MUHAMMADIYAH UNIVERSITY PALEMBANG F A C U L T Y O F T E A C H E R TRAINING AND EDUCATION
T H E E F E C T I V E N E S S O F USING POP SONGS IN T E A C H I N G L I S T E N I N G T O T H E E L E V E N T H G R A D E STUDENTS O F T H E BINA WARGA 2
SENIOR H I G H S C H O O L O F P A L E M B A N G
T H E S I S
Presented to
Mahammadiyah University Palembang in Partial Fulfillment of the Requirements
for the Degree of Sarjana in English Language Education
By
Nurhasanah Fajriatunisa NIM 372008217
MUHAMMADIYAH U N I V E R S I T Y P A L E M B A N G F A C U L T Y O F T E A C H E R TRAINING AND E D U C A T I O N
Palembang, July 18,2012 Advisor I ,
Palembnag, July 18, 2012 Advisor I I , _
This is to certify that the Sarjana's thesis of Nurhasanah Fajriatunisa has been approvod by the Board of Examiners as the requirement for the Sarjana Degree in English Language Education
Drt. H . Muslim Tnwi, M.PfL, Member
Acknowledged by The Head of
English Education Study Program,
Approved by The Dean of
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A B S T R A C T
Fajriatunisa, Nurhasanah. 2008. The Effectiveness of Using Pop Songs in Teaching Listening to the Eleventh Grade Students of SMA Bina Warga 2 Palembang. Thesis. Iriiglish Education Study Program, Sarjana Degree (SI), Faculty of Teacher '["raining and Education, Muhammadiyah University Palembang.
Advisors; (i) Drs. H. Mahidin Mahmud. (ii) Tri Rositasari. S.Pd.. M.Pd.
Key words : teaching listening, pop songs.
This thesis is entitled 'The Effectiveness of Using Pop Songs in Teaching Listening to the Eleventh Grade Students of the Bina Warga 2 Senior High School of Palehtbang". The main objective of this study was to find out whether or not it was significantly effective to teach listening by using pop songs to the eleventh grade students of the Bina Warga 2 Senior High School of Palembang. The method used in this thesis was qtiasi experimental method. The population of this study was all of the eleventh grade students of the Bina Warga 2 Senior High School of Palembang in the academic year of 2011/2012. The total numbers of population was 155 students and the sample was 78 by using convenience non-random sampling which was grouped into two clas.ses, first class as the experimental and the second class as the control group. The data were obtained by means of listening test. The result of the test was analyzed by means o f t-test (paired sample t-test) and matched t-test calculation. The test consisted of 30 items. I he reporter gave the test twice with the same item test. The pre-test was given before the treatment, and the post-test was given after the treatment in the experimental and control group. Based on the data analysis, it showed in pre-test of the experimental the average score was 74.9333, the highest score was 93.2 that were reached by two students, and the lowest score was 63.2 that were reached by three students. Whereas in the post-test of experimental the average scores 87.131, the highest score was 99.9 that were reached by four students, and the lowest score was 39.3 that were reached by only one student. After analyzing the data with statistical package for social science (SPSS), the paired sample t-test p.value was 0.00, it was lower than 0.05. It could be concluded that it was effective to teach listening by using pop songs to the eleventh grade students of the Bina Warga 2 Senior High School of Palembang.
enabling and guiding to finish this thesis entitled "77te Effectiveness of Using Pop Songs in Teaching Listening io the Eleventh Grade Students of the Bina Warga 2 Senior High School of Palembang". This thesis was written to fulfil one of the requirements for taking the Sarjana Degree Examination at the English Education Study Program, Language and Arts Education Departments, Faculty of Teacher Training Education, University of Muhammadiyah Palembang in the Academic Year of 2011/2012.
The reporter would like to express great gratitude to her advisors, Drs. H. Mahidin Mahmud., and Tri Rositasari, S.Pd., M.Pd., for their help in writing the thesis. She is very grateful to her lecturers for teaching her during her study at the English Education Study Program. Then, she would like to extend her gratitude to the Dean of Faculty of Teacher Training and Education, Drs. Syaifudin, M.Pd., the Head of Language and Arts Education Department, Drs. A. Rozi Zakaria, the Head of English Education Study Program, Tri Rositasari, S.Pd., M.Pd., and all of staff for their assistance in administration matters.
Furthermore, she would like to convey her appreciation to the teachers and students of the Bina Warga 2 Senior High School of Palembang, for their assistance and cooperation during collecting the data.
Finally,she would like to express her deepest appreciation to her parents,her sisters and her boy friend for their love ,care, attention, support and sacrifice. Thanks all of her friends and classmates for togetherness and the joy they shared.
