunan ,2003 ,p .26) .Mo lray t
n i t a h t s d d a ) 1 0 0 2
( o -p down processing the ilstener tirgger shi so rherexisitng o
t e g d e l w o n
k infe rand to predict t he new i nformaiton t o createt he meaning i n t
n i , e r o f e r e h T . d n i
m o -p down processing the ilstener need sto have background .
e g a s s e m e h t g n i h c t a c n i r e i s a e s r e n e t s il e h t e k a m o t r e d r o n i e g d e l w o n k
p o
T -down processing i sdfiferen tfrom bottom-up processing .Bottom- up t
x e t s i g n i s s e c o r
p -based ,butt op-downprocessingi s ilstener sbased .I pn t -o down n
e t s il e h t , g n i s s e c o r
p e trg s e agenera lview oft he ilstening passageby absorbing m
e h t n i d e t a t s y l n o t o n s i g n i n a e m e h T . w e i v l l a r e v o s
ti essage bu talso in the
r e n e t s
)
3 Listeningexercisehelpst het eacherst o drawl earner’ satten iton t o newf orm s f
o vocabulary ,grammar ,pattern sandnewi nteracitoni nt hel anguage.
.
e Type so fListeningAcitvi ite sinClass
o s e p y t r u o f e r a e r e h t ) 3 1 1 . p , 6 9 9 1 ( r U o t g n i d r o c c
A f ilstening acitviite s
s s a l c n
i :
e s n o p s e R t r e v O o N ) 1
l t s u j s r e n e t s il e h t , e s a c s i h t n
I isten to the ilstening records o rmateiral s p
s e r y n a g n i v i g t u o h ti
w onses .The acitviite ssuch a s ilstening to story ,song , .
o e d i v d n a , e i v o m
e s n o p s e R t r o h S ) 2
n o it c a r o r e w s n a t r o h s e v i g y l n o s r e n e t s il e h t s n a e m e s n o p s e r t r o h S
T . s l a ir e t a m g n i n e t s il e h t s d r a w o
t heyj us tobeyt hei nsrtuciton ,detec tthemistakes , .
g n i n n a c s d n a g n i m m i k s , n o it i n if e d e h t s s e u g
e s n o p s e R r e g n o L ) 3
s r e n e t s il e h
T give longe raciton o ranswe rfo rexample, answeri ng the d
n a g n i z ir a m m u s , g n it a l s n a rt d n a g n i s a r h p a r a p , g n i k a t e t o n , s n o it s e u
q long gap
. g n il li f
e s n o p s e R d e d n e t x E ) 4
s e it i v it c a e h
T areproblem solving and i nterpretaiton .Therefore , ilstening .
5 1 .f ListeningStage
f o s d n i k e e r h t e r a e r e h t , ) 8 2 . p , 2 0 0 2 ( h o G o t g n i d r o c c
A acitviite sin
n e t s il g n i p o l e v e
d ing lesson : pre-ilstening , whlist-ilstening and post-ilstening .
n o it c e s s i h t n i li a t e d n i d e s s u c s i d e b l li w h c i h w
e r P )
1 -Listening e r
P -ilsteningcanbedfiferenitatedi ntot wocatego ires .Therearel anguage -n
k d n a d e t n e ir
o owledge-o irented .The aim so flanguage-o irented are to prepare d n a s d r o w c if i c e p s e h t g n i d u l c n i e g a u g n a l f o e p y t e h t t u o b a s t n e d u t s e h t
o r
p nunciaitont hati susedi nwhlist-ilsteningl ater .Ont heothe rhand ,knowledge -d
e t n e ir
o i sprepared by encouraging them to acitvate the relevan ttype so fthei r .
