Content Analysis of Tense Features in Lukas Graham's Song Entitled Mama Said to Teach Junior Secondary Students in 8Th Grade.

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ABSTRACT

Metode pengajaran menggunakan lagu sangat umum dipakai, terutama di sekolah-sekolah di Indonesia. Studi ini membahas penggunaan lagu untuk mengajarkan fitur tata bahasa dalam teks lagu Mama Said yang dinyanyikan oleh Lukas Graham sebagai salah satu media dalam meningkatkan pemahaman siswa untuk belajar menulis beberapa jenis teks dalam bahasa Inggris. Menurut Kurikulum 2013, siswa SMP kelas 8 belajar menulis teks recount, teks descriptive dan teks narrative. Emilia (2011) menyebutkan bahwa fitur tata bahasa yang harus dikuasai dalam teks recount, descriptive dan narrative adalah Simple Present Tense, Present Progressive Tense, Simple Past Tense dan Past

Progressive Tense. Jenis tata bahasa tersebut dapat diajarkan melalui lagu Mama

Said. Teori utama yang digunakan untuk menganalisis tata bahasa pada lirik lagu

Mama Said dalam studi ini diambil dari buku A S Hornby. Ia mengutarakan

bahwa ada sejumlah aspek penting mengenai tata bahasa dalam penggunaaan bahasa. Meskipun demikian, studi ini hanya akan membahas beberapa aspek yang sesuai dengan kemampuan siswa SMP kelas 8 dalam bahasa Inggris.

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(Presentation, Practice and Production) sebagai salah satu metode dalam mengajar bahasa Inggris. Studi ini dilengkapi pula dengan contoh soal yang tercantum dalam rencana pembelajaran yang diajukan. Dengan menggunakan lagu sebagai media dalam mengajar bahasa Inggris, diharapkan proses belajar mengajar akan lebih menyenangkan dan bermanfaat bagi siswa. Berdasarkan kepopuleran lagu ini di kalangan anak muda, bisa diasumsikan bahwa lagu Mama Said ini telah sering diputar di luar kelas baik itu melalui radio maupun televisi,

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4.1.2 Present Progressive Tense (TF2) ... 30

4.1.3 Simple Past Tense (TF3) ... 31

4.1.4 Past Progressive Tense (TF4) ... 31

4.2 Lesson Plan Development ... 32

4.2.1 Simple Present Tense (TF1) ... 33

4.2.2 Present Progressive Tense (TF2) ... 35

4.2.3 Simple Past Tense (TF3) ... 38

4.2.4 Past Progressive Tense (TF4) ... 39

CHAPTER FIVE: CONCLUSION AND RECOMMENDATION 5.1 Conclusion ... 44

4.2 Recommendation ... 45

BIBLIOGRAPHY ... 47

APPENDICES Appendix 1 ... 51

Appendix 2 ... 55

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CHAPTER ONE

INTRODUCTION

This chapter presents an overview of the research. It contains the background of the study, statement of the problem, purpose of the study, significance of the problem, limitation of the study and organization of the study.

1.1 Background of the Study

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Maranatha Christian University

because it has different language features, including grammar, from those in Bahasa Indonesia (Panggabean, 2015, pp. 35-36).

Based on the statements above, therefore, teachers should find interesting

ways to teach English to avoid students’ boredom and to make a language

classroom less stressful. One of the practical forms of media that teachers can use to make the teaching learning process more enjoyable and fun is song. Shen (2009, p. 93) states that by listening to English songs, grammatical structures in both students’ conscious and unconscious memories are easily embedded. Moreover, Shen (2009, p. 94) points out that English songs are an excellent instrument by which students will develop their interests and high motivation in learning English as well as developing their linguistic intelligence and language awareness if the song is used appropriately by the teacher. Saricoban and Metin (2000, para. 8) identify that it is better to use more meaningful or popular songs to teach English to teenagers, such as junior secondary students.

Based on the standard competencies in curriculum 2013, junior secondary students are required to learn five kinds of texts in English subject, namely Descriptive, Recount, Narrative, Procedure and Report. However, based on the curriculum, only Descriptive, Recount and Narrative texts are required to be taught to the 8th_{grade students. These kinds of text contain such tenses as Simple} Present, Present Progressive, Simple Past and Past Progressive.

Lukas Graham’s song entitled Mama Said has been chosen to be analysed

for its text content in this study. Aside from its popularity among teenagers, this

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to be taught to junior secondary students in 8th_{grade. Tenses, as a part of English} grammar, is mandatory material for students to master.

To teach students, teachers have to be capable of developing lesson plans which focus on grammar features to decide on the appropriate teaching methods, procedures and techniques. PPP (Presentation, Practice and Produce) is a type of method that has often been recommended to teachers for teaching grammar (Christison, Christian, Duff, & Spada, 2015, p. 217). PPP is recommended for students, as it can encourage and motivate them to reach their optimal language learning potential. Planning is a thinking skill in visualizing the lesson before it happens, which “involves prediction, anticipation, sequencing, organising and simplifying” (Scrivener, 2005, p. 109). In addition, he points out that by planning a lesson, teachers are able to enhance the number of teaching options and intensifying the chances of a successful lesson (p. 109).