Palembang, July 2 3 ^ 2012 The Writer
NF
C O N T E N T S
Pages
T I T L E P A ( ; E i
A G R E E M E N T S P A G E ii
A P P R O V A L P A ( ; K iii
M O T T O iv
A B S T R A C T vi
A C K N O W L A D G E M E N T S vii
C O N T E N T S vlll
L I S T O F T A B L E S ix
L I S T O F A P P E N D I C E S xi
C H A P T E R I I N T R O D U C T I O N 1 1.1 Background I 1.2 Problem of the Study 5
1.3 Limitation of the Problem 5 1.4 Formulation of the Problem 5 1.5 Objective of the Study 5 1.6 Significance of the Study 6
1.7 Hypotheses 7 1.8 The Criteria for testing the hypotheses 7
C H A P T E R I I L I T E R A T U R E R E V I E W 8
2.1 T he Concept of Teaching 8 2.2 The Concept of Listening 9 2.3 The Concept of Pop Songs 11 2.4 The Procedure of Teaching Listening Comprehension by
Using Pop Songs 12 2.5 Previous Study 13
C H A P T E R I I I M E T H O D A N D P R O C E D U R E 14
3.1 Operational Definition 14 3.2 Method of the Research 15 3.3 Research Variable 17 3.4 Population and Sample 17
3.4.1 Population 17 3.4.2 Samples 18
3.6.2 Validity
3.7 Technique for Analy/ing Data... 3.7.1 The goal of analysis
3.7.2 Percentage analysis
3.7.3 Conversion of"Percentage Range 3.7.4 Matched t-Test
C H A P T E R I V F I N D I N G S A N D I N T E R P R E T A T I O N 4.1 Findings
4.1.1 I he Students' Scores of Pre-test in Experimental Group
4.1.2 Mean, Median and Mode of Pre-test in Experimental Group
4.1.3 The Students' Score of Post-test in Experimental Group
4.1.4 Mean, Median, and Mode of Post-test in Experimental Group
4.1.5 The Students' Scores of Pre-test in Control Group
4.1.6 Mean, Median, and Mode of Post-test in Control Group
4.1.7 The Students' Scores of Post-test in Control Group
4.1.8 Mean, Median and Mode of Post-test in Control Group
4.1.9 Paired Sample T-test
4.1.10 The Student's Individual Scores in the Pre-test.... 4.1.11 The Students' Individual Scores in the post-test... 4.1.12 The Percentage of the Students Average Score 4.1.13 The Result of t-test
4.2 Interpretation
C H A P T E R V C O N C L U S I O N A N D S U G G E S T I O N S 5.1 Conclusion
5.2 Suggestions R E F E R E N C E S
A P P E N D I C E S
LIST OF TABLES
Tables pages
1. The Population of the Study 18
2. I he Sample of the Studv 19
3. The Students" Scores in the Try Out of Ihelnstrumenl 23
4. Test Specification 26
5. The Conversion Of Percentage Range 28
6. The Scores of Pre-test in Experimental Group 31
7. Mean, Median and Mode of Pre-test in Experimental Group 32
8. The Score of Post-test Experimental 33
9. Mean, Median, and Mode of Post-test in Experimental Group 34
10. The Scores of Pre-Test in Control Group 35
11. Mean, Median, and Mode of Post-test in Control Group 36
12. The Scores of Pos-test in Control Group 37
13. Mean, Median and Mode of Post-test in Control Group 38
14. Paired Sample Test in Experimental Group 39
15. The Result of the Students' Pre-test in Experimental and Control Group 40
16. The Result of the Students' Posttest in the Experimental and Control Group 42
This chapter discusses: (1) background, (2) problem, (3) limitation of the
problem, (4) formulation of the problem, (5) objective of the study, (6) significance
of the study, (7) hypotheses, and (8) the criteria for testing the hypotheses.
1.1 Background
Teaching English for communication entails that in each lesson, the teacher
integrates ail aspects and skills (Saleh, 1992:65) Teachers of English should deal
with the language as a whole, not just some aspects or skills, like teaching structure,
reading, and writing because every language skill is closely related and supports each
other (Cheek. 1989:43).
In the most recent foreign and second language instructional approaches,
methods, and techniques, communicative competence has become a major concern.
The basic strategy behind a communicative language classroom is to put students in
the social situations and give them the interesting activities and task, which, by
allowing them to interact, create in them a desire to communicate. The teachers need
to vary their teaching techniques by creating various interesting ways without
neglecting the principle things in language teaching. ^
2
Listening, speaking, reading, and writing are skills that must be mastered by
students upon the completion of their high school education Consequently, the
teachers of English are not only concemed with enabling them to understand spoken
language or listening because one of the teacher's objective is that to develop in the
pupil, the ever increasing ability to understand the native speaker of English in any
situation (Finocchiaro, 1958:6).
Being able to listen well is an important part of communication for everyone.
For the students, guided practice by a teacher is one of the best ways to improve this
skill. A student with good listening comprehension skills will be able to participate
more effectively in communicative situations. What follows is an exploration of areas
that language teachers may find useful in their classroom and when preparing
listening materials.
Teaching the skill of listening cannot be emphasized enough in a
communicative classroom. For second language learners, developing the skill of
listening comprehension is extremely important Students with good listening
comprehension skill are better able to participate effectively in class (Brown,
2001:27).
A research conducted by Morley (1984:7) shows that on the average, time
spent in communicating divides into approximately 50 percent listening, 25 percent
speaking, 15 percent reading, and 10 percent writing. It means that most learners
spend more time in listening to the foreign language than in producing it themselves
"Some people now believe that learning a language is not just learning to talk,
but rather that learning mind These people believe that talking may indicate that the
language was learned, but they do not believe that practice in talking is the best way
lo build up this 'cognitive' map in the main. To do this, they fell the best method is to
practice meaningful listening".
In this view of language learning, listening is the way of learning language It
is time of learning which provides the basis for the other language skill. But in fact,
the learners are rarely taught the listening skill as a formal activity (Brumfit,
1988:84).
Through listening we can learn a language. We will not be able to master the
language without listening to it Lewis and Hill (1992:82) state that it is important for
the students to listen well and involve in what they listen to They should realize that
listening benefits them in developing not only their language skills but also their
language skills but also their general language level.
Therefore, it is necessary for English teachers to make listening classes more
interesting, to know what how to motivate the students so that they can make
progress in listening comprehension. Enright & Mc. Closky (as cited in Crookall and
Oxford, 1990) mention that before anything else, we would like the students in our
classroom to become excited about and enjoy learning, including learning a new
language. Oxford and Nyikos (as cited in Scarcella and Oxford, 1992) mention that a
4
and when the students use language learning strategies, the techniques learners
employ to take charge of and improve their own progress.
The subject of this thesis is listening comprehension. And this study tried to
find out how far pop songs can be used as a teaching media for listening because as
Finocchiaro (1989:145) states that there are all kinds of language games and songs
ranging from very simple to difficult, which help give practice in language while
keeping the class lively and interesting. Furthermore, she states that the new English
songs, which their melodies are familiar to the students, can be used most effectively.
Siradj (2002:5) states that song and music are popular activities in the world
English songs are highly motivating because students will not get bored easily with
them. English songs are interesting for young learners so they will be eager to study.
Students of EFL/ESL feel happy to leam through music and songs.
In addition, Kabila (1978:44) states that another successful use of song
occurred in the language laboratory. We use tape recording of song for listening
practice, especially songs with easy texts that would help the students develop
listening skill for everyday speech.
Based on the statement above, it is interesting to conduct a study entitled The
Effectiveness of Using Pop Songs in Teaching Listening to the Eleventh Grade
1^ Problem of the Study
The problem of this study dealt with the effectiveness of using pop songs in
teaching listening to the eleventh grade students of the Bina Warga 2 Senior High
School of Palembang.
13 Limitation of the Problem
The problem was limited m teaching listening by using die song "Everything I
do".
1.4 Formulation of the Problem
The problem of this study was formulated as "Is it effective to teach listening
by using pop songs to the eleventh grade students of the Bina Warga 2 Senior High
School of Palembang".