e g d e l w o n k l a r e n e g
e r a e r e h t ) 8 2 . p , 2 0 0 2 ( h o G o t d e t a l e
R the example so fthe type in pre -i
n e t s
il ng acitviites .The fris ttype i sthe use o fmind-mapping .Mind- mapping e
g a u g n a l f o s t s i s n o
c -o irented and knowledg -eo irented o fpre-ilstening acitviites . d n a c i p o t d e t a l e r e h t t u o b a e g d e l w o n k ’ s t n e d u t s e h t ll a c e r o t d e s u s i d o h t e m s i h T
. g n i n e t s il e h t n i e s u e g a u g n a l e h t e z i n g o c e r o t
e p y t d n o c e s e h
T i sbrain-storming. tI i sused t o maket hestudent sacitve r
o t d n
a ecallt hegenera lknowledger elatedt ot het opic .Besides ,brain-stormingi s s
t n e d u t s e h t e r a p e r p o t d e s
u wtih the l anguage used i n t he ilstening mateiral .I n n
i a r
b -storming,t het eache rasksthestudentst ocal loutt heword swhichi sr elated c
i p o t e h t o
7 1 t
s li h W )
2 -ilstening t s li h
W -ilsteningstageist hemos tdfi ifcul tstagef or ateacher toconrtol the s
t n e d u t
s . In t hi sstagethestudents ’atten itonisr eallyneeded .They havet o focu s ’ s t n e d u t s f o t n e m p o l e v e d e h t s e d i u g y ti v it c a s i h T . t x e t e h t n i s a e d i y e k n o
. e g a s s a p g n i n e t s il e h t t u o b a g n i d n a t s r e d n u
e h c a e P o t g n i d r o c c
A y (2002,p .5 ,) t he t eacher shave to givethe student s i
k n i h t “ r o ” g n i h t a e r b
“ n g” spacei n ilstening .Thi sacitvtiy can bedoneby giving a
m e h
t chance to compare thei ranswer swtih thei rpeer sbefore they ilsten the g
n i d r o c e
r again .By doing thi sacitvtiy ,they will have itme to break from the g
n i n e t s
il andt ocheckt hei runderstandingwtiht hei rpeer .s
t s o P )
3 -ilstening t s o
P -ilstening i sconducted i n t hel as tpar tof l esson .From post-ilstening , r
e h c a e t e h
t s can know how wel lthe student shave understood wha tthey ilsten . t
s o P
“ - ilsteningacitviite sshouldbeanextension o fcommunicaitveoutcome sand s m i a l a r e v e s e v a h s e it i v it c a g n i n e t s il t s o P . ) 9 2 . p , 2 0 0 2 , h o G ( ” s l a ir e t a m g n i n e t s il
: o t s t n e d u t s e h t g n i p l e h e d u l c n i
)
a Pracitceotherl anguageskli lsucha sspeaking,r eading ,w iritngusingt hesame .
c i p o t )
b Examine and reinforce points , fo r example grammar , vocabulary and n
o i s s e r p x e )
c Personailzecontent soft he ilsteningmateira l l(tieraryt ex )t )
7 2 o
n r o t n a I o n a il u i G d n
a ’st heory( 1979 ,)Regino andHenryWinter’st heory( 1998 ,) l
a e r n o M a i n e g u
E ’ stheory (1982) ,Konstanitnovic’ stheory (1973) ,Foste rand y
l d a e
H ’st heory( 1959 .) t , e r o m r e h tr u
F hi s study attempts to ifgure ou t the effec t o f song a
l c g n i n e t s il n i d e t n e m e l p m
i ss .Theeffec to fsong correlate swtih thesuccess i n a
e
l rning because tii n lfuences someone’ smoitvaiton t o l earn because asong can e
v i
8 2
t I . )
3 i s proved by Sp irnthall , Schumu tte , and Srioi s (1991:93 ) tha t survey
t a d e h t t c e ll o c o t d e n g i s e d s i h c r a e s e
r a by using observaiton checkilst ,
e t n i d n a e ri a n n o it s e u
q rview .The quesiton swould be related to how song i s
. s t n e d u t s e h t r o f g n o s f o t c e f f e e h t d n a s s a l c g n i n e t s il n i d e t n e m e l p m i
.
B ResearchSetitng
e h
T researchwa sconducted i n Kanisiu sBayatElementarySchoo lonM ay
3 ,2012 .Kanisiu sElementarySchooli sl ocatedi nLemahMi irng ,Paseban ,Bayat .
s u i s i n a K e s o h c r e ti r w e h t y h w n o s a e r e h
T Baya tElementarySchoo lwa si ti sone
t a y a B n i s l o o h c s e ti r o v a f e h t f
o .In addiiton ,Kanisiu sBaya tElementary Schoo l
s a h o s l
a agood r eputaiton .Therefore,i twasi nteresitng t o conduc tar esearch on
.l o o h c s s i h t
.
C ResearchParitcipants
s u i s i n a K f o e d a r g h tf if e h t n i s t n e d u t s e h t k o o t r e ti r w e h
T Baya t
l o o h c S y r a t n e m e l
E because listening clas sin tha tschoo li sstatred in the if tfh
. e d a r
g The reason why the wrtie rtook ilstening subjec tto be observed because
s t n e d u t
s oft he iftfh grade o fKanisiu sBaya tElementary School found dfiifcutly
l g n E n i n o it c u rt s n i g n i h c t a c n
i ish language .The student smight no tunderstand
y e h T . n e t s il y e h t t a h
w obtained dfiifcutly to identfiy the Engilsh word sthey
. d r a e h
r e ti r w e h t , y d u t s e h t g n it c u d n o c n
I conducted one group o fparitcipant.
d e ll a c s i s i h
t s e h t ll a e r e w s t n a p i c it r a p e h t , e ri a n n o it s e u
q udentsi n t he if tfh gradeo fKanisiu s
l o o h c S y r a t n e m e l E t a y a
B . Second ,for t hei nterview, t here werefou rstudent sa s
. s e v it a t n e s e r p e r e h t
n
I choosing the paritcipants ,the wrtie rchose them based on purposive
I . n o s a e
r twa sapprop iratet o useparitcipantseleciton method since ti si usefuli n
v r e s b
o i ng the paritcipants ’opinion and atttiude .Besides ,by using purposive
t n a p i c it r a
p seleciton method ,the wrtie ri sable to observe and to identfiy the
’ s t n a p i c it r a
p characteirsitc stha tbecome the representaitve in the group (Ary ,
1 6 1 . p , 2 0 0 2 , h e i v a z a r d n a , s b o c a
J -170).