Having reviewed the background of the study above, the researcher intends to investigate the tense features found in Lukas Graham’s song entitled Mama Said, which teachers can use to teach 8th _{graders. Also, this study aims at} developing lesson plans related to the tense features to teach English.

1.2 Statement of the Problem

This study will be conducted to answer the following research questions: 1. In Lukas Graham’s song entitled Mama Said, what are the tense features that

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2. What lesson plans that are based on Lukas Graham’s song entitled Mama Said can teachers prepare to teach certain English tenses to junior secondary

students in 8th_grade?

1.3 Purpose of the Study

According to the research questions, the purpose of the study is to present: 1. The tense features in Lukas Graham’s song entitled Mama Said that teachers

can use to teach English to junior secondary students in 8th_grade.

2. The lesson plans based on Lukas Graham’s song entitled Mama Said that teachers can prepare to teach English tenses to junior secondary students in 8th_grade.

1.4 Significance of the Problem

The results of this research are hoped to contribute to the improvement of English teaching practice, especially in teaching English through songs. It is also expected that this study can be a useful source for those who wish to conduct further research focusing on how to teach English through songs and to help students improve their English learning skills.

1.5 Limitation of the Study

Although this study has been well prepared, there are some unavoidable limitations in this research. First, it discusses only the four types of tenses in

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Narrative texts. Therefore, this study proposes that Mama Said is appropriate to teach certain English tenses to junior secondary students in grade 8. Second, this study provides lesson plans to teach English tenses through only one song to teenagers, specifically junior secondary students in grade 8.

1.6 Organization of the Study

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CHAPTER FIVE

CONCLUSION AND RECOMMENDATION

This chapter is presented in two sections, specifically conclusion and recommendation. Conclusion contains the clarification of the findings of the study whereas recommendation comprises a reference for English teachers and further researchers.

5.1 Conclusion

As has been discussed earlier, the aim of this study is to examine whether

Lukas Graham’s song entitled Mama Said is appropriate to be employed as a

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The findings acquired from the content analysis show that there are four tense features found in Lukas Graham’s song entitled Mama Said. The frequency of the tense features indicates that the Simple Past Tense (TF2) is the most frequently used in the song with fifty-four occurrences; followed by nineteen data of Simple Present Tense (TF1); lastly, there are two data of each the Present Progressive Tense (TF3) and Past Progressive Tense (TF4). Based on the content analysis, the researcher considers that Lukas Graham’s song entitled Mama Said is suitable and appropriate to be used to teach English grammar, specifically the intended four tense features to junior secondary students in grade 8.

Furthermore, based on the lesson plans that the researcher has developed, teachers can use four different techniques (transformation, error-identifying, tense-selecting and word-ordering) of using songs to teach tense features. PPP (Presentation, Practice and Produce) is the teaching method that the researcher suggests for teachers to use, as the instructional process is clear enough to follow. To sum up, Lukas Graham’s song entitled Mama Said utilised in this study is supposed to be suitable for enhancing students’ motivation and accomplishment in learning English grammar, specifically tense features.

5.2 Recommendation

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grammar is supremely suggested, specifically for the teaching of tense features. It is possible for further researchers who would like to do further research to study other language features in other song lyrics. The teaching will be more interesting if teachers use various techniques in presenting the song.

There are three considerations that the researcher recommends for teachers who have willingness to teach English grammar to junior secondary students through songs. Firstly, teachers’ competencies to create a relieved atmosphere in classroom, such as providing students with an amusing, interesting and stimulating process of learning. Secondly, teachers’ proficiencies to make sure that they are skilful, creative and expert in teaching English grammar by using songs. Thirdly, teachers’ aptitudes to choose appropriate songs as the media of teaching English grammar to junior secondary students. Furthermore, the researcher suggests that teachers have to find songs that contain proper educational content, simple language and easy listening.

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CONTENT ANALYSIS OF TENSE FEATURES

IN LUKAS GRAHAM’S SONG ENTITLED

MAMA SAID TO TEACH JUNIOR SECONDARY

STUDENTS IN 8

TH

GRADE

a thesis

submitted to the English Department of the Faculty of Letters

in partial fulfiment of the requirements for the ‘Sarjana’ degree

LAWURANITA JULIANA 1241017

ENGLISH DEPARTMENT FACULTY OF LETTERS

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ACKNOWLEDGEMENTS

First of all, I would like to thank my Abba Father, Jesus Christ, for giving me wisdom and strength to go through all the challenges and obstacles that I had in completing this piece of writing.

I would also like to thank my supervisors, Ms. Indriani Kuswanto, S.S., M.Pd and Dr. Yugianingrum, M.S. for providing invaluable support during the process of this research and Mr. Pritz Hutabarat, S.T.,M.Pd, who was involved in the supervision of this thesis at an earlier stage.

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