13 Objective of the Study
Based on the problem, the objective of this study was to find out whether or
not it is significantly effective to teach listening by using pop songs to the eleventh
6
1.6 Significance of the Study
It is hopes, that this study would be beneficial for the following points. They were
as follows:
1) to the teachers
The result of this study is expeaed to give information to the teachers of English
about pop songs as one of alternative in teaching listening, and help the teachers of
English create the situation in the class to be more active and mterestmg.
2) to the studMits
The result of this study is expected to encourage the students in studying English
and improve their ability to understand a listening comprehension.
3) to the researcher herself
The result of this study is expected to enlarge the researcher's knowledge and as a
1.7 Hypotheses
In relation to the objective of the study as mentioned above, the following two
hypotheses are formulated:
Ho : It is not effective to teach listening by using pop songs to the eleventh
grade students of the Bina Warga 2 Senior High School of Palembang.
Ha : It is effective to teach listening by using pop songs to the eleventh
grade students of the Bina Warga 2 Senior High School of Palembang.
1.8 The Criteria for testing the hypotheses
To test the hypothesis at 95% level of significance (0,05) for one table test,
with the number of the student, as the sample is 78, the degree of freedom df= (N-2)
= 78-2= 76. the t-obtained is 2.000 (Hatch and Farhady). It means that if the obtained
is less than 2.000 the Ho is accepted and the Ha is rejected. On the other hand, if the t
CHAPTER n
L I T E R A T U R E R E V I E W
This chapter presents: (1) the concept of teaching (2) the concept of listening,
(3) the concept of pop songs, (4) the procedure of teaching listening comprehension
using pop songs, and (5) previous study.
2.1 The Concept of Teaching
According to Saleh (1997: 16) teaching is skill for it demands the ability
-attained from relevant theories and practice to assist the student expertly in learning
so that they are able to gain linguistic and communicative competence in target
language.
Teaching is a profession conducted by using combination of art, science and
skill. It is art because it relies on "teacher creative provision of the best possible
learning environment and activities for his or her student" (Newton in Saleh
1997:11).
Teaching is guiding and fecilitating learning, enabling the learners to leam.
Setting the conditions for learning (Brown in Saleh 1997: 18).
2 J. The Concept of Listening
Listening is also a creative skill because in ordo" to comprehend the sound
which we hear, we take the raw material of words, arrangements of words, and the
rise and fell of the voice, and from this material we create ourselves significance as
listeners, which is dependent on linguistic information, situational context, and
intentions of the speaker (Rivers, 1980:16).
It is clear to say that when we listen to spoken language, we do some
component skill in listening, such as; discnminating between sounds, recognizing
words, identifying grammatical groupings of words, and pragmatic units-expressions
and sets of utterances which function as whole units to create meaning, connecting
linguistics cues to paralinguistic cues (intonation and stress) and to non-linguistic
cues (gestures and relevant objects in the situation) in order to construct meaning,
using background knowledge (what we already know about the content and the form),
and context (what has already been said) to predict and then to confirm meaning, and
recalling important words and ideas (Rosf 1991:3-4). It can be said that listening is
not a passive skill because the process of listening is more complex than just hearing
a message and it needs some components, such as stimulating of the material which is
10
Jalongo as cited in Prihatiningsih (2003:8) defines listening as the process by
which spoken language is converted to meaning in mind Furthermore, he states that
listening involves 3 things:
1) Hearing
A physiological process that includes auditory acuity (the ability to hear) and
auditory perception (the ability to discriminate among sounds, to blend sounds
together, and to hold sequences of sounds in memory).
2) Listening
An act of perception which includes focusing, becoming aware, and selecting
cues from the environment
3) Auding
An act of comprehension that begins with hearing and listening It includes
getting meaning from what is heard, associating sounds to something already known,
organizing, imagining, and appreciating
Linguistically, listening is process by which spoken language is converted to
meaning in the mind (Donoghue, 1990:46) Because verbal communication is carried
on primarily so that others may comprehend the information transmitted and react
accordingly, listening implies comprehension of the material which is heard. It is a
It also involves interpretation, it means that listening is a process in order to
distinguish sounds, understanding message, assist speakers, and dismantle problems,
comprehend and evaluate what one hears, and enjoy, appreciate, and respond
emotionally.
23 The Concept of Pop Songs
According to Homby (1985:1133), pop song can be defined as a piece of
music with words that is sung, or music for the voice; singing. Obviously, a pop song
is a relatively short musical composition for the human voice (possibly accompanied
by other musical instruments, which features words-lyrics) The words of pop songs
are typically and poetic Rhyming nature although they may be religious verses or
free prose (Ezine articles,2005: 1).
The pop songs are considered as the general simpler structure songs. The pop
songs are usually accompanied by a band in performance and recording And pop
12
2.4 The Procedure of Teaching Listening Comprehension by Using Pop Songs
In the procedures of teaching listening comprehension by using pop songs, the
writer will use three phases technique The three phases of teaching listening
comprehension consist of three steps (Saleh, 1997: 58).
The procedures of teaching listening in the experimental group were as follows:
1) Pre-activity:
a Greeting the students
b. Asking some questions related to the song and the singer to the students.
2) Whilst-activity
a Giving the copy of the text for each students
b. Asking the students to answer the question of the text
c. The writer played the CD several times and asked the students to fill in the blanks
(cloze procedure), answer question about song, or ask the students to retell the
song in a written form.
d. Checking the students answer
3) Post activity
a. The writer played the CD,
23 Previous Study
Based on catalog of Sriwijaya University in Palembang, there was a thesis
written in 2006 by Eka Riana Sari She investigated about entitled Teaching Listening by Using Pop Songs to the Eleventh Grade Students of SMA Negeri 3 Palembang"
There were similarities and differences between that previous study and this research
but the most important things is the use of variable
The similarity was in the use of the same dependent variable that is Listening
comprehension. The difference is in using independent variable. This previous study
used Pop songs as an independent variable and dependent variable was students'
listening skill.
The objective of the study was to find out to identify whether or not there was
any significant difference in the listening comprehension between the students who
are taught by using pop songs and those who were taught by using dictation. The
result of the study showed that the application of using pop song was effective to help
C H A P T E R m
METHOD AND P R O C E D U R E
This chapter presents: (1) operational definition, (2) the method of the study,
(3) research variable, (4) population and sample, (5) technique for collecting the data,
(6) reliability and validity of the test, and (7) technique of analyzing the data
3.1 Operational Definition
The title of this study was The Effectiveness of Using Pop Songs in Teaching Listening to the Eleventh Grade Students of SMA HJNA WARGA 2 Palembang.
The word "teaching" derives from the word teach, which means to give
instruction or to give lesson. It is a cause to know or be able to do something. In this
context, it refers to make students' listening skill become better through pop songs. In
relations to the definition of teaching is showing or helping someone to leam how to
do something, giving instmctions, guiding in the study of something, providing wife
knowledge, causing to know or understand.
The word "listening" is a kind of verbal noun. As a verbal noun, listening
means understanding oral/spoken language. The corresponding verb form of listening
is to listen, which means try to hear and pay attention. In addition, listen is to give
close attention in order to hear."
A pop song can be defined as a piece of music with words that is sung, or
music for the voice; singing The phrase "pop songs" consists of two words: pop and
songs The word "pop or popular music" means music of general appeal to teenagers;
a bland watered-down version of rock and roll with more rhythm and harmony and an
emphasis on romantic love And the word "songs" means a short metrical
composition intended or adapted for singing, a piece of music adapted for singing or
stimulating a piece to be sung.
The last term was the eleventh grade students of the Bina Warga 2 Senior
High School of Palembang in the academic year 2011/2012. It refered to the sample
of the study.
3 3 Method of the Research
In doing this research, pre-experimental method was used in this sttidy.
Pre-experimental design that is one group pre test post test design According to Hatch
and Farhady (1982: 119- 120) this design is similar to the one shoot study. The
difference is that a pre test is given before the instruction (or treatments) begins.
The diagram of this design is follows:
Ol X 02
16
Where :
01 : The pre-test of the experimental group.
02 : The post-test of the expenmental group.
03 ; The pre-test of the control group
04 : The post-test of the control group
X : The treatment
The steps are follows:
1) Pre test is administered
2) Subject IS received experimental treatment
3) Post test is administered
This study was designed as follows:
1) Surveying the literature relating to the problem
2) Defining the problem
3) Constructing an experimental plan by writing the research design
4) Giving the pre-test
5) Conducting the experiment;
6) Giving the post test to collect the data ,
7) Connecting and analyzing the data;
33 Research Variable
There are two kinds of variables in this research : Independent variable and
Dependent vanable. According to (Hatch and Farhady 1982 :71), Independent
variable is the variable that affects changes on other variable. Dependent variable is
the response being measure to determine the effect of the independent variable. The
independent variable of this research was pop songs and the dependent variable was
the listening of the eleventh grade students of the Bina Warga 2 Senior High School
of Palembang.
3.4 Population and Sample
3.4.1 Population
Fraenkel and Wallen (1990 : 140) state that population is the larger group to
which one hopes to apply the result.
In this study, the population was the eleventh grade students of the Bina
Warga 2 Senior High School of Palembang in the academic year of 2011/2012. The
total number of the population was 155 students. The distribution of the population
18
Table 1. The Population of the Study
Class Students (Male) Students (Female) Total
X I I 21 18 39
X I n 19 20 39
X I ra 26 13 39
X I IV 19 19 38
Total Number 85 70 155
Source : The Bina Warga 2 Senior High School of Palembang (Academic year 2011/2012)
3.4.2 Sample
Fraenkel and Wallen (1990: 140) state that sample is any group on which
information is obtained
Fathermore Arikunto (2002: 109) states that sample is a part of population
that will be observed. If the number of its subject less than 100, it should be taken all
as sample. I f the number of subject is more than 100, it can be taken 10-15 % or
20-25 % of the population Since the population of this study is more than 100. So the
writer take the sample about 25 %,it consists of 78 students as sample.
To get the accurate data, convenience non-random sampling was uS^lT*
the method used by the researcher for certain group of people. They are chosen for
the study because they are available and convenience depending on time and day.
Further, Frankel and Wallen (1993 : 383) states that sample is taken depending on
the researcher option In this case the classroom teacher of the Bina Warga 2 Senior
High School of Palembang was choses class X I 1 and X I 2 that consisted of 78
students as the sample of this study.
Table 2. The Sample of the Study
No Group Class Total
1.
The Experimental
Group XI 1 39
2.
The Control Group
XI 2 39
20
33 Technique for Collecting Data
The data of this study were collected by means of a test. The types of tests
were multiple choice and completion The total item of multiple choices was 10 and
completion was 20. According to Fraenksel and Wallen (1990: 141) test is an attempt
to determine how an individual will function in a set of actual situation.
In this study, the pre-test and die post-test were given to both the experimental
and the control groups. The pre-test was given to measure how much the students
^competence on listening before getting the treatment Then, at the end of the
research, the post-test, was given to know whether or not it is significantly effective
to teach listening comprehension using pop songs to the eleventh grade students of
the Bina Warga 2 Senior High School of Palembang.
33.1 Pre-test
Pre-test was given before the teacher teaches listening comprehension using
pop songs. There was one purpose of giving pre-test to the students, it was given to
know the ability of students in learning listening before the teacher taught listening
33.2 Post-test
Post-test was given after the teacher has given the treatment of teaching
listening comprehension using pop song. This test had an aim to measure students'
ability in listening after the end of instruction. The result of this test was compared
with the result of pre test.
3.6 Reliability and Validity 3.6.1 Reliability
Reliability can be defined as the extent to which a test producer consistent
result when administrated under similar condition. (Hatch and Farhady, 1982 : 244).
In the research, the writer estimated the internal consistency reliability of the
test. Internal consistency reliability is the extent to which test or procedures asses the
same characteristic, skill or quality. Internal consistency or reliability will estimate
through the Kuder Richarson Coefficient The following is the KR21 formula
22
KR21 = K
K-\ - 1
M(K-M)
Where;
KR21 : Kuder Richardson reliability coefficient
K : Number of item in the test
M : Mean of set of the test scores
Table 3
Tbe Students* Scores in the Try Out of the Instrument
Subject Number Number of Item Score (X) X^
1 30 7.0 49.00
2 30 9.0 81.00
3 30 9.0 81.00
4 30 8.5 72.25
5 30 7.0 49.00
6 30 7.0 49.00
7 30 7.0 49.00
8 30 9.5 90.25
9 30 7.0 49.00
10 30 8.5 72.25
11 30 8.5 72.25
12 30 7.0 49.00
13 30 7.0 49.00
14 30 7.0 49.00
15 30 6.5 42.25
16 30 7.0 49.00
17 30 7.0 49.00
18 30 9.0 81.00
19 30 9.0 81.00
20 30 8.5 72.25
21 30 7.0 49.00
22 30 7.0 49.00
23 30 7.0 49.00
24 30 7.0 49.00
ZD { XJ 49.00
26 30 8.0 64 00
27 30 8.0 84.00
28 30 9.0 81 00
29 30 9.0 81.00
30 30 7.0 49.00
31 30 6.5 42.25
32 30 7.0 49.00
33 30 7.0 49.00
34 30 7.0 49.00
35 30 7.0 49.00
36 30 9.5 90.25
37 30 8.5 72.25
38 30 6.5 42.25
39 30 8.0 64.00
Total IX = 299
X= 7.66
IX'= 2326.5
24
The formula of Standard Deviation (SD) is:
.S'D =
In which
SD : Standard of Deviation of Test Score
JfU : Number of score
N : Number of Students
2^2326.5 39
5 0 = ^59.65
AD = 7.72
Where
KR21 = K
KR21 = 30 3 0 - 1
7.66(30-7.66) 30(7.72)'
KR21 = 30 3 0 - 1 1
-7.66(-22.34) 30(59.59)
KR21 = 30 3 0 - 1
171.12 1787.7
KR21= 1.03 (1-0 09)
KR21= 1.03 (0.91)
KR21=0.93
0 93 > 0.70 and it mean that the test was considered reliable to be used to collect the
data.
3.6.2 Validity
According to Hatch and Farhady (1982: 250-251), Validity refers to the
extend to which the result of the procedure serve the use for which they were
intended. In this research the writer estimate were intended the content validity of the
test Content validity refers to the extent to wdiich a test measure a representative
26
content validity, the test material was Based on The Curriculum and Syllabus of the
eleventh grade students of the Bina Warga 2 Senior High School of Palembang.
Table 4. Test Specification
Objective Indicator Material Type of Test Total Item
Multiple 10 able to answer Everything I Choice
the questions do. Question
by using (i do it for you) 20 songs Completion To improve the Student will be Song
students' listening ability by
using pop songs
3.7 Technique for Analyzing Data
3.7.1 The goal of analysis
The goal of analysis was to know the result or score of student's improvement
3.7.2 Percentage analysis
Percentage analysis was applied to know the result of individual students.
Both in the pre-test and post-test. The formula is as follows.
X = — X 100%
NI
Where ;
X : Student individual score
CA : Number of correct answer
NI : Number of test items
3-73 Conversion of Percentage Range
The conversion was used to interpret the students score obtained both in the
28
Table 5 . The Conversion Of Percentage Range
No. Range Category
T 8 . 6 - 1 0 Excellent
2. 6.6 - 8.5 Good
3. 4. 6 - 6 . 5 Fair
4. 2 . 6- 4. 5 Poor 5. 0 - 2 . 5 Very Poor
3.7.4 Matched t-Test
According to Hatch and Farhady (1982:114) matched t-test is often the cases
that means we want to compare come from the students. For example, we may give or
students a pre-test and post-test and hope to able to compare the two means.
Furthermore, Fraenkle and Wallen (1993 :199-200) states that there are two forms of
t-test one of them is for independent means, which is use to compare the means
scores of the same group before and after treatment of some sort was given to see i f
any of served gain significant, or when the research design involves to matched
group. To find out the significance difference between pre-test and post-test the writer
The formula is as follows:
JV ^ ' _ "v 1( y ( y -1 )
In which
t : Obtained
X i : The students mean score in the post test
X2 : The students mean score in the pre test
C H A P T E R IV
FINDINGS AND I N T E R P R E T A T I O N
In this chapter, the findings of the study and the interpretation are presents.
4.1 Findings
The findings of this research were grouped into the following parts: 1) the
students' scores of pre-test in the experimental group, 2) mean, mode, and median of
pre-test in the experimental group, 3) the students' scores of post-test in the
experimental group, 4) mean, mode, and median of post-test in the experimental
group, 5) the students' scores of pre-test in the control group, 6) mean, mode and
median of pre-test in the control group, 7) the students' scores of post-test in the
control group, 8) mean, mode and median of post-test in the control group, 9) paired
sample t-test, 10) the student's individual score in the pre-test, 11) the student's
individual score in the post-test, 12) ihe percentage of the students average score and
13) the result of t-test.
The detail findings of this research were presented in the sections that follow:
4.1.1 The Students* Scores of Pre-test in the Experimental Group Table 6. Tbe Scores of Pre-test in tbe Experimental Group
Frequency Percent Valid Percent
Cumulative Percent Valid 63.2 3 7.7 7.7 7.7
66.6 9 23.1 23.1 30.8 69.9 11 28.2 28.2 59.0 79.9 3 7.7 7.7 66.7 83.2 5 12.8 12.8 79.5 86.5 5 12.8 12.8 92.3 89.9 1 2.6 2.6 94.9 93.2 2 5.1 5,1 100.0 Total 39 100.0 100.0
Based on the result of pre-test, the highest score was 93.2 achieved by two
students or (5 1%) in the experimental group The lowest score was 63 2 achieved by
three students or (7.7%).
There were nine students who got score 66.6 or (23 1%), eleven students who
got score 69.9 or (28.25%), three students who got score 79 9 or (7.7%), five students
who got score 83 .2 or (12 8%), five students who got score 86 5 or (12.8%), one
student who got score 89 9 or (2 6%) This data was analyzed by using a statistical
4.1.2 Mean, Median and Mode of Pre-test in the Experimental Group
Table 7. Mean, Median and Mode of Pre-test in tbe Experimental Group
Scores
N Valid 39 Missing 0
Mean 74.9333 Std. Error of Mean 1.49056 Median 69.9000 Mode 69.90 Std. Deviation 9.30855 Minimum 63.20 Maximum 93.20 Sum 2922.40
After analyzing the data, the mean was 74.9333, the standard error of mean
(1.49056), the median (69.6000), the mode (69 90), the standard deviation (9.30855),
the minimum (63 20), the maximum (93.20) and the sum (2922.40). This data was
4.13 The Students* Score of Post-test in the Experimental Group
Table 8. The Score of Post-test in tbe Experimental Group
Frequency Percent Valid Percent Cumulative Percent Valid 39.3 1 2.6 2.6 2.6
69.9 2 5.1 5.1 7.7 83.2 7 17.9 17.9 25.6 83.3 2 5.1 5.1 30.8 86.5 6 15.4 15.4 46.2 86.6 1 2.6 2.6 48.7 89.9 11 28.2 28.2 76.9 93.2 2 5.1 5.1 82.1 96.5 3 7.7 7.7 89.7 99.9 4 10.3 10.3 100.0
Total 39 100.0 100.0
Based on the result of post-test, the highest score was 99.9 achieved by four
students or (10.3%) in the experimental group. The lowest score was 39.3 achieved
by one student or (2 6%) in the experimental group.
There were two students who got score 69.9 or (5.1%), seven students who
got score 83.2 or (17.9%), two students who got score 83.3 or (5,1%), six students
who got score 86.5 or (15.4%), one student who got score 86.6 or (2.6%), eleven
students who got score 89.9 or (28.2%), two students who got score 93.2 or (5.1%),
three students who got score 96,5 or (7 7%). This data was analyzed by using a
34
4.1.4 Mean, Median, and Mode of Post-test in the Experimental Group
Table 9. Mean, Median, and Mode of Post-test in the Experimental Group
N Valid 39 Missing 0
Mean 87.1308
Std. Error of Mean 1.66234
Median 89.9000
Mode 89.90
Std. Deviation 1.03813E1
Minimum 39.30
Maximum 99.90
Sum 3398.10
After analyzing the data, the mean was 87 1308, the standard error of mean
(1.66234), the median (89.9000), the mode (89.90), the standard deviation
(1.03813E1), the minimum (39.30), the maximum (99 90), and the sum (3398 10).
4.1.5 The Students* Scores of Pre-test in the Control Group
Table 10. Tbe Scores of Pre-Test in tbe Control Group
Frequency Percent Valid Percent Cumulative Percent Valid 63,2 3 7 7 7,7 77
666 6 154 15 4 23,1 699 9 23 1 23 1 46.2 732 2 5 1 5 1 51,3 765 3 77 7 7 59 0 79.9 4 103 10.3 69.2 83,2 3 7 7 7 7 76.9 86,5 3 7,7 7,7 84,6 89 9 4 103 103 949 93,2 2 5,1 5,1 100.0 Total 39 100.0 100.0
Based on the result of pre-test, the highest score was 93 2 achieved by two
students or 5.1% in the control group The lowest score was 63 2 achieved by three
students or (7.7%) in the control group.
There were six students who got score 66.6 or (15 4%), nine students who got
score 69.9 or (23.1%), two students who got score 73.2 or (5.1%), three students who
got score 76.5 or (7 7%), four students who got score 79.9 or (10 3%), three students
who got score 83 2 or (7 7%), three students who got score 86.5 or (7 7%), four
students who got score 89 9 or (10.9%). This data was analyzed by using a statistical
36
4.1.6 Mean, Median, and Mode of Post-test in the Control Group
Table 11. Mean, Median, and Mode of Post-test in the Control Group
N Valid 39
Missing 0
Mean 76.1256
Std. Error of Mean 1.48860
Median 73.2000
Mode 69.90
Std. Deviation 9.29631
Minimum 63.20
Maximum 93.20
Sum 2968.90
After analyzing the data, the mean was 76 1256, the standard error of mean
(1.48860), the median (73.2000), the mode (69.90), the standard deviation (9.29631),
the minimum (63 20), the maximum (93 20), and the sum (2968 90). This data was
4.1.7 The Students* Scores of Post-test in the Control Croup
Table 12. The Scores of Pos-test in tbe Control Croup
Frequency Percent Valid Percent Cumulative Percent
Valid 63.2 2 5.1 5.1 5.1
666 4 10.3 10.3 15.4
69.9 5 12.8 12.8 28.2
73.2 3 7.7 7.7 35.9
76.5 5 12.8 12.8 48.7
832 5 12.8 12.8 61.5
86.5 5 12.8 12.8 74.4
89.9 5 12.8 12.8 87.2
93.2 2 5.1 5.1 92.3
96.5 2 5.1 5.1 97.4
99.9 1 2.6 2.6 100.0
Total 39 100.0 100.0
Based on the result of post-test, the highest score was 99.9 achieved by one
student or 2.6% in the control group, the lowest score was 63.2 achieved by two
students or 5.1 % in the control group.
There were four students who got score 66.6 or (10.3%), five students who
got score 69 9 or (12.8%), three students who got score 73 2 or (7,7%), five students
who got score 76.5 or (12.8%), five students who got score 86.5 or (12.8%), five
students who got score 89.9 or (21.8%), two students who got score 93,2 or (5.1%),
two students who got score 96.5 or (5 1%). This data was analyzed by using a
38
4.1.8 Mean, Median and Mode of Post-test in the Control Group
Table 13. Mean, Median and Mode of Post-test in tbe Control Group
N Valid 39 Missing 0
Mean 800436 Std. Error of Mean 1.64988
Median 83.2000 Mode 69,90* Sid. Deviation 1 03035E1
Minimum 6320 Maximum 99 90
Sum 3121.70 a. Multiple modes exist The smaHest value is shown
After analyzing the data, the mean was 80 0436, the standard error mean
(1.64988), the median (83.2000), the mode (69.90), the standard deviation
(1 03035E1), the minimum (63.20), the maximum (99,90), the sum (3121.70). This
4.1.9 Paired Sample T-test
Table 14. Paired Sample Test in tbe Experimental Group
Paired Samples Test
Paired Differences
95% Confidence Interval of the
Std. Std. Error Difference Sig (2-Mean Deviation (2-Mean Lower Upper t Df tailed) Pair 1 posttest
-1,21974E1 13.74276 2.20060 7.74255 16.65232 5,543 38 .000 pretest
Based on the table above (paired sample t-test), the mean of those two test
were 12.1974 after calculating, the standard deviation was 13.7428, and the standard
error was 2.2006.
4.1.10 The Student's Individual Scores in tbe Pre-test
To know the student's individual scores based on the result of the pre-test, it
could be seen from the table below. This table showed the result of the pre-test of the
40
Table 15. Tbe Result of tbe Students* Pre-test in tbe Experimental and Control Group
"The Experimental Group " The Control Group'
NO Xi Xr Xj
Xi-1 66.6 4435.56 69.9 4886.01
2 86.5 7482.25 79.9 6384.01
3 86.5 7482.25 79.9 6384.01
4 832 6922.24 83.2 6922.24
5 69.9 4886.01 83.2 6922.24
6 66.6 4435.56 69.9 488601
7 66.6 4435.56 66.6 4435.56
8 93.2 8686.24 66.6 4435.56
9 69.9 4886.01 89.9 8082.01
10 83.2 6922,24 89.9 8082.01
11 83.2 6922 24 69.9 4886.01
12 69.9 4886.01 66.6 4435.56
13 69.9 4886.01 63.2 3994.24
14 66.6 4435.56 63.2 3994.24
15 632 3994.24 89.9 8082.01
16 66.6 4435.56 69.9 4886.01
17 69.9 4886.01 79.9 6384.01
18 86.5 7482.25 76.5 5852.25
19 86.5 7482.25 66 6 4435.56
20 83.2 6922.24 76.5 5852.25
Zi 69.9 4886.01 O O . D
22 66.6 4435.56 86.5 7482.25
23 69.9 4886.01 69.9 4886.01
24 69.9 4886.01 83.2 6922.24
25 69.9 4886.01 79.9 6384.01
26 79.9 6384.01 76.5 585225
27 799 6384,01 93.2 8686.24
28 86.5 7482.25 93.2 8686.24
29 89.9 8082.01 69.9 4886.01
30 66.6 4435.56 89 9 8082.01
31 63.2 3994.24 66.6 4435.56
32 66.6 4435,56 63.2 3994 24
33 69.9 4886.01 86.5 7482.25
34 69,9 4886.01 73.2 535824
35 66.6 4435.56 73.2 5358 24
36 93.2 8686.24 69 9 4886.01
37 83.2 6922.24 69.9 4886.01
38 63.2 3994.24 66.6 4435.56
39 79.9 6384.01 69.9 4886.01
In the experimental group, (table 15) showed that the highest score was 93.2
and the lowest score was 63.2, there were two students who got score 93.2,one
student who got score 89.9, five students who got score 86 5, five students who got
score 83.2, three students who got score 79.9, eleven students who got score 69.9, ten
students who got score 66 6, three students got score below 63.2.
In the control group, (table 16) the highest score was 93.2 and the lowest
score was 63.2.There were two students who got score 93.2, four students who got
score 89 9, three students who got score 86 5, three students who got score 83.2, four
students who got score 79.9, three students who got score 76.5, two students who got
score 73 2, six students who got score 66 6, three students got score below 63 2.
4.1.11 The Students* Individual Scores in the post-test
To know the student's individual scores based on the result of the post-test, it
could be seen from the table below This table showed the result of the post-test of
Table 16. The Result of the Posttest of the Students* in the Experimental and Control Group
"The Experimental Group" "The Control Group"
NO Xi XT X2
1 39.3 8686.24 89.9 8082.01
2
Om
89.9 8082.01 89.9 8082.01
3 oO.O Off c 7482.25 86.5 7483.01
4 Off c A ^
7482.25
A A A
83.2
A A ^ \ ^ \ ^\ A
6922.24
5 Ort f \
89.9
A A A A A A
8082.01
A A A
83.2 6922.24
6 83.3 A A A A A A
6922.24 69.9 4886.01
7 OO 1
83.3
A A A A A A
6922.24 66.6 4435.56
8 89.9 8082.01 A A A
69.9
A A A A A J
4886.01
9 89.9 OnOO AA
8082.01
^ A C
76.5 5852.25
10 Off ff ^ A A A AC
748225 93.2 8686.24
11 99.9 n n o n n-* 9980.01 A A A
99.9 9980.01
12 AO O 0 9. 9 4880.01 i i o o f f n n A A A
69.9
A A A A A A
4886.01
13 09.9 8062.01 ^ A C
76.5
CACA AC
5852.25
14 fiOo9.9 o 8082.01 ^ A A
63.2
A A A A A A
3994.24
15 RT O 0922.24
1 6 . 2 .
CA CA A A
5358.24
16 OO 1
83.Z
ff ^^'^'^ n A
6922.24
A A A
89.9
A A A^V A ^
8082.01
17 89.9 OAO^ AA
8082.01
89.9 8082.01
18 Off c 80.0
^ A A A AC A A A
89.9 8082.01
19 RA A 00.0 7
J A A AC
/482.20
A A C
86.5
^ A A A A C
7482.25
20 n n n 99.9 A A A A AA
9980.01
A A A
83.2
A e \ ^ \ ^ \ ^\ A
6922.24
21 96.5 9312.25 86.5 7482.25
22 96.5 9312.25 93.2 8686.24
23 99.9 9980.01 96.5 9312.25
24 93.2 8686.24 66.6 4435.56
25 89.9 8082.01 66.6 4435.56
26 83.2 6922.24 63.2 3994.24
27 832 6922.24 83.2 6922.24
28 83.2 6922.24 76.5 5852.25
29 69.9 4886.01 86.5 7482.01
30 89.9 8082.01 96.5 9312.25
31 93.2 8686.24 86.5 7482.01
32 83.2 6922.24 73.2 5358.24
33 89.9 8082.01 73.2 5358.24
34 89.9 8082.01 69.9 4886.01
35 96.5 9312.25 66.6 4435.56
36 83.2 6922.24 76.5 5852.25
37 99.9 9980.01 69.9 4886.01
38 86.5 7482.25 76.5 5852.25
39 86.5 7482.25 83.2 6922.24
From the result of the post-test, (table 15) it was showed that the individual
score of the two groups were different. On the other words, the students in
experimental group achieved better score than those in control group.
In the experimental group, it was showed that the highest score was 99 9 and
the lowest score was 39.3. There were three students vAio got score 96.5, eleven students vdio got score 89.9, seven students got score 86.5, eight students got score
83.2, and one student got score below 83.2
In the control group, it was showed that the highest score was 99.9 and the
lowest score was 63 2 There were two students who got score 96 5, two students who
got score 93.2, five students who got score 89.9, five students who got score 76.5 and
fourteen students who got score below 76 5
4. 1 . 1 2 the Percentage of the Students Average Score
The students' average score in the pre-test and post-test are as follow:
A. In the Pre-test
The experimental group The control group
2 9 2 2 , 4 2 9 6 8 . 9
X = 3 9 X =
44
B. In the post-test
The Experimental Group The Control Group
_ 3 3 9 8 . 1 _ 3 1 2 1 . 7
3 9 3 9
= 87.1 =80.04
The average score of the experimental group students in the pre-test was 74 9
while the control group students' was 76 1. In the post-test, the expenmental group
students gained the average score 87 1, while the control group students" was 80 04.
The percentage of the students" average score was finding by formula bellow:
a. The expenmental group b. The control group
X = — x l O O X = ^ x l O O
X X
7 4 . 7 7 6 . 1
xlOO - ~x 100
7 4 . 7 7 6 . 1
x{-{x,Y ^
( x , y
N ' N
N(N~I)
87.1-80.04
3 0 7 2 6 5 - ( " ^ ^ . 2 S 3 9 0 5 . 3 - ( 3 1 2 1 . 7 ) ^
39 39
3 9 ( 3 9 - 1 )
7.06
307265 - 296079.08 + 253905.3 - 249872.07 1482
7.06 15219.7 V 1482
7.06 VlO.26
7.06 3.20
46
4.2 Interpretation
Based on the result of experiment it was found that the highest score of the
pre-test in the expenmental group was 93 2, and the lowest score was 63.2 and the
average score was 74 9333 Meanwhile, the highest score of the post-test in the
experimental group was 99.9, and the lowest score was 39.3 and the average score
was 87 1308. On the other hand, the highest score of the pre-test in the control group
was 93.2, and the lowest score was 63.2, and the average score was 76.1256. And the
highest score of the post-test in the control group was 99.9, and the lowest score was
63.2, and the average score in the post-test in the control group was 80.0436.
From the table of the pre-test (table 15), it was seen that there were no
significant differences between the experimental group and the control groups, in the
term of the mdividual scores, the students in the experimental group achieved the
score that almost the same as those of the control group.
On the other hand from the table of the post test (table 16), it was seen that the
individual score of the two groups were different, the students in the experimental
group achieved better score than those in the control group.
From the result of t-obt, it was found that the value of t-obt 2.20, and the
critical value 2.000 and df was 76. It mean that the t-obtained (2.20) was higher than
critical value (2.000). Consequently, the null hypothesis (Ho) was rejected and the
In this chapter, the conclusion and some suggestions are presents.
5.1 Conclusion
Based on the findings and interpretation before, in the experimental group,
there were two students who got the lowest score 63.2 and two students who got the
highest score 93.2 in the pre-test, while in the post-test there were four students who
got the lowest score 39.3, and one student vA\o got the highest score 99.9 In the control group, there was one student who got the lowest score 63.2, and one student
who got the highest score 93.2 in the pre-test, while in the post-test there were five
students who got the lowest score 63 2 and two students who got the highest score
99.9.
The result of the matched t-test was 2.20 which was higher than critical value
of t-table (2.000), with significant level 0.05 (the different N-2= 76). So the
alternative hypothesis (Ha) was accepted and the null hypothesis was rejected.
It could be concluded that it was effedtive to teach listening using pop songs
to the eleventh grade students of the Bina Warga 2 Senior High School of Palembang.
48
5.2 Suggestions
Based on the conclusion above, some suggestions were offered to the teacher
of English and the Institution.
5.2.1 To the Teacher of English
The teacher of English was suggested to:
1. use pop songs in teaching listening comprehension, so that it could improve the
students listening ability,
2. motivate the students so that they would study seriously especially in learning
listening comprehension.
3. create good situations that could make the students interested in learning listening
comprehension
5.2.2 To the institution
The School was suggested to:
1 facilitate the teacher and their students with supporting language laboratory, tape
recording, and media which could help the process of teaching and learning
activities especially in listening comprehension.
2. prepare many kinds of the materials of English such as language games and
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ABSENSI SISWA K E L A S X I . l
1. ADERYANTO 2. ANA NADYA KARLUFI 3. ANDIKAPUTRA 4. ARtOBIMA 5. ASNIANINGSIH 6. ATIKA
7. BELLA ANJANl
8. BUNGAKARMISWARA 9. CHANDRA KURNIAWAN 10. DESI ANGGRAINI ll.OIKISEPTRIANSAH 12. ELVINA DAMAYANTI 13. FEBRIANT0
14. FIQIH DEVITA 15. GENIOiaARINI 16.IQBALYAFIERIANZAH 17.IRMAYASARI
18. JIMMIALI HASAN 19. JUUANA PUSPA SARI 20. KHARIA NINDA 21. M.ADIT RAMADHAN 22. M.FIKRI
23. M.RIDHO
24. M.YUDI SAPUTRA 25. MUHAMMAD AZIS
26. MUHAMMAD DEDE APANDI 27. MUHAMMAD RIZKI
28. MULIANA SAVITRI 29. NOPrTA DIAN PRATIWI 30. NOVITASARI
31. NURHAMIMAH 32. PUTRI DIANA 33. RAHMADNIZOM 34. RENALDI BAHAR 35. ROBBYANUAR 36. TESSA AFRINA 37. VERAOKTAVIA
38. YUNI MIA SARI y ^ ^ '
3. ANDfTAMAHARANI 4. ARMANSYAH 5. BINTANG PUTRI 6. DESIAGUSTINA 7. DESTY KHOIRIAH 8. DIAN SAPUTRA 9. DIFO KUNCORO 10. DIMAS DWI NOVANTO 11. FADHINAULFA 12. FADILAHSARI 13. FENI HARIANTI 14. FERNALDI PRATAMA 15. FERNANDO
16. IKBAL UTAMA 17. ILHAMSATORI 18. INTAN KURNIASARI 19. JANDRI SAPUTRA 20. KINTAMI DEWI PUTRI 21. M.NAUFAL
22. M.ROBBY 23. MEIRISTA UTAMI 24. MERRY MARCELA 25. METASRIYANI 26. MIKQ KURNIAWAN 27. OKTARIAARDITA PUTRI 28. OKTAVIANISAPUTRI 29. PUTRA PRATAMA 30. PUTRI SALSABILA 3 1 . RENDl FEBRIANO 32. RIAN KRISTIAN 33. RISKA SARI DEWI 34. RIZAALFIