The Use of English Song in Teaching Listening Skill
(A Quasi Experimental of Eleven Grade of Senior High Schoolat SMA Negeri 4 Cimahi)
A Research Paper
Submitted to Department of English Education as Partial Fulfillment of the Requirements for Sarjana Pendidikan Degree
By Intan Gusviani
0608884
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF LANGUAGE AND ARTS EDUCATION
The Use of English Song in Teaching Listening Skill
(A Quasi Experimental of Eleven Grade of Senior High Schoolat SMA Negeri 4 Cimahi)
Oleh Intan Gusviani
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa Inggris
© Intan Gusviani 2014 Universitas Pendidikan Indonesia
Januari 2014
Hak Cipta dilindungi undang-undang.
PAGE OF APPROVAL
The Use of English Song in Teaching Listening Skill
(A Quasi Experimental of Eleven Grade of Senior High School at SMA Negeri 4 Cimahi)
By Intan Gusviani
0608884
Approved by
Main Supervisor Co-Supervisor
Dr. Wachyu Sundayana, M.A Rojab Siti Rodliyah, M. Ed NIP. 195802081986011001 NIP. 197308062002122001
Head of English Education Department
ABSTRACT
This study entitled “The Use of English Song in Teaching Listening Skill (A Quasi Experimental of Eleven Grade of Senior High School at SMA Negeri 4 Cimahi)” is aimed to find out the use of English song as a medium in improving students’ listening skill and also investigate the responses given by students’ toward the use of English song in teaching listening skill. This study used a quantitative method. Pre-test, post-test and questionnaire were employed to obtain the data.
The data gathered through pre-test and post-test were computed using IBM SPSS Statistics 17.0 for Windows while data from questionnaire were analyzed based on the frequency of students’ answers and then were calculated and interpreted into percentage. The instrument was a test and analyzed by mean score formula. The result shows that there is a significant difference between the score before treatment and the score after treatments. It can be concluded that the use of songs improved the eleven graders students’ listening skill at SMAN 4 Cimahi. The findings from questionnaires showed that the students enjoy the listening learning process using English song. It is indicated from their enthusiasm in finishing the listening test well and their answers to the questionnaires. Thus, the use of English song in teaching listening skill was positively responded by the students.
Keywords: Listening Skill, Teaching Listening Skill, Teaching using an English Song.
Penelitian ini tentang penggunaan lagu berbahasa Inggris dalam kegiatan mengajarkan kemampuan mendengarkan. Bertujuan untuk mengetahui penggunaan lagu berbahasa Inggris sebagai media dalam meningkatkan keterampilan mendengarkan dan juga mengetahui respon yang diberikan oleh siswa terhadap pemanfaatan lagu berbahasa Inggris dalam kegiatan mengajar keterampilan mendengarkan. Penelitian ini menggunakan metode kuantitatif. Pre-test, post-test dan angket digunakan untuk memperoleh data.
Data yang dikumpulkan melalui pre -test dan post-test yang dihitung dengan menggunakan IBM SPSS Statistics 17.0 sedangkan data dari kuesioner dianalisis berdasarkan frekuensi jawaban siswa dan kemudian dihitung dan diinterpretasikan ke dalam persentase. Instrumen penelitiannya adalah tes dan kemudian dianalisis dengan rumus skor rata-rata. Hasil penelitian menunjukkan bahwa ada perbedaan yang signifikan antara skor sebelum dan skor setelah menggunakan lagu berbahasa inggris. Dengan demikian dapat disimpulkan bahwa penggunaan lagu meningkatkan dapat keterampilan mendengarkan siswa kelas sebelas di SMAN 4 Cimahi. Temuan dari kuesioner menunjukkan bahwa siswa menikmati proses belajar mendengarkan menggunakan lagu berbahasa Inggris. Hal ini diindikasikan dari antusiasme mereka dalam menyelesaikan tes dengan baik dan jawaban mereka terhadap kuesioner. Dengan demikian ,penggunaan lagu berbahasa Inggris dalam keterampilan mendengarkan direspon positif oleh siswa.
TABLE OF CONTENT
Page of approval ... i
Declaration ... ii
Dedication ... iii
Abstract ... iv
Acknowledgment ... v
List of Appendices ... vi
Table of Content ... vii
CHAPTER I
INTRODUCTION
1.1Research Background ... 11.2Statements of the Problem ... 3
1.3The Aims of the Study ... 3
1.4Scope of the Study ... 4
1.5 Hypothesis ... 4
1.6Significance of the Study ... 4
1.7Research Methodology ... 5
1.7.1. Research Design ... 5
1.7.2. Population and Sample ... 6
1.7.3 Data Collection ... 6
1.7.4 Data Analysis ... 7
1.8 Clarification of Terms ... 7
CHAPTER II
THEORETICAL FOUNDATION
2.1 Listening ... 9
2.1.1 The Definition of Listening ... 9
2.1.2 The Process of listening ... 10
2.1.3 Types of Listening ... 11
2.1.4 Types of Listening Activities ... 12
2.2 Approaches in Teaching Listening ... 13
2.3 Song ... 17
2.3.1 Song as a Medium to Teaching Listening Skill ... 18
2.3.2 Instructional of Using English Song as a Medium in Teaching Listening Skill ... 19
2.3.3 Previous Studies Related to Using Song Technique... 21
CHAPTER III
METHOD OF THE RESEARCH
3.1Research Questions ... 233.2 Research Design ... 23
3.2.1 Research Method ... 23
3.2.2 Variables ... 25
3.2.4 Sample and Population ... 26
3.3 Data Collection ... 27
3.3.1 Research Procedures ... 28
3.3.1.1 Preparing the Lesson Plan ... 28
3.3.1.2 Preparing the Material ... 28
3.3.1.3 Administering Pilot Test ... 29
3.3.1.4 Pre-test ... 29
3.3.1.5 Treatment ... 30
3.3.1.6 Post-test ... 31
3.3.1.7 Questionnaire ... 31
3.4 Data Analysis ... 31
3.4.1 Scoring ... 32
3.4.2 Data Analysis in Pilot Test ... 32
3.4.2.1 Validity ... 32
3.4.2.2 Level of Difficulty ... 33
3.4.2.3 Discrimination ... 34
3.4.2.4 Reliability ... 36
3.4.3 Data Analysis on Posttest ... 39
3.4.5 Questionnaire ... 40
4.1.1 Pilot Test Result ... 42
4.1.1.1 Validity ... 43
4.1.1.2 The Difficulty Test ... 44
4.1.1.3 Discrimination Test ... 45
4.1.1.4 Reliability ... 45
4.1.2 The Pre-test Score Analysis ... 46
4.1.2.1 Normality Distribution test ... 46
4.1.2.2 Homogeneity of Variance Test ... 47
4.1.2.3 Independent t-test ... 48
4.1.3 Post-test Score Analysis ... 49
4.1.3.1 Normality Distribution Test ... 49
4.1.3.2 Homogeneity of Variance Test ... 50
4.1.3.3 Independent t-test ... 51
4.1.3.4 The Effect Size ... 52
4.1.3.5 The Dependent t-test ... 53
4.1.2 The Finding from the Questionnaire ... 54
4.1.2.1 The Students’ Obstacles in Learning Listening through English songs ... 58
4.1.2.2 The Advantages of Learning Listening through English songs ... 58
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Introduction ... 64
5.2 Conclusion ... 64
5.3 Suggestion ... 65
BIBILGIOGRAPHY ... 67
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CHAPTER I
INTRODUCTION
In this chapter, an introduction is presented. It consists of background of the research, research questions, aim of the study, scope of the study, hypothesis, significance of the study, research method, clarification of terms, and organization of the paper.
1.1 Research Background
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test was first included in the 2004 National Examination for English, like other three language skills. Listening skill is crucial to learning, students who listen well will be able to follow direction, and complete activities, students cannot learn effectively if they cannot listen and follow to directions (Carole Elckeles, 2003). Thus, it is clear that listening is one of important skills that students should master.
Teaching English in school is generally based on how the teacher applies manner in teaching English. In teaching listening, it is advisable to orient students to what they are about to hear by providing various form of listening supports (Pospoeszynka, 2000; Chang and Read, 2007) in order to give learners a context for interpretation and also active background knowledge (Chang and Read, 2007; Brown, 2006). One way to raise their self-enthusiasms is by the use of songs, which will enable them to give more reaction in learning English (Dickson, 1987; 34). As an attractive technique, taken from student’s daily activities, the students will feel engaged in the
English tutoring (Cross, 1992; 164). Besides, the songs are part of authentic materials required for studying about foreign language directly from the native speakers. A problem on the teaching of listening skill in Indonesia school is lack of listening audio and video materials from the native speakers of English. In fact, students should be familiar with ‘how’ the language pronounced or spoken and finally they will be able to
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when students learn in an enjoyable situation because teenage learners usually like listen to music, and they will digest the lesson easily.
Based on the consideration above, therefore, this study investigates whether or not using English songs as a technique improves students’ listening skill. This study also investigated the students’ perception towards the use of English songs in developing students’ ability in listening skill.
1.2 Statements of the Problem
The issues to be discussed in this study are summarized in the following research questions:
1. Does the use of English song improve students’ listening skill?
2. What are students’ responses towards the use of English song in teaching students’ listening skill?
1.3 The Aims of the Study
The study is conducted to investigate further about teaching listening skill using English songs. In accordance with the research questions, the aims of the present study are hopefully able to:
1. Find out whether the use of English songs improves students’ listening skill. 2. Find out students’ responses towards the use of English songs in improving
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1.4 Scope of the Study
This study focuses on identifying whether the English song can improve student’s listening skill used by English teacher and the responses toward using English
songs in improving students’ listening skill. Eleventh graders of SMA Negeri 4 Cimahi were investigated in this study. The aim of teaching purpose was practicing the listening skills for students through English song.
1.5 Hypothesis
The null hypothesis (Ho) in this study is that there is no difference between students’ listening skill who’s used English songs as technique in teaching listening
skill and those who did not. This null hypothesis (Ho) is formulated as follow: Ho: µ pre-test = µ post-test
Where,
Ho : there was no difference between teaching listening skill by using English songs technique in experimental group and in control group after being given the treatment.
µ Pre-test : score of pre-test µ Post-test : score of post-test
1.6 Significance of the Study
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portrait of using English song in improving students’ listening skill at SMA Negeri 4 Cimahi.
1.7 Research Methodology
Research methodology in this present study includes research design, population and sample, data collection and data analysis.
1.7.1 Research Design
The study is quantitative research because it proposed to test a hypothesis through collection and analysis numerical data. Sugiyono (2008:34) said that quantitative method is used when a study aims to test a hypothesis. Banner (2005) also said that quantitative research shows the implementation of numerical approach toward data collection and analysis.
The method of this study is carried out by using quasi experimental design. According to Hatch & Farhady (1982: p. 24) state that quasi experimental design are practical compromises between true experimentation and the nature of human language behaviour which we wish to investigate.
The experimental design in the study is described in the following table: Table 1.1
The Quasi-Experimental Design
Group Pre-test Treatment Post-test
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Control Xc 1 O Xc 2
Xe 1 : Students’ listening scores of experimental group on pre-test Xc 1 : Students’ listening scores of control group on pre-test T : English song treatment
O : Non- English song treatment
Xe 2 : Students’ listening scores of experimental group on post-test Xc 2 : Students’ listening scores of control group on post-test
1.7.2 Population and Sample
The writer chooses the population and the sample from students at SMA Negeri 4 Cimahi. It is should come from same grade level; eleventh grade which are taught by the same teacher. From the population, the sample of this study was the students from two selected classes, the first class is the experimental group and the second class is the control group. Each class consisted of 40 students; however, to anticipate the research samples’ absences, this study only took 30 students from two selected classes. As a
result, the total fix numbers of the sample are 60 students. The sample is choosen based on the consideration that students in this level have sufficient experience in listening skill.
1.7.3 Data Collection
This study will use some instruments when collecting data. Those are:
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2) Questionnaire which is used to gather the information from students in experimental group about their responses on the use of English song in teaching students’ listening skill.
1.7.4 Data Analysis
The data were analyzed through quantitative approaches. The following activity after collecting the data is the data analysis. In order to meet the aims of the study, several steps are established to analyze the collected data:
1) Delivering pilot-test to students for checking the validity, level of difficulties and reliability of the test before conducting a pre-test;
2) Providing the instruments, they are pre-test and post-test;
3) Testing hypothesis and interpreting the result using SPSS 17.0 for windows; 4) Conducting questionnaire to know the students’ responses.
1.8 Clarification of Terms
In order to avoid unnecessary misunderstanding, some terms are clarified as follow:
1. Song is a relatively short musical composition for the human voice (possibly accompanied by other musical instrument), which features words (lyric).
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1.9 Paper Organization
This paper presented in five chapters. They are:
Chapter I is Introduction. It provides information about background of the study, statements of the problem, the aims of the study, scope of the study, significance of the study, research methodology, clarification of terms, and paper organization.
Chapter II is Theoretical Foundation. This chapter provides the theoretical foundation of teaching listening through English song,
Chapter III is Methodology. It elaborates the procedures of the study in order to find out the answer of the questions stated previously in chapter I.
Chapter IV is Results and Discussions. The chapter gives clear answer to the study questions that have been proposes before. The results and discussions presented based on the data that analyzed and they are related to theoretical in chapter two.
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CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Introduction
This chapter consists of three major parts. The first part is an introduction. The second part discusses the major findings and their significance. While the third part discusses suggestions for practioners based on the result of the study.
5.2 Conclusion
The study was aimed at investigating the find out the improvement of students’
listening skill using English songs as a medium in teaching listening program. The
result of the study showed that the use of English songs was effective to improve
students’ listening skill, especially in terms of guessing the meaning and understanding
the passage with Asympt.Sig lower than level of significance (0.000 < 0.05). Moreover, the learning situation and interaction in class could also be affective and be attractive
while utilizing this technique that lead to the increasing of students’ enthusiasm in
learning. The use of English song in teaching listening skill help students enhance their motivation in learning listening as well to improve their listening skill.
Moreover, data from questionnaire shows the use of English song creates the
teaching learning process more interactive and active to motivate students’. The use of
English songs helps students’ in listening skill especially in predicting what the native
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also makes a new atmosphere for students’ in the classroom; they fell interested and
enthusiastic to follow the listening teaching and learning process. We can conclude that
the use of English song in the classroom motivates the students’ to attend lessons and
pay attention in class.
5.3 Suggestion
Based on the conclusion above, some suggestions are proposed by the writer as bellow:
A. For teaching and learning listening skill using English song
1. Planning the lesson, selecting the English songs and the movement to be
used, so that the lesson will be appropriate with the students’ need, interests,
and curriculum as well.
2. Use the slow rhythm song and clear pronunciation; it was intended to help
students’ in understanding the lesson.
3. Give students’ a chance to choose the English song because it is better to use
song that students’ recommend and it helps the students to get more fun in
learning listening skill.
4. Designing the activities so that the students can enjoy the activity but they also maximize their learning process.
5. From the result of this study, it is recommended for the teacher to use English songs in teaching listening skill, because songs have much value of
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B. For next related research
1. However, the result of this study cannot be generalized due to the limitation of sample. Thus, it is suggested for next researcher in the same field to involve large samples.
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