.
D Instruments andDataGatheringTechniques
i h t n
I scase ,the wrtier explains how the wrtie rgathered the data o fthe
n o it a v r e s b o d e s u r e ti r w e h t , e v o b a n o it n e m s A . y d u t
s ,i nterviewandquesitonnarie
e h t s
a insrtuments to collectt he data .In addiiton, t hi ssub-chapte ranalyzes how
.t l u s e r e h t f o n o it a t e r p r e t n i s ti d n a d e t c u d n o c e r e w s t n e m u rt s n i e h t
.
1 Observa iton
m u rt s n i t s ri f e h
T en ti sobservaiton .The observaiton wa sconducted to
e h t r e w s n
a f rist problem formulaiton related to the implementaiton o fsong in
e h t f o s s a l c g n i n e t s
il iftfh yea rstudent so fKanisiu sBaya tElementary School .
s i h
T observaiton aimed t o obtain t he implementaiton o fsong in Kanisiu sBaya t
n e m e l
E tary School .According to Cohen ,Manion ,and Morirson (2000 ,p .293 )
e s a e r e h t d r o f f a y e h t s a e v it c a rt t a e r a a t a d l a n o it a v r e s b O
“ archert heoppo truntiyt o
a t a d ’ e v il ‘ r e h t a
0 3
d l u o w r e ti r w e h t , n o it a v r e s b
o be able to look a tthe real condiiton o f the
. d e v r e s b o g n i e b s t n a p i c it r a
p Thewrtie rusedobservaitonsincei tgavethedataon
n
a aciton t aking place i n t he classroom .Morirson (2000 )states tha tobservaiton
e l b a n
e s the researche r to gathe r data on physica l setitng , human setitng ,
s b o g n i s u y B ” . g n it t e s m a r g o r p s a l l e w s a , g n it t e s l a n o it c a r e t n
i ervaiton,t hewrtie r
s a
w helpedt ogathe rdatai nes etitng.
n
A observaiton checkilst wa sappiled in observaiton by indicaitng the
s n o it s e u q e h t r e w s n a o t d e d e e n n o it a m r o f n i f o s d n i
k .Thi sreflected t he wrtier’ s
t a h w t u o b a n o it c i d e r
p could be happened in the classroom .The observaiton
t s il k c e h
c helpedtoobservet hes tudents ’behaviouri nt hel earningprocesst hrough
asong .Theobservaitoncheckils tconsistedoft hreepa trs .Thef ris tpar twa sint he
e r
p -ilstening .Thi spar tconsisted o ffour statements .Thesecond par twas in t he
t s li h
w -ilstening .Thi spar tconsisted seven statements .The thrid par twas in the
t s o
p -ilstening .Thi spar tconsistedo fthi treenstatement .s
i c it r a p e h t g n i v r e s b o n
I pants , the wrtie r conducted nonparitcipan t
, n o it a v r e s b o t n a p i c it r a p n o n n I . n o it a v r e s b
o thewrtie rdid no tinvolve ni theclas s
y ti v it c
a so she did no tdisturb the clas sacitvtiy .The wrtie rjus tobserved the
f l e s ti s s a l c n i s e it i v it c a e h t d n a s t n e d u t
s when thet eache rappli ed thesong .Wh lie
n o it a v r e s b o e h t n o n o it a u ti s e h t f o s e t o n k o o t r e ti r w e h t , n o it a v r e s b o n a g n i o d
n o it a t n e m e l p m i e h t e e s o t d e t c u d n o c s a w n o it a v r e s b o e h t , e r o m r e h tr u F . t s il k c e h c
g n o s f
o in ilsteningclass .Besides,t hewrtie ralsoobservedthes tudents’r esponse s
i e h t g n it e r p r e t n
i nterview data .A tfe rthat , the wrtie r related the resul to f
. 2 r e t p a h C e h t n i s e ir o e h t e h t o t e ri a n n o it s e u q d n a w e i v r e t n i
.
G ResearchProcedure
o t d e s u s a w y d u t s s i h T . y d u t s s i h t g n it c u d n o c n i s p e t s e m o s d i d r e ti r w e h T
u e h t n o it p e c r e p ’ s t n e d u t s e h t t u o d n
if se o fsong i n ilstening class .The research
: s e r u d e c o r p e s e h t n o d e s a b t u o d e ir r a c s a w
.
1 Thewrtie rselectedt woproblemst oi nvesitgate
.
2 A tfert hat,t hewrtierchoset hes ampleandt heparitcipan tast hes ubjec toft he
y d u t
s .Theparitcipant swerechosenbyusingpurposives ampilng.
.
3 Then, t hewrtierhad apreparaiton oft heobservaiton, t hequesitonnarie ,and
. w e i v r e t n i e h
t Beforeconducitng t heobservaiton, t hequesitonnarie ,and t he
r e ti r w e h T . n o it a r a p e r p e m o s d a h r e ti r w e h t , w e i v r e t n
i askedpermissionl ette r
n E e h t f o y r a t e r c e s e h t m o r
f gilshLanguageand Educaiton StudyProgramo f
y ti s r e v i n U a m r a h D a t a n a
S to do the study .Then ,the wrtie rproposed a
l a s o p o r
p thet o t heheadmaste ro fKanisiu sElementary Schoolt o conduc ta
f o s t n a p i c it r a p e h t n i a g d n a y d u t
s the study .A tfe ral lpermission swere
, d e g d e l w o n k c
a the wrtier had a meeitng wtih the Engilsh teache ro f if tfh
. y d u t s e h t t c u d n o c o t e l u d e h c s e h t e g n a r r a o t s t n e d u t s e d a r g
.
4 Then t hewrtie rconducted t heobservaiton ,distirbuted t he quesitonnarieand
h t d i
d ei nterviewt oobtaint hedataneededi nt hes tudy.
.
5 A tfe rthe data were gathered ,the wrtie ranalyzed the ifnding sfrom the
8 3
a w n o it s e u q t s ri f e h T . a t a d e h t g n it a l u g n a ir t y b n o it a l u m r o
f sanswered by
e h t g n it u b ir t s i d y b d e r e w s n a s a w n o it s e u q d n o c e s e h T . n o it a v r e s b o n a g n i o d
. w e i v r e t n i e h t g n it c u d n o c d n a e ri a n n o it s e u q
.
6 A sthe nex tstep ,the wrtie rinterpreted the ifnding sand related thi sto the
e h t f o e c n e r e f e r e h t s a d e s u s a w t a h t y r o e h
t study .Then ,the wrtie rmade
. n o it a t e r p r e t n i e h t n o d e s a b s n o i s u l c n o c
.
7 Finally, t he wrtie rrepo tred t heresul tof t hestudy based on t he observaiton ,
w e i v r e t n i e h t d n a , e ri a n n o it s e u q e h
V I R E T P A H C
H C R A E S E
R RESULTSANDFINDINGS
s t n e s e r p r e t p a h c s i h
T the resul tand t he discussion of t he ifnding sof t he
n o i s s u c s i d o w t e r a e r e h T . y d u t
s s presented i n t hi schapter .The frist i srelated t o
e h
t implementaitono fsong in ilsteningclass .Thesecond discussion i st heeffec t
s s a l c g n i n e t s il n i d e t n e m e l p m i g n o s f
o fo rthe if tfh yea rstudent so f Kanisiu s
t a y a
B ElementarySchool .The ifnding sa dr ie videdi ntot wopatrs .Thefristi spar t
n i a l p x e t a h t
A s the implementaiton o fsong in ilstening clas sand the second i s
n i a l p x e t a h t B t r a
p s thet heeffects ofs ongi mplementedi n ilsteningclass .
.
A TheI mplementa itono fSongi nListeningClass
. t n a tr o p m i s i n e r d li h c g n i h c a e t n i y a w e v it a e r c g n i v a h s r e h c a e t r o F
g n i h c a e
T chlidreni sdfiferentfromt eachingadul.tI ti sshouldbemorei nteresitng
d n
a encouraget hem i n l earning .Oneo fan i nteresitng media t o t each chlidren i s
. g n o s a g n i s u
To answe rthe fris tquesiton related to the implementaiton o fsong in
n o it a v r e s b o n a d e t c u d n o c r e ti r w e h t , s s a l c g n i n e t s
il to obtain the relevan tdata .
e h t r o f s k s a t g n i n e t s il e h t d e n i a l p x e r e h c a e t e h t , g n o s a o t g n i n e t s il e r o f e B
k s a t e h T . s s a l c g n i n e t s il n i g n o s f o n o it a t n e m e l p m i e h t o t d e t a l e r s t n e d u t
s s were :
e h t d n a s e m it l a r e v e s g n o s e h t y a l p d l u o w r e h c a e t e h t ) 1
( student swereasked t o
o t n e t s
0 4 s
k s a t e h t s s u c s i d o t d e k s a e r e w s t n e d u t s e h t ) 3 ( g n o s e h t n i d r a e h y e h
t related t o
e h
t song .
w o h w o n k o
T asongi mplementedi n ilsteningclas ,st hewrtierdividedt he
e e r h t o t n i n o it a v r e s b
o stages :pre-ilstening ,whlist-ilstening and pos t ilstening
(Goh( 2002 ,p .28) .Theobservaitonwa sheldonMay3 ,2012 .Thenumbe roft he
s a w s t n e d u t s t n e s e r
p twenty-three .Thet eaching and l earning processt ook place
n
i aclassroom .
e r p n
I -ilstening acitvtiy ,began wtih appercepiton acitvtiy by kas ing t he
s t n e d u t
s whethert heyhave eve r ilstened t o asong en itlted “Tha’tst heway tii s”
t o n r o g n o s n o i D e n il e C y
b .Then, t he t eache rexplained about t he singe roft he
g n o
s rathert han t hel angugagei nt hesong .Thestudentsl ooked passive,t heydid
a k s a t o
n n y quesiton srelated to the mateirals ht ey were going to learn .Thi s
a i d e m r o l a ir e t a m e m o s e v i g t o n d i d o s l a r e h c a e t e h t e s u a c e b d e n e p p a h n o it a u ti s
e d u t s e h t e v o r p m i o
t nts’i nteresti n j oiningt het eaching and l earning process .On
.s t n e d u t s e h t o t l a ir e t a m t s a l e h t w e i v e r t o n d i d r e h c a e t e h t , d n a h r e h t o e h t
T he whlis -t ilstening, acitviite sstatred by playing the song ten itmes .
s e h t f o g n i d r o c e r t s ri f e h t g n i y a l p e r o f e
B ong ,thet eache rgavei nsrtuciton abou t
e h
t acitvtiy . The teache r used biilngua;l Indonesian Language and Engilsh
. e g a u g n a
l Theycouldunderstandwhatt herit eache rsaid .Thestudent swereasked
l li f o
t inthemissingl y ircby ilsteningt hecompletes ong .
t s ri f e h
T recording of t hesong wa splayed t o make t he student sfamiila r
e h t l li f o t t o n d i d y l n o g n o s e h t o t n e t s il o t d e k s a e r e w y e h T . g n o s e h t h ti w
t , g n o s e h t f o g n i d r o c e r d n o c e s e h t r o f n e h T . c ir y l g n i s s i
o t s t n e d u t
s wrtie in the missing ly irc sfrom the cassette tha tthey heard. T he
s t n e d u t
s enjoye dand i nterested theacitvtiy. Theyshowed enthusiasmi n ilstening
.s c ir y l g n i s s i m e h t n i g n il li f d n
a Besides, thestudent swereattenitve ot thesong .
t t a h t , n o it i d d a n
I hes ongwa se gner ite ccreateda ilvelyatmospherei ntheclas .s
s a w g n o s e h t t a h t d i a s s t n e d u t s e h t f o e m o s , g n o s e h t o t g n i n e t s il e li h W
d l u o c y e h t , tl u c if fi
d no tcatch wha tthe singe rwa ssinging .Then ,the teache r
o t n o s a e r e h t d e n i a l p x
e them .The teache rsaid tha tCeline Dion used B iritsh
h s il g n
E ,s ohe rpronunciaitonwa sdfiferentf romAmeircanEngilsh .
a n i g n o s e h t d e y a l p r e h c a e t e h t ,t a h t r e tf
A verse fou r itme .s Thet eache r
d i d s t n e d u t s e h t d e k s
a n oot t discus swtih thei rfirends .The student sasked the
e r r e h c a e
t latedt o somevocabulairesrelatedt o t hesong .They did no tunderstand
f o g n i n a e m e h
t uphill ,cilmb ,giveup ,know, t hough and surrender .A tfe rplaying
f o r e w s n a e h t s s u c s i d o t s t n e d u t s e h t d e k s a r e h c a e t e h t , s e m it r u o f g n o s e h t
ri f e h t m o r f c ir y l g n i s s i
m s tverse .Thet eache rchecked by playing t hesong once
. n i a g a
d n o c e s e h t d e y a l p r e h c a e t e h t n e h
T verseoft hesong .Thet eache rplayed
g n o s e h
t fou r itmes .The student swere enthusiasitc joining the teaching and
T . g n o s g n i s u g n i n r a e
l he student salso asked how to wrtie the missing ly irc
r e h c a e t e h t d e k s a y e h t e r o f e r e h t ” , h ti a f “ d r o w e h t e ti r w t o n d l u o c y e h T . y lt c e r r o c
n e h T . d r a o b e ti h w e h t n o n w o d t i e ti r w o
t , the teache rdiscussed the answe r
) 1 ( e r e
w t she ong madet hem happy ,enthusiasitcand moremoitvated in j oining
c e h
t las sacitvtiy ,sot het eachingandl earninggoa lcouldbeachieved )( 2 thesong
e r c n
i ased thei r vocabulaires .Thi sevidence wa s suppo tred by answeirng the
y lt c e r r o c y r a l u b a c o v o t d e t a l e r r e w s n a r e h c a e
t )(3 the song also helped t hem to
i n e t s il r i e h t e v o r p m
i ng skill .Thi scould beseenf rom t hestudents ’answer .Mos t
r i e h t r e w s n a d l u o c y e h t , s e d i s e B . e c a p s k n a l b e h t n i l li f d l u o c s t n e d u t s e h t f o
. y ll a r o s n o it s e u q r e h c a e
t ( 4) The song also made the students improved thei r
n o it a i c n u o n o r
p .Thi scould be seen when they sang the song together ,mos to f
. y lt c e r r o c e c n u o n o r p d l u o c m e h
t The ifnding sof t heeffec to fthe song could be
e ri a n n o it s e u q d n a w e i v r e t n i f o t l u s e r e h t m o r f w o l e b n o it a n a l p x e e h t n i n e e
s .
s e h t r o f s t c e f f e d a b e v a g o s l a g n o s e h t , d n a h r e h t o e h t n
O tudent ssuch a s
m e l b o r p s i h T . ll i k s g n i d a e r d n a g n it ir w r i e h t e v o r p m i t o n d l u o c s t n e d u t s e h t
e h T . d e ti m il e r e w g n i d a e r d n a g n it ir w r o f y ti ti v it c a e h t e s u a c e b d e n e p p a h
. w o l e b n e e s e b d l u o c g n o s f o s t c e f f e e h t n o it a n a l p x e
.
1 TheGoodE ffect so fSonginLsiteningClass
.
a ASongMake stheStudent sHappy ,Enthusiasitc ,andMoreMo itvated
s e k a m g n o s A “ o t e s n o p s e r ’ s t n e d u t S 1 e r u g i
e v o b a w e i v r e t n i e h t f o t l u s e r e h
T wa sin ilne wtih the resul to fthe
s t n e d u t s e h t f o % 3 . 8 7 e r e w e r e h t , 2 e r u g if n i n e e s e b d l u o c t a h t e ri a n n o it s e u
q
e e r g a o h
w d tha tthesongmadet hempaidmoreatteniton t o t hel esson .However ,
e r e w e r e h
t 21.7 % o fthe student sbeileved tha tthe song made them los tthei r
t n o it a rt n e c n o
c ot hel esson .From t hepercentage,i tcould beconcludedt ha tmos t
e h t s a g n o s d e s u r e h c a e t e h t n e h w n o s s e l e h t o t n o it n e tt a e r o m d i a p s t n e d u t s e h t f o
. a i d e m
“ o t e s n o p s e r ’ s t n e d u t S 2 e r u g i
F Thes ongmakest hes tudent spaymoreattanitoni nt he s
s a l c . ”
t n e m e t a t s s u o i v e r p e h t f o t l u s e r e h t m o r f , e r o f e r e h
T , t hesong wa sablet o
t s e h t n i a
g udents ’atteniton .Besides ,i talso made the student senthusiasitc i n
g n i w o ll o
f the class .Fu trhermore ,mos to fthe student swere happy in following
g n i s u y ti v it c a s s a l c g n i n e t s il e h
t thesong .Therewere91.3%oft hestudent swho
e e r g
a d wtih t hestatemen t“ Iam happy i n f ollowing ilsteningclas sacitvtiy using
” . g n o s e h
t Thus ,there were also some student swho did no t ilke to follow the
c a s s a l
c itvtiyusings ong .Therewere8.7%oft hes tudent swhowerenothappyi n
g n i w o ll o
f theclas sacitvtiyusing asong .Ther esul toft hequesitonnariecould be
3 e r u g if n i n e e
8 4
“ o t e s n o p s e r ’ s t n e d u t S 3 e r u g i
F Thes ongmakest hestudent shappy. ”
. s s a l c e h t n i n o it a v it o m ’ s t n e d u t s e h t e v o r p m i o s l a d l u o c g n o s a , r e v o e r o M
. w o l e b 2 t n e d u t s h ti w w e i v r e t n i n a f o t l u s e r e h t m o r f n e e s e b d l u o c t I
a j a t a g n a m e s h a b m a n a s i b , u g a l k e k a p s i r g g n I a s a h a B r a j a l e b g n a n e s a y a S
t u g a l k e k a p u g a
l u .Tap ikalol agunyas usah,j ad ikadangbua tbingungj uga i
b k a g i d a
j sa jawabpe tranyaan.( Studen t2,i nterview)
e k il
I tostudyEng ilshl anguageusingasong, i tcani mprovemymoitvaiton d
s i g n o s e h t fi , d n a h r e h t o e h t n O . y ti v it c a s s a l c e h t g n i n i o j n
i fiifcutli tcan
e s u f n o c e m e k a
m d so Icanno tdot heassignmen.t( Studen t2,i nterview)
t ,s e d i s e
B heresul tof t hei nterview abovewa sreinforced by t heresul to f
e r u g if n i e ri a n n o it s e u q e h
t 4 .Mos toft hestudent sgaveposiitve response t o thi s
.t n e m e t a t
s Therewere87%oft hestudents ow h assumedt ha tasonghelpedt hem
o
t improvet hei rmoitvaiton in followingt he ilsteningclass .They werei nterested
. g n i n e t s il g n i y d u t s n i a i d e m e h t s a g n o s g n i s u n
i On t he othe rhand, t here were
o h w s t n e d u t s e h t f o % 3
1 hadl es smoitvaitoni nf ollowingt he ilsteningclas susing
s e k a m g n o s e h T “ o t e s n o p s e r ’ s t n e d u t S 4 e r u g i
F thes tudentsmoremoitvatedi n ilstening s
s a l c . ”
t a h t r a e l c s a w t
I thesongmadet hestudent senjoyedl earningi nclassroom .
g n i n e t s il n i d e t a v it o m e r e w y e h t d n a g n o s h s il g n E n a o t g n i n e t s il d e k il l l a y e h T
, r e v e w o H . s s a l
c as tuden talsos aidt hati twouldbebette rfit hes tudent salsohada
e b d l u o w t i t a h t d i a s y e h T . s s a l c g n i n e t s il r o f g n o s a e s o o h c o t e c n a h
c more
y e h t , y ti v it c a s s a l c e h t h g u o r h t d n a t s ri f g n o s e h t w e n k s t n e d u t s e h t fi g n it s e r e t n i
g n i n a e m e h t w o n k d l u o
c o fthes ong.
e r e w e r e h
T also some evidence sshowing tha tthe song gave good effec t
. s t n e d u t s e h t r o
f I tcouldbeseen f rom t her esul toft hequesitonnariei n ifgure5.
t t a h t d e r e h t a g t l u s e r e h
T here were78.3 % oft hestuden st who beileved t ha tthe
m e h t e d a m g n o
s wereenthusiasitci n ilsteningclas .s Howeve,r t herewere21.7%
o h w s t n e d u t s e h t f
o had dfiferen topinions ,they assumed tha tthey were no t
. g n o s g n i s u s s a l c g n i n e t s il e h t g n i w o ll o f n i c it s a i s u h t n
e Thus ,i twa sproved t ha t
e h
t song give sposiitve effec tfo rpeople .(Ma iro Papa and Giu ilano Iantorno ,
0 5
“ o t e s n o p s e r ’ s t n e d u t S 5 e r u g i
F The song make sthe student smore enthusiasitc in ”
.s s a l c g n i n e t s il
e h t m o r
F resul tof t hequesitonnarieabove, i tcould beseen t ha tthesong
f t c e f f e e v it i s o p e v a
g o r the students . A song could increase the students ’
s A . s s a l c e h t n i n o it a v it o
m ong created j oyfu latmosphere i n t he class .Besides ,
n e t s il o t d e k s a e r e w s t n e d u t s e h t n e h
w tothes ong,t hes tudent swerehappyt os ing
. s d n e ir f ri e h t h ti w r e h t e g o t
s i h
T wa salso found tha tthe student swere interested in learning new
k t u o b a s u o ir u c e r e w y e h t e c n i s g n o s a n i s d r o
w nowingt hemeaningo fnewword s
. g n o s e h t n i d e r a e p p
a I tcouldbes eenf romt her esul toft hequesitonnariei n ifgure
. 5 9 e r e w e r e h T .
6 7% o fthe student swho were cu irou sto know the meaning
e r e w e r e h t , r e v e w o H . g n o s e h t e d i s n
i 4.3 % o fthe student s who were no t
g n i n a e m e h t g n i w o n k n i d e t s e r e t n
i inside the song . From the resul to fthe
w o n k o t s u o ir u c e r e w s t n e d u t s e h t t a h t d e d u l c n o c e b d l u o c t i , e v o b a e ri a n n o it s e u q
e h t t u o b a e r o
e r u g i
F 6 Students’r esponse“Thes ongmakest hes tudent scuiroust oknowt hemeaning ”
. g n o s e h t e d i s n i
e r u g i
F 7 Students ’responset o“Thesongencourage sthestudentstoaskquesitont ot he ”
. d n e ir f d n a r e h c a e t
c n e g n o s a g n i s u g n i n r a e
L ouraged the student sto ask quesiton to thei r
. d n e ir f d n a r e h c a e
t Figure 7 showed tha tthere were 70 % o fthe student swho
s a w n o it a v it o m g n i n r a e l h g i H . g n o s e h t o t d e t a l e r n o it s e u q g n i k s a n i e v it c a e r e w
l u o c t i , n o s s e l e h t n i y l e v it c a d e v l o v n i m e h t e k a m o t n e v o r
p d be seen t hat t here
g n i k s a n i e v it c a e r e w o h w s t n e d u t s e m o s o s l a e r e
w and answeirng quesiton s
a y n s i r g g n I a s a h a B g n o m o g n h a s u S . a y n g n o m o g n a s i b k a g g n ir e s a y I
r a c a n a m i g u r u G u B a y n a T a y u a t k a g u a l a k … a n a m i
g a bacanya, t eru s
) w e i v r e t n I , 3 t n e d u t S ( . u r u G u B n i r e n e b i d g n u s g n a l a y h a l a s u a l a k
, s e
Y Io tfen canno tunderstand how to say .I ti sdfiifcul thow to say in e
c n u o n o r p o t w o h r e h c a e t y m k s a I , w o n k t o n o d I f i … h s il g n
E ti,t heni f I
e k a t s i m e k a
m , driecltyt het eache rcorrecti .t(Studen t3,i nterview)
e h t m o r
F resul tabove ,i t could be concluded tha tthe student swere
n i e v it c a s e m it e m o
s asking the teacher’ squesiton bu tsomeitme sw ere n o.t To
e m o c r e v
o sthi ,theteache rhad asrtategy .The t eache rchoset hestudent soneby
r e w s n a o t y rt d l u o w y e h t , n e s o h c e r e w y e h t fI . k a e p s m e h t e k a m o t r e d r o n i e n o
, r e v o e r o M . s n o it s e u q e h
t no tonly t he same student swere acitve ,bu talso other s
. e v it c a e b d l u o
c
t , r e v o e r o
M h y e were more moitvated to learn Engilsh using t he song .I t
o t d e t a l e r t n e m n g i s s a m e h t e v a g r e h c a e t e h t n e h w n e e s e b d l u o
c thesong F . igure8
d e w o h
s tha tthe song encouraged 95.7% o fthe student sto do the assignmen t
l s u o ir e
s y .Howeve ,rt herewerealso 4.3% oft hestudent swho did no twantt o do
g i s s a e h
t nmen tseirously .
e r u g i
F 8 Students’r esponset o“Thes ongencourage sthes tudentstodot heassignmen t ”
e r u g i
F 9 Students ’response to “The song helps the student sincrease thei rknowledge ”
. e r u tl u c d n a g n o s n r e t s e w t u o b a
, e r o m r e h tr u
F t he song wa sable to obtain the students ’moitvaiton in
o t l u s e r e h t y b d e tr o p p u s s a w t n e m e t a t s t a h T . s s a l c g n i n e t s
il ft hequesitonnariei n
1 e r u g
if 0 .Therewere78.3%oft hestudent swhomenitonedt hatt hatt hey would
e
b enthusiasitcin learni ngEngilsh languageusingsongin t henex tmeeitng .Thi s
. w o l e b w e i v r e t n i f o t l u s e r e h t y b d e c r o f n i e r s a w t l u s e r
a g o M .
… -moga gurunya ngaja rpakek l agu t erusd ikela smendengarkan t
a g n a m e s i d a j r a i b k a b
m (Studen t3,i nterview)
. .
… Hopefully,t het eache rwli lusesong a samediaf ort eaching ilstening d
r o n
i ert omakememoreenthusiasitc(Studen t3,i nterview).
e r e w e r e h t , d n a h r e h t o e h t n
O 21.7% o fthe student s who were no t
g n i s u g n i n r a e l n i c it s a i s u h t n
6 5
e r u g i
F 1 0 Students’ response to “The song make sthe student senthusiasitc to learn ” . g n it e e m t x e n e h t n i g n o s g n i s u h s il g n E
.
b TheSongI mprove stheStudent sVocabularies
s a w t n e m e t a t s s i h T . s e ir a l u b a c o v s t n e d u t s e h t e v o r p m i d l u o c g n o s e h T
s e u q e h t f o t l u s e r e h t y b d e v o r
p itonnarieandi nterviewbelow .
d e t s e r e t n i e r e w s t n e d u t s e h t , g n o s e h t e d i s n i g n i n a e m e h t g n i w o n k r e tf
A in
f y r a l u b a c o v w e n g n i n r a e
l r om thesong .There were 91.3 % of t hestudent swho
beilevedt ha tsonghelpedt hemtoen irch t hei rvocabulary ilst .Howeve,r 8.7 %o f
s t n e d u t s e h
t did no tbeileved that et h song could help them to en irch thei r
t s il y r a l u b a c o
