TEACHING AND LEARNING VOCABULARY THROUGH VIDEO CLIP AT THE SECOND SEMESTER OF THE SEVENTH GRADE OF SMP PGRI 6 BANDAR LAMPUNG IN THE ACADEMIC YEAR OF 2015 2016

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TEACHING AND LEARNING VOCABULARY THROUGH

SONG AT THE SECOND SEMESTER OF EIGHTH GRADE

STUDENTS OF SMP PGRI 6

BANDAR LAMPUNG ACADEMIC

YEAR OF 2015/2016

A Thesis

Submitted as a partial fulfillment

of the requirements for S1-Degree

By :

JANATA HURUL AINI

NPM 1211040006

English Education Study Program

Advisor: Meisuri, M.Pd Co-Advisor : Iis Sujarwati, M.Pd

TARBIYAH AND TEACHER TRAINING FACULTY THE STATE INSTITUTE OF ISLAMIC STUDIES

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ii ABSTRACT

TEACHING AND LEARNING VOCABULARY THROUGH SONG AT THE SECOND SEMESTER OF THE EIHGHT GRADE OF SMP PGRI 6 BANDAR

LAMPUNG IN THE ACADEMIC YEAR OF 2015/2016 By

Janata Hurul Aini

Vocabulary is one of the important language components that need to be taught to support learners in mastering language skill. This research is about teaching and learning vocabulary through song of the second semester of the eighth grade of SMP PGRI 6 Bandar Lampung in the academic year of 2015/2016. The objectives of this research are to describe teaching learning process in teaching vocabulary through song, to describe the students’ problems and to describe the teacher’s problems in teaching and learning process.

In this research, the researcher used qualitative descriptive research method. The researcher used purposive sampling technique to determine the sample. The researcher chose class VIII F as sample which consisted of 40 students. In collecting the data, the researcher used three kinds of instruments, they were: observation, interview, and questionnaire. The researcher used three major phases of data analysis: they were data reduction, data display and conclusion drawing or verification.

The researcher conducted the research in two meetings. After analyzing the data, there are three points of the results. The first, the process of teaching and learning vocabulary through song at SMP PGRI 6 Bandar Lampung. The second, the students

got some problems, they are: the students’ difficulties in pronuncing the words; difficulties in memorizing some words that they had learnt; and the third the teacher got difficulties in guiding the students to come in front of the class because not all the students are brave; difficulties in helping the students to remember the words that they forgot and, difficulties in handling the students’ activity, because some students were busy with their activity like chatting and it made the class noisy. The researcher gives suggestion for the teacher and the students to provide a variety of technique especially in teaching vocabulary in order to make teaching learning process more interesting like using song, to attract the students in learning English and for the students keep trying hard and be nice students as always. The researcher chooses the

song with the title “I have a dream” because in the song lyric have motivation, spirits,

and good idea to motivate the students actually.

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MOTTO

Meaning:”And He taught Adam the names of all things; then He placed them

before the angels, and said: “Tell Me the names of these if you are

right.1"(Q.SAl Baqarah : 31)

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DECLARATION

I hereby state this thesis with the title: “Teaching and Learning Vocabulary through Song at the Second Semester of Eighth Grade Students of SMP PGRI 6 Bandar

Lampung in the Academic Year of 2015/2016” is completely my own work. I am fully aware that I have quoted some statements and theories from various sources and they are properly acknowledged in the text.

Bandar Lampung, August , 2016

Declared by,

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CURRICULUM VITAE

The name of the researcher is Janata Hurul Aini. She is the first child from three siblings. Her parents’ names are AHEM KOHAR and NURMILIYANI. She was born in Bandar Jaya on December 10th 1993. She has two brothers, named BRIPDA Mahendra Abdullah Qomara and Akbar Maulana (Alm).

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ACKNOWLEDGMENT

Bismillahirrohmanirrohim Alhamdulillahirobbil’alamin

Praise to Allah SWT the Almighty for letting the researcher finish the thesis as a partial fulfillment for S-1 degree at the IAIN Raden Intan Lampung with the title: Teaching and Learning Vocabulary through Song at the second semester of eighth grade student of SMP PGRI 6 Bandar Lampung Academic Year of 2015/2016.

When finishing this thesis, the researcher has obtained so much help, assistance, aid, or support and many valuable thing from various sides. Therefore, the researcher would sincerely thank:

1. DR. H. Chairul Anwar, M.Pd, the Dean of Tarbiyah and Teacher Training Faculty, IAIN Raden Intan Lampung.

2. Meisuri, M. Pd, the Chairperson of English Education Study Program IAIN Raden Intan Lampung and the advisor who has patiently guided and directed the researcher until the completion of this thesis.

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4. Riyanto, S.Pd, the Head master of SMP PGRI 6 Bandar Lampung and Windarti S.Pd the English teacher of the school who have granted the permission to the researcher in doing the research.

5. The lecturers of English study program of Tarbiyah and Teacher Training Faculty of IAIN Raden Intan Lampung.

6. My beloved parents’ and all of friends, KKN, PPL and PBI C executive class who always give support for the success of the research.

The researcher realizes that this thesis still far from perfect, so she expected and constructive criticisms and suggestions.

Finally, the researcher hopes that this thesis will be useful to readers. Aamin

Bandar Lampung, August , 2016 The researcher,

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REFERENCES ... 86

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THE LIST OF TABLES

1. The students score for Vocabulary test in Eighth Grade of

SMP PGRI 6 Bandar Lampung in the academic year 2015/2016 ... 6

2. Specification of Observation ...41

3. Specification of Questionnaire ...42

4. Specification of Interview ... 43

5. The data of Teachers at SMP PGRI 6 Bandar Lampung in 2015/2016 Academic Year ...52

6. The Application of Basic Procedure in First Meeting ...60

7. The Data of The Problem Faced by The Teacher in The First Meeting ...61

8. The Data of The Problem Faced by The Students in The First Meeting ...63

9. The Application of Basic Procedure ... 64

10.The Data of The Problem Faced by The Teacher in The Second Meeting ...66

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1 CHAPTER I

INTRODUCTION

A. Background of the Problem

Language is very important in human life, because it is used in all aspects of human life. As human being people use language to communicate with one and another. People use language to express inner thoughts and emotions, make sense of complex and abstract through, to learn to communicate with others, to fulfill our wants and needs, as well as to establish rules and maintain our culture.2 It is used to deliver message or ideas from the speaker to the listener and writer to the read in the interaction among themselves or with their environment. Without language, it is impossible for people or everyone to join interaction each other in daily life or learning something and also the human activities cannot run well without language.

English is an international language, which is used by many people in the world and in many countries. English is learning by most of people in the world to communicate. In Indonesia, English is as foreign language that is not used every day. Indonesians only learn English from the school like Elementary school, junior high school, senior high school and in university. There are four skills in

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English they are listening, speaking, reading, and writing. These skills are closely related one to another.

Listening is an activity to get the meaning from the oral language. Speaking is talking to somebody about something that use voice to say something.3 Then, reading is a way to get knowledge of information from printed pages such as: textbook, newspaper, magazines, novels, and another source like website internet. And writing is a process to express opinion, statement and knowledge using written text.

In four skills of language there are some elements that people must know to learn a language. The elements are pronunciation, grammar, and vocabulary. One of element that very important in the language is vocabulary, because vocabularies are basic elements to learn a language and to make a communication with another people. It is impossible to learn English if the students are lack of vocabulary.

Cameron says “vocabulary is fundamental to using the foreign language as

discourse.”4

Moreover, Thronbury says that vocabulary plays an important role in language; because without vocabulary it is impossible develop language.5 Finally, to communication with another people we must mastering vocabulary, because without vocabulary we cannot communicate each other.

3_{Victoria Bull, Oxford Learner’s Pocket Dictionary (New York: University Press,2000),p.414} 4

Lyne Cameron, Teaching Learning to Young Learners, (London : Cambridge University Press, 2002), p.4

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In this research, the researcher only focuses on vocabulary mastery. By using vocabulary, people can get much information. Vocabulary is useful for students, for example students can get important information and knowledge from what the

students’ vocabulary mastery.

Vocabulary is the most important part in English; we cannot say anything without mastering vocabulary. This statement is supported by Thronbury “without grammar very little can be conveyed, without vocabulary nothing can be

conveyed”.6

It means that vocabulary is one of important aspect in learning English. We should have an adequate vocabulary to improve the four language skills. Only with sufficient vocabulary we can express our idea effectively, can understand the language task and foreign language conversation. With the limit vocabulary the students will have the difficulties in learning and understanding the foreign language.

In teaching and learning vocabulary there are many Media; one of the media is song. Song is an artistic form of expression based on sound, with distinct pitches, pattern and form, generally consider a complete work, whether musically or lyrically or song is composed by the art of tone or voicing sequence, combination, and the relation of temporal (usually accompanied by a musical instrument) to produce a piece of music having unity continuity (containing rhythm). And

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variety of tone is called song. Songs are important teaching tools in creating a safe and natural class room ethos and therefore may prove to be helpful in overcoming feelings of shyness and hesitation on the part of the learners.7It means songs are important tools in teaching and learning for students in the classroom.

Song is very useful for students to make classroom more interest and can stimulate their brain. According to Harmer “music is a powerful stimulus for

students’ engagement precisely, because it speak directly to our emotions while

still allowing use to use our brain to analyze it and it effects if we so wish.8 It

means song can stimulus students’ brain and makes students happy in teaching

learning process.

That is why song is very useful for students because, with song teacher can

stimulate student’s brain to learning English more interesting so that the students will enjoy with English teaching process and will be serious to study English vocabulary. Teaching vocabulary through song is not only sing or reading lyric of song and fun so that is make the students passive but also process of the teaching these vocabulary to be applied in activities in a form of communication the students was taught how memorize for a spelling test and pronoun word by word about the meaning.

7_{Mustafa Sevik, Developing Young Learners’ Listening Skill Through Songs,( Ocak Cilt:20}

No:1 Kastamonu Egitim Dergisi, 2012 ),p 327-340

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According to Rosonova, she says in her thesis that using music is effective to teaching vocabulary.9 In addition, Kayyis states in her journal that we can

increase students’ vocabulary mastery by using pop song.10

Based on preliminary research conducted at SMP PGRI 6 Bandar Lampung, the researcher found that teaching and learning by using song has been applied in there. From the result of interview, the teacher said that she had applied this song. Although the teacher had used song in teaching vocabulary, the students got low score, besides that the students got some problems with their vocabularies such us understanding the meaning of words and remembering vocabulary. Most of them got scores for their vocabulary test below the criteria of minimum mastery at the school. the researcher found the data that obtained by interviewing the English teacher Windarti S.Pd who is teaching in SMP PGRI 6 Bandar Lampung, she said that teaching and learning vocabulary through song is applied there. From the interview it was found that many students at eighth grade experienced difficulty in mastering vocabulary although the teacher had used song. Many students have problems in mastering vocabulary such as understanding the meaning of the words.11Here is the students’ achievement of vocabulary mastery at eighth grade:

9_{Veronika Rosonova, Thesis “The Use of Music in Teaching English” Masaryk University} 10

Rahmatika Kayyis, Building Vocabulary Using Pop Song, Vol I, (published in the STKIP Pringsewu at 1 january 2015).

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6 Table 1

Students’ Score for Vocabulary Test inEighth Grade of SMP PGRI 6 Bandar Lampung in 2015/2016 Academic Year.

No Score The number of students

VIII A

VIII B

VIII C

VIII D

VIII E

VIII F

Total Percentage

1 ≥ 70 29 25 22 24 11 15 98 42%

2 < 70 11 13 12 15 19 25 133 58%

Total 40 38 39 39 30 40 226 100%

Source: Document of English score at the Eighth Grade of SMP PGRI 6 Bandar Lampung in the Academic Year 2015/2016

From the table above, it can be known that English learning achievement of students in SMP PGRI 6 Bandar Lampung was still not optimal yet, although the teacher has used song in teaching vocabulary. The researcher only found 98 students got good score over average score 70 of KKM (Criteria of Minimum Mastery) and the others got under average scores, so the students had difficulty in learning vocabulary although the teacher had used song.12

As such, the researcher wanted to know the teaching and learning process of English subject in SMP PGRI 6 Bandar Lampung by observing the song used by English teacher in teaching vocabulary and song as media in teaching learning process. In addition, the researcher wanted to find information about the causes of

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the students and the problem faced by the teacher and students in teaching learning process of vocabulary.

Based on the background above, the researcher conducted this research entitled Teaching and learning Vocabulary through Song at the Second Semester of the Eighth Grade Students of SMP PGRI 6 Bandar Lampung in the Academic Year of 2015/2016.

B. Identification of the Problem

Based on the background of the problems that has been discussed above, the problems of the research are formulated as follows:

1. The students got low score.

2. The students got some problems with their vocabulary activities.

3. The English teacher has used song in teaching and learning vocabulary but not effective and maximal.

C. Limitation of the Problem

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8 D. Formulation of the Problem

Based on the identification and the limitation of the problems before, the researcher formulates the problem as follows:

1. How is the process of teaching and learning vocabulary through song at second semester of Eighth Grade at SMP PGRI 6 Bandar Lampung in academic year of 2015/2016?

2. What are the teacher’s problems in the process of teaching vocabulary through song at Second Semester of Eighth Grade at SMP PGRI 6 Bandar Lampung in academic year of 2015/2016?

3. What are the students’ problems in the process of teaching learning vocabulary through song at Second Semester of Eighth Grade at SMP PGRI 6 Bandar Lampung in academic year of 2015/2016?

E. Object of the Research

Based on formulation of problem, the objectives of the research are as follows:

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2. To know and describe teacher’s problems in the process of teaching vocabulary by using song at second semester of the eighth grade of SMP PGRI 6 Bandar Lampung in academic year of 2015/2016.

3. To know and describe students’ problems in the process of learning vocabulary by using song at second semester of the eighth grade of SMP PGRI 6 Bandar Lampung.

F. Uses of the research

The uses of the research are as follows:

1. Theoretically: To motivate the students of SMP PGRI 6 Bandar Lampung in learning English especially in English vocabulary by using song.

2. Practically: To give information of the English teacher of SMP PGRI 6 Bandar Lampung that using song is useful in improving students’ vocabulary. G. The scopes of the research

1. The subject of the research

The subject of this research was the second semester students of eighth grade of SMP PGRI 6 Bandar Lampung in academic year of 2015/2016.

2. Object of the research

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10 3. Place of the research

Place of the research was conducted at SMP PGRI 6 Bandar Lampung. It is located on Jl Letkol Hi. Suratmin No. 33 Kel. Way Dadi, Kec. Sukarame, Kota Bandar Lampung.

4. Time of the research

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11 CHAPTER II

REVIEW OF RELATED LITERATURE

A. Teaching English as a Foreign Language

Teaching is process done by the teacher to share their knowledge, experience and material preparation the aim of teaching can be reached. Teaching can also defined as providing opportunities for students to learn. However, students may not always learn what the teacher intend to teach about and sometimes they may also learn notion which teacher do not intend them to learn.

Actually in teaching there are three elements to combine. Sprinthall says that teaching demand a combination of three elements: transmitting knowledge, teaching of process inquiry and encouraging interpersonal relationship. The way of teaching and assessing will depend on the level and the goal of the teacher select before.13 It means that before teaching we have to consider level of students and purpose of teaching.

Teaching also is the systematic activity which includes many components. Every component cannot be separated, but it has to be run together dependently and continually. For the reason, it is necessary for having a good management in teaching. It should be considered about ability of the teacher in managing the

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class, his skill, and also the professionalism of the teacher so that teaching goal can be achieved. And also teaching is guiding and facilitating learning, enabling the learning to learn, setting the condition for learning. Our understanding of how the learners learn will determine our philosophy of education, teaching style, Approach, methods, and classroom technique. According to Harmer, teaching means to give someone knowledge or to instruct or to train someone.14 It means

that to show somebody how to do something or to change somebody’s idea.

Teaching English is a foreign language in Indonesia. Wilkins also says that teaching English as foreign language is not the mother tongue of any group within the country where it is being learned.15 It means that the students who learned English as foreign language have a little opportunity to use their English in real life situation. Teaching a foreign language is to provide the students with the skills which enable to communicate orally with speakers of other nationalities who also learn this language.

Based on the explanation above the researcher conclude that the teaching is a systematic activity which includes many components to share knowledge, experience and also building their attitude, character and change somebody’s ideas and manage three elements: transmitting knowledge, teaching of process inquiry and encouraging interpersonal relationship.

14

Jeremy Harmer, How To Teach English (England : Longman, 2002), p.56

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13 B. Concept of Teaching and Learning

Teaching is the systematic activity which includes many components. Every component cannot be sparated, but it has to be run together dependently and continually. For the reason, it is necessary for having a good management in

teaching. According to Brown states, “Teaching is guiding and fasilitating learning, enabling learner learns will determine your philosophy of education,

your teaching style, your approach, method, and classroom technique”.16

From the theoris above, it can be conclude that teaching is to give (someone) knowledge, setting the conditions for learning.

Learning is a process of changing from not knowing to knowing. Particulary, this research discusses the learning process of vocabulary in English especially about noun. According to Brown, learning is acquiring or getting of knowledge of a subject or a skill by studying, experiencing, of instruction. It is relatively permanent change in a behavioral tendency and the result of reinforced practice.17 In addition, learning involves activeness, concious focus on and acting upon events outside or inside the organism, and also some froms of practices, perhaps reinforced practices. Learning can be defined as changes in behavior. This change occurs as a consequence of experience in some forms of practices. Learning can be defined as changes occurs as a consequence of experience in some specify

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H.Douglas Brown, The Principle of Learning and Teaching, (New Jersey, Prentice hall, 2000), p.7

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situation. The change brought about by developing a new skill, understanding a scientific law, and attitude. The change is not merely incidental or natural in the way the human appearance change as people get older.18

According to the theories above, it can be concluded that teaching is to give (someone) knowledge, setting the conditions for learning and learning is the process of getting the students understanding for the lesson that the teacher give to them.

C. Concept of Vocabulary 1. Definition

According to Caroline T. Lines, “Vocabulary is the collection of words than an

individual knows.19 According to Jack J. Richard, Jhon Platt, and Heidi Weber

say, “ Vocabulary is a set of lexemes, including single words, compound words, and idioms.20 From the statement the researcher making decision that vocabulry means the total number of words or phrases of language, including single words, and idioms that individual knows. When we only know the form and meaning and do not know the implementation of vocabulary will be useless.

18

Guy Lefancois, Psychology for Teaching, (California: Wadsworth Publishing Company,1972), p.8

19

Caroline, T.Linse, Practical English Language Teaching: Young Learners, (New York : McGraw Hill. 2006), p.121

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Vocabulary is necessary in language learning, because without vocabulary we cannot understand a language. Vocabulary is needed in all aspects of language and without vocabulary; we cannot say information very well. In other word vocabulary is the basic element of a language which will make a language can understand and have meaningful. Thornbury says that vocabulary plays an important role in language; because without vocabulary it is impossible develop language.21 Cameron says that “vocabulary is fundamental to using the foreign

language as discourse.”22

According to the theories above researcher can conclude that vocabulary is very important component in language learning especially in English. Without vocabulary we cannot communicate each other and also without vocabulary we can not to exchange our mind. Vocabulary is very important component in language learning because vocabulary we use to express our ideas, our skill can say good if we can mastery vocabulary better such as in speaking, writing, and reading. So, How we can speak very well if we have no vocabulary, how we can make good written if we lake in vocabulary, how we can understand the meaning from a story. So vocabulary is very important component of language and it is very useful for our daily activity in the class.

2. Types of Vocabulary

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Thornbury , Oxford Advance Learn Dictionary of Correct English, (oxford :1984), p. 5

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Vocabulary has some types that needs to be learnt. There are types of vocabulary that are explained by the experts. One of explanations is explained by Thornbury. He explained that there are at least four types of vocabulary.23 There are a. Adverb b. Adjective c. Noun d. Verb. Those can be desribed as follows:

a) Adverb

There are some definition of adverb that proposed by the experts. Frank sates that adverbs are words that described or modify verbs, adjective, and other adverbs.24 It means that adverb can be used to describe or modify verbs, adjective, and other adverbs.While Sjah and Enong states that adverb is a word that explain about how, where and when a thing happen.25 It means that adverb related with the how the process, time and the thing happen. Examples: now, tommorow, certainly, maybe and others.

From the statement before, it can be concluded that adverb is a word that modify verbs, adjectives, and other adverbs and can explaine how, when, and where a thing happen. For example: now, tomorrow, certainly, maybe and others.

b) Adjective

23

Scott Thornburrry, How to Teach Vocabulary, (England. Pearson Education Limited, 2002), p.13

24

Marcella Frank, Modern English a Practical Reference Guide, (New York: New Jersey, 1972), p.141

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There are some definitions of adjective that proposed by the experts. Frank states that adjective is modifers that has the grammatical property of comparison.26 It is often identified by special derivational ndings or by special adverbial modifers that precede it. It most usual position is before the noun it modifers, but it fills other possitions as well. While Sjah and Enong states that adjective is a word that use to expand and narrow the meaning noun.27 It means that adjective is a word that describe noun. For example: beautiful, good, small and others. From the statements before, it can be conclude that adjective is a word that describe and has grammatical property of comparison. For example: beautiful, good, small and others.

c) Noun

There are some definitions about noun that proposed by the expert. Frank states that noun is one of the most important of speech.28 Its arrangement with the verb helps to from the sentence core which is essential to every complete sentence. While Sjah and Enong states that noun is a word used to name people, place, plant, object, animal, quality and abstract concepts.29 It means that noun is related with name of something like place, plant, people and others. For examples: Jhon, student, house, chair, rose, dog, honesty.

26

Marcella Frank, Op.Cit, p.109

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Sjah and Enong, Op.Cit, p.27

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From the statement before, it can be concluded that noun is one of the most important parts of speech that can use to name people, plant, object, animal, quality and abstract concepts.

d) Verb

There are some definitions about verb that proposed by the expert. Frank states that verb is the most complex part of speech.30 Its varying arrangements with nouns determine the differents kinds of sentences statements, questions, commands, exclamatios. Like the noun, the verb has the grammatical properties of peron and number, properties which require agreement with the subject. While Sjah and Enong states that verb is a word that is showed measure and condition of a thing.31 it means that verb can be used to show the measure and condition of thing. For examples: write, read, listen and others.

From the statement before, it can be concluded that verb is a word that the most comple part of speech and show measure and condition of a thing. Verb has the grammatical properties of person and number, properties which require agreement with the subject.

Vocabulary is listing all words that need to be known and learnt and the types of vocabulary are adverb, adjective, noun and verb. All the types of vocabulary need to be known and learnt for the successful of mastering vocabulary.

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D. Concept of Teaching and Learning Vocabulary

Vocabulary is the vital component or important thing of the language. The students should know the difficult or complexity of word, and as the teacher should decide how to teach vocabulary more interesting on the class. One of the goals in teaching English has aim giving introduce vocabulary. Teaching English has aim giving introduction the language which means that the teaching process has benefit in the existing context of situation. According to wallace, there are six principles on which teaching vocabulary is to be based, they are:32

a. Aims

The aim have to be clear for the teacher, he or she should consider how many list of words, and the teacher expects the learners to achieve and what kind of words they are.

b. Quantity

The teacher may have to decide the number of vocabulary items to be learnt. How many new words in the lesson can be achieved by learners? If there are too many words, the learners may be confused, discourage, and frustrated.

c. Need

In any case, one would hope that the choice of vocabulay will relate to the aims of a course and the objective of an individual lesson, it also possible for the teacher to take responsibility of choosing the vocabulary to be taugh for the students. In

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other words, the students are put in a situation when they have to communicate and get the words they need.

d. Frequent Exposure and Repetitions

It is seldom, however that we remember a new word simply by hearing at the first time. There has to be a certain amount of repetition until there is evidence that students have learned the target word.

e. Meaningful Presentation

The learners must have a clear and specific understanding of what it denotes or refers to, i.e. it is meaning involves many other things as well. This requires that the words can be presented in such a way that it denotation or reference is perfectly clear and ambiguous.

f. Situation Presentation

The choice of words can be various according to the situation in which we are speaking and according to how well we know the person whom we are talking (from informal to formal).

Based on explanation above, it can be concluded that they are principles in teaching and learning vocabulary, such as aim, quantity, need, frequent exposure,

repetition, meaning and situation preentation. Besides that, teacher’s principles

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experience, training, or their own experience as learns. Good principles of

teaching and learning are useless without good teacher’s principles in teaching

process. So, there is compatibility between principle of teaching learning and teaching principle. Then the aim of teaching learning can be gained.

Thornbury have five factors that are related to teaching set of words that must be considered by the teacher:

1. The level of the learners

2. The learners likely familiarity with words 3. The difficulty of item

4. Their teaching ability

5. Whether items are being learned for production (in speaking and writing) or for recognition only (in listening and reading).33

From the definition above, the researcher concludes that teaching vocabulary must knowing about five factor above to be a good teacher like level of learners, learners likely familiarty with words, difficulty of item, their teaching ability in listening and reading.

Teaching vocabulary is cleared more than just presenting new words. Teacher has to be careful in selecting vocabulary that will teach. Both the students and teacher need to know how it talks about language at various point during learning and

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teaching.34 In teaching vocabulary teacher must make the conditional class and should be relized that learning a language always deals with a large number of words that it is difficult for the students to memorize difficult words. Knowing how words are described and categorized can help us understand the decisions that syllabus planners, material writes and teacher make when it comes to teaching of vocabulary.35 In teaching vocabulary, the teacher has responsibility to make students successful. English teacher not only gives the students a list of words but also relates them to context of words in motivating the students. Teacher is a guide who help the students in discovering the meaning of word. The purpose of learning vocabulary is to understand the meaning of word and use it concrete sentence. How to make the students memorize some word easily, the teacher has to create more effective ways to teach vocabulary.

E. Problem in Teaching and Learning Vocabulary 1. Teacher’s Problem in Teaching Vocabulary

Teaching vocabulary is clearly more than just presenting new words. Teacher must be careful in selecting the vocabulary that he/she will teach. Both students and teacher need to know how it talks about language at various points during learning and teaching.36 It means, the teacher has to master more vocabulary than students, So if he/she wants to teach, they must know the point of language and

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Jeremy, Harmer, How to Teach Englis, (London: Longman, 1998), p.34

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vocabulary that will be delivered in learning and teaching process. However, there are Some problems faced by the teacher in teaching vocabulary which affects the outcomes of teaching learning vocabulary in the class. Some of those problems, as Thakur states, can be described as follows:

a. Over-crowded classes’ teachers of English experience a lot of problems in handling such a big class. It is difficult to pay do attention to individual students and it is very much desirable in English classroom.

b. Lack of Component Teachers: In component teachers are the main source of trouble as far as the teaching of English in schools. They are either trained in old methods and have never cared to look for something better in new techniques or there are those who receive new insight but never apply their knowledge to actual teaching work and remain satisfied with routine methods. Sometimes, English is taught by those who did not afar this subject while under training.

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when they pass out, they are as ignorance as they were when they first entered the English class.

d. Non-available of good textbooks: the textbook of English used in school are sub-standard. The books are editing or written by those who are not actual practicing teachers. No effort is made to select beforehand graded vocabulary for use in the text books.

e. Apathy to New Technique and procedures: most of the teachers working in middle and high schools are both ignorant and apathetic to the new techniques and procedures of teaching English. The new generation of teachers is being given training in new methods but the teachers fail miserably when they are actually put on the job.

f. Inadequate provision of teaching Aids: a general survey of teaching in schools would reveal that most of the teaching is being done without the help of any aid. The teacher of English hardly takes any initiative to prepare even simple charts or flashcards which can greatly help them in teaching their subject well.37

From the explanation above, it can be concluded that some of problems faced by teacher in teaching vocabulary are over-crowded classes, lack of teachers, faulty methods of teaching, non-availability of good text-books, apathy to new

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techniques and procedures, and inaquate provision of teaching aids. All of those problems should be solved to make the teaching process successful in the class.

2. Student’s Problem in Learning Vocabulary

A student is trying to use the language by using vocabulary into certain sentences in order to be able to communicate and transfer their ideas in any activity of learning language. In learning vocabulary, students may have problems. They include:

a. Pronunciations, research show that are difficult to pronounce are more difficult to learn. Potentially difficult words will typically be those that contain sounds that are unfamiliar to some groups of learners.

b. Spelling; sound-spelling mismatches are likely to be the cause of errors, either

of pronunciation of spelling, and can contribute to a word’s difficulty. Words

that contain silent letters are particularly problematic.

c. Length and complexity, long words seem to be more difficult to learn that short ones. Dealing with complex words also tends to be more difficult than the simple one.

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e. Meaning, when two words overlap in meaning, learners are likely to confuse them. Words with multiple meaning can also be troublesome for learners. Range, connotation, and idiomaticity, words that can be used in a wide range of context will generally be perceived as easier than their synonyms with a narrower range. Uncertainty as to the connotations of some words may cause problems too.38

According to the theory above the researcher can conclude that the student’s

problem of learning vocabulary are: Pronunciation, Spelling, Length and Complexity, Grammar, and Meaning.

From the explanation above, it can be concluded that in learning vocabulary, the students may have some problems and difficulties. Some of those problems are the students felt that the teacher explanation for meaning or defintion, pronunciation, spelling, and grammatical function is boring, students only learning as knowing the primary meaning of new words. Students usually only acquire new vocabulary through new words in their textbooks or when they are given by teachers during classroom lessons and they do not want to take risk in applying what they have learnt.

F. Concept of Media 1. Concept of Media

According to Arsyad, the use of instructional media in teaching learning can generate new desires and interest, generating motivation and stimulation of

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learning activities and even bring the psychological effects on students.39 Media is thing or tools that can be used to send message and can stimulate the mind can generate attention, excitement, and willingness of the learners that can foster

learner’s self in the teaching and learning process. But in the other word, to

understanding the media in the learning and teaching process it can defined as the graphic, photographic, or electronic means to capture and process the visual or verbal activity and information. Media also can called as a everything that can be used in teaching and learning to give information, messages, feelings, concerns, and can stimulate the ideas of learners’. So media can help the students in the learning process in the classroom. Daryanto says that media are tools to send the message and information to the receivers. Daryanto notes that there are some functions of media:40

a. To make the message clear.

b. To handle the limitation of room, time, energy, and the five of senses.

c. To gain the motivation of learning, interacting direly between the students and the learning sources.

d. To make the students be appropriate with skills and the ability of visual, auditory, and kinesthetic.

e. To give the same stimulation, experience and perception. f. To deliver the message of the lesson to the students.

39

Azhar Arsyad, Media Pembelajaran,(Jakarta: Raja Grafindo Persada, 2011), p.20

40

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28 2. Kinds of Media

According to Arsyad teaching media can be classify into three categories. They are:41

a. Visual media

They are media that can be seen. It can be formed of picture, moving picture, moving picture or animation and flashcard.

b. Audio media

They are media that can be listened. It means that audio media ha sound which is listened by students. The contents messages is in the form of audiotape form such as vocal cord/tape recorder and video compact disk which can stimulate throught feeling, idea of the students.

c. Audio visual media

They are media that have sound and picture. Video is an example from audio visual media in teaching and it has a visualization because it is produced to get moving pictures that look like reality form. It described science theory and animated.

In this study, the researcher used audio media named song as the interaction media, because by using song it can motivate the students to learn and pay attention to the material given.

41

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29 G. Concept of Song

According to Qurnia thesis song is a set of or group of words which are contacted in/or not in poetic phrases, sentences, or composition with the musical accompaniment.42 Song is one of teaching media that can be used to teach any material, it used to create more relaxing in learning foreign language. It also can be used to teach vocabulary, because in the lyrics of songs there are several kinds of vocabularies. Using song in teaching learning language is not a new technique. Many material have been designed to use songs to teach vocabulary, syntax, and objective of discussion.43 .According by the statement of Jeremy Harmer “music

is a powerful stimulus for students’ engagement precisely, because it speaks directly to our emotions while still allowing use to use our brain to analyze it and it effects if we so wish.44 In the statement above it means that song or music can make modification atmosphere or prepare the students for new activity in the classroom.

Song is very useful and important because we can make class more enjoyable and more colored if we choose them well. In addition Sevik points out that song are important for teaching tools in creating a safe and natural classroom at ethos and therefore may prove to be helpful in overcoming feelings or shyness and

42_{Ulfatul Qurnia, The Use of Songs to Improve Students’ Pronounciation for Student of}

Walisongo State for Islamic Studies, 2008/2009. Available online at:Http://www.Improving-The Use song-to Improve-student-pronunciation-Pdf. Accessed on January 7th , 2016

43

Eunice Santoso, Learning English with Fun Through Popular Songs, (Jakarta: Papas Snanti, 2009), p.9

44

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hesitation on the part of learners.45 It mean song have important role in the teaching and learning process. As tools song can help the teacher to make create an enjoyable class and creative students, so they can outpour all of idea very well. Song have many meaning, song can appreciate what the felling inside. Some people have a favorite song and it can appoint a personality.

1. Models of songs

According to the statement above there are two criteria to selected songs as the bellows. After all, song should be carefully selected for the students. Lems makes the following suggestion:46

a. Song lyrics should be clear and loud, not submerged in the instrumental music.

b. The vocabulary load for the song should be appropriate to the proficiency level. With other learners, however, it fast pace, obscure references, and lack of repetition could prove troublesome, as could the word inversion in lines.

According to the theories above, it can be conclude there are two criteria to selected songs in teaching learning vocabulary throug song with attention song lyrics and the vocabulary load for the song.

45_{Mustafa Sevik, Developing Your Learners’ Listening Skill Through Song( a Journal, Vol.1,}

2012), p.332

46

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31 2. Kind of songs

a. Classical

As the name suggests, classical songs are those in which traditional music plays a main role. These songs were first composed by artist like Johann Sebastian Bach, Wolfgang Amadeus Mozart, Ludwig van Beethoven, to name a few.

b. Pop

Pop songs are those which have contemporize lyrics and an upbeat rhythm, basically meant for the youth culture. Some of the popular artists of this genre are Michael Jackson, Madonna, Britney Spear, Justin Timberlake, Backstreet Boys, and Cher.

c. Rock

Rock songs are the most popular among teenagers and youngsters. They consist of clear piece of lead guitar, drums, and keyboards as some of the main instrument.

d. Metal

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majority of metal songs, power chords and riffs are used. They may consist of random lyrics, as the primary focus is on the music.

e. Hip-hop

In hip hop or rap songs, the singer lyrics recites in an off –beat manner but with the continuity of the rhythm. These songs primarily include solid rhythmic beats and synch, with a focus on the way the lyrics are sung.

f. Ballads

Ballads are songs which includes a narration of a story in a musical way. These are basically slow songs but may contain components as well. Generally, ballads have an emotional touch to them, owing to the lyrical content.

g. Dance

Dance songs are those which are fast and have a thumping rhythmic pattern. Lyrics are not given much importance in these songs.47

According to theories above, it can be concluded there are seven kinds of songs classical, pop, rock, metal, hip-hop, ballads, and dance. The researcher choose pop song in teaching learning process.

Song is audio media which present tone and lyrics become more popular in our society. Song is one of teaching media that can be used to teach any material, it

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may be used to create more relaxing in learning foreign language. According to Sevik, points out that song is important for teaching tools in creating a safe and natural classroom at ethos and therefore may prove to be helpful in overcoming feelings or shyness and hesitation on the part of learners.48 According to the theories, it can be concluded that song has important role in the teaching and learning process. As tools, song can help the teacher to create an enjoyable class and creative students, so they can output all of idea very well. Song has many meaning, song can appreciate what the feeling inside.

There are some experts of language methodology also agree that using song is a good way to learn vocabulary. Songs are connected with a feeling natural and happy. For this reason, most students appreciate song and enjoy participating in them even if they are familiar with the song. Song could be found to give practice in a elements and components of language and could be use for different types of communication to assess the effectiveness of learning vocabulary through song in the classroom, it can helping the teacher to find out whether students benefit from such experience.

Moreover, it is crucial to see what the song can be effective in process learning and help the students feel comfortable and enjoyed in the subject of vocabulary. In order to communicate in the foreign language, students should get an adequate

48_{Mustafa Sevik, Developing Your Learners’ Listening Skill Through Song, a Journal,}

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number of words and they should know to using them accurately. Lynch stated there are some reason song can work exceedingly well in the foreign language classroom include the following:

1. Songs almost always contain authentic, natural language.

2. A variety of new vocabulary can be introduced to students through songs. 3. Songs are usually very easily obtainable.

4. Songs can be selected to suit the needs and interests of the students. 5. Grammar and cultural aspects can be introduced through songs. 6. Time length is easily controlled.

7. Students can experiece a wide range of accents.

8. Song lyrics can be used in relating to situtions of the world around us.

9. Students think songs are natural and fun.49

Learning a language should be enjoyed, fun, interactive and exciting. In another words that the learners will get the knowledge, information, or learn something well when they are experience interest, interactive and exciting atmosphere in the teaching learning process. It can be said, there are some aspects considered as a

cause that can influence the teacher’s in the teaching learning method or technique, materials, and place. The media that using in the classroom is an

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important role in making the learners learn very well. In teaching and learning English we must teach use opportune technique, media in English teaching, technique in order to ease the students can interest and memorize. First we must make the learners know the direction of the lesson and happy with the vocabulary lesson.

One of media that could be applied in teaching vocabulary is used song. The teacher can use a simple and easy song that is suitable with learners’ ability and the teacher should select the song that used in the classroom. It makes the learners enjoy in singing what kind of song that they like.

H. Teaching Vocabulary Through Song

Teaching is process done by the teacher to share their knowledge, experience and the material to students.50 Teaching vocabulary is cleary more than just presenting new words. Teacher has to be careful in selecting the vocabulary that she/he will teach. Both students and teacher need to know how it talks about language at various points during learning and teaching. Harmer argues that music is a

powerful stimulus for students’ engagement precisely, because it speaks directly

to our emotions while still allowing use to use our brain to analyze it and it effects

50

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if we so wish.51 It means that song or music can make modification atmosphere or prepare the students for new activity in the classroom.

a) Eight procedures of applying song in teaching learning:

1. Introduce the lesson as an easy and enjoyable way to learn new words. 2. Ask the students to work in pairs.

3. Hand out a sheet of paper. The content of paper are words. 4. Let the students listen the song.

5. Ask the students to circle the word that they listen. The students must listen carefully in order to make out the exact words being song.

6. Repeat the song 3 time until the students finished circling the word.

7. Checks their work one by one. After the teacher finish checks their work, the teacher gives a copy of song lyric.

8. The teacher ask the students for a word’s meaning, give clues such as an exaggerated tone of voice and appropriate facial expressions.52

from the procedures above, the researcher assumes that students will be easy to understand the material and easy to memorize the vocabulary also will not feel bored in the classroom.

I. The Advantages and the Disadvantages of Teaching Vocabulary Through Song

51

Jeremy Harmer, Op.Cit, p.366

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1. The Advantages of Teaching vocabulary through Song

a. Create a welcoming atmosphere (it is the function of song as a warmer, students are expected to be enthuasiastic in learning process).

b. Facilitate a positive learning mood and motivate students In learning (music helps students to focus on the material discussed and raise their concertation in the learning activities).

c. Connect students to content topics (students are expected to understand the topic that they studied through songs lyrics.)

d. Reduce learning stress levels (as a filler, when students are boring, teacher can stimulated them by playing music to make they active again).

e. Stimulate imagination and creativity (music is good stimulus to imagine, it

can explore students’ creativity).

f. Reinforce grammatical structures (students are easy to understand the structure sentences of song).

g. Embed new vocabulary (students can improve their vocabulary through song). h. Make learning English fun for students (it make teaching learning atmosphere

have fun for students, so they feel enjoy in the class).53

According the advantages of using song above, the researcher conclude that the use of song in teaching learning process is good effect to activate understanding

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and make learners easy to memorize the material. In other hand, the using of songs in teaching learning process has disadvantages. Those are:54

2. The Disadvantages of Teaching Vocabulary Through Song a. Song disturb concertation when applying to people who hate a song. b. Song can hurt eardrum if it is so loud.

According the disadvantages above, we know that the use of song in teaching and learning process has good effect than bad effect. Song gives good effect to activate understanding and make the students easy to memorize the material.

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CHAPTER III

RESEARCH METHODOLOGY

A. Research Design

In this research, the researcher used qualitative research. Qualitative research is a research that produces descriptive data in the form of written words or oral from the subject and its behavior that can be observed, therefore the goal of the research is an individual understanding and its background completely.55 Qualitative research is naturalistic research method because the research did on natural setting.56 It means that this research is describing how to process of student’s vocabulary especially using song, it should appropriate with syllabus of the Students at Second Semester of The Eighth Grade where the students should be able to do practice vocabulary mastery.

By this qualitative research, the researcher focused on the teaching and learning vocabulary process through song at the second semester of the eight grade of SMP PGRI 6 Bandar Lampung academic year 2015/2016.

B. Research Subject

In this research the researcher used purposive sampling technique. According to Arikunto, purposive sampling technique is sampling technique which is done

55

Ag Bambang Setiyadi. Metode Penelitian Untuk Penelitian Bahasa Asing (Yogyakarta: Graha Ilmu, 2006), p.219

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because limited time and finding.57 According to Marguerite et.al, purposive sampling technique is a common procedure used in qualitative research that identifies key informants or person who have specific knowledge about the topic being studied. The type of purposive sampling that a researcher may decide to use depends on the purpose of the study. 58 It means in this research, researcher choose the subject according to the need and purpose of the research.

In this research, the researcher used VIII F students to the second semester of the eighth grade of SMP PGRI 6 Bandar Lampung Academic Year of 2015/2016. There are six classes which consist of 226 students. In this research, researcher used the data from VIII F class at the second semester. The researcher took one class as the sample of this research and the data obtained from the students of class VIII F consists of 40 students as the sample, it was based on the data of

students’ achievement that has the lowest score for all classes.

C. Data Collecting Technique

In this research, there are some steps that used conducted in gaining the data from beginning until the end of teaching learning process. Therefore, in this research, the researcher conducted the observation, interview, questionnaire as triangulation of the data of this research. The steps are as follows:

57

Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Yogyakarta : Rineka Cipta, 2002), p.127

58

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41 1. Observation

Observation is to explain the situation that is examined, the activities that take place, individuals who are involved in an activity and the relationship between the situation, events and individuals.59 Observation is proper use this research, which relate with teaching learning process, students activity, and problem, which may arise. In this research the researcher functions as observer to get the data, the researcher made a note during teaching learning process. By using this instrument the researcher used specification as follows:

Table3

Specification of Observation

Components of Observation No. item Total item To know the teacher uses song in teaching

learning process

1,2,3,4,5,6,7,8,9 9

To know the teacher’s problems in activity the

classroom

10, 11, 12, 13, 14, 15

6 To know students problems which may arise in

learning process.

16, 17, 18, 19, 20 5

2. Questionnaire

The researcher gave questionnaire to the students. Questionnaire was printed from the data including questions or statements to which the subjects are expected to respond.60 Direct relationship between the subject and researcher was needed to

59

Bambang Setiyadi, Op.Cit. p.239.

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get some information supported the data. The researcher gave the questionnaire to the students in order to know the further opinions and to know the aspect that may

influence the students’ learning process and to confirm the answers given by their

[image:56.612.124.524.236.555.2]

teacher. From collecting data through questionnaire, the researcher found out that the students response toward the teaching and learning process. Meanwhile, the interviews grills use by the teacher are as follows:

Table 4

Specification of questionnaire

Components of Questionnaire No. item Total item

To know students’ frame about English 1 1

To know Students’ problem in learning vocabulary 2,3,4,5 4 To know students’ opinion about song 6,7,8,9,

10

5

3. Interview

Interview is meeting of two persons to exchange information and idea through question and responses, resulting in communication and joint construction of meaning about a particular topic.61 Interviewing provides the researcher a mean to gain a deeper understanding of how the students interpret a situation or phenomenon that can be gained through observation.

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[image:57.612.129.517.224.603.2]

The interview was used in collecting the data from the teacher. The teacher was asked about their opinions of the activity process including problems faced in the use of song in the teaching and learning vocabulary. Meanwhile, the interview grills used by the researcher were as follows:

Table 5

Specification of interview

Components of Interview No. Item Total Item

The researcher asked teacher about the teacher’s

problem in teaching vocabulary

1,2,3 3

The researcher asked teacher about vocabulary of students

4 1

The researcher asked teacher about the students’

participation while teaching learning process

5 1

The researcher asked teacher about song 6,7,8,9,10 5

D. Research Procedure

The procedure of research was used as follows:

1. The researcher found the population and the sample. The researcher chose the school and the sample of the research.

2. The researcher came to the class with the teacher in order to make observation when teaching learning process was conducted.

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4. The researcher interviewed the teacher to know her opinion referring to the material and the activity.

5. Analysing the data and make the report.

E. Trustworthiness of the Data

Trustworthiness is demonstaration that the evidence for the result reported is sound and when the argument made based on the result is strong. According to Sugiono trustworthiness has 4 criteria, such as: credibility ( internal validity), transferability (external validity), dependability ( realibility) and confirmability ( objectivity).62

1. Credibility ( Internal Validity)

In this verification there are six kinds to verify credibility the result data of qualitative research. Such as: extension observation, upgrading diligence, triangulations, discussion with friend, analysis negative case and member check.

a. Extension Observation

To increase the credibility of the reseacrh, the researcher conducts extension observation. It means the resarcher observe two times to the object of the research in order to the researcher and informant nearer and to be rapport.

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Rapport is a relationship of mutual trust and emotional affinity between two or more people.

b. Upgrading Diligence

Upgrading diligence is conducting the observation more accurately and continously. Therefore, the researcher can describe the data accurate and systemetic about the object of the research.

c. Triangulation

Triangulation is qualitative cross-validation. It assesses the sufficiency of the data according to the convergence of multiple data sources or multiple data collection procedures Therefore, there are triangulation sources, triangulation technique and triangulation time. triangulation sources are from teacher, friend and parents. Triangulation technique are observation, interview and questionnaire. triangulation time are morning, daylight, and afternoon.

d. Analysis Negative Case

Analysis negative case is finding different data from the data has been found. If the data there is no different from the data that has been found, therefore the data is reliable data.

e. Using References

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46 2. Transferability ( External Validity)

Transferability ( external validity) determines validity of degree that the result of research can be applied to population where sanple taken. In order to the the other people can understand the result of qualitative research, the researcher must make report clearm systematic, detail and reliable. If the reader get illustration clearly, so, the result of the research is transferability ( external validity).

3. Dependability ( Realibility)

Dependability ( realibility) is conducted by audit to the whole process of research.

4. Confirmability ( Objectivity)

Confirmability ( objectivity) is quite same with dependability ( realibility), so the verivication can be conducted similarly.63 In addition, the method commonly used to improve the reliability and validity in qualitative research is triangulation, triangulation is a merger of two or more methods in collecting the data. Usefulness of triangulation is to enrich the data by using two or more methods in collecting the data, eventually makes more accurate conclusion. According to Cohen and Manion in Setiyadi, there are several kinds of triangulation as follows:

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47 a. Time Triangulation

1) Cross-sectional triangulation is the data collection implemented in the same time to different groups but in the longitudinal, data collection is carried out from the same group with different time.

2) Longitudinal triangulation is the data collected from the same group at different times.

TEACHING AND LEARNING VOCABULARY THROUGH VIDEO CLIP AT THE SECOND SEMESTER OF THE SEVENTH GRADE OF SMP PGRI 6 BANDAR LAMPUNG IN THE ACADEMIC YEAR OF 2015 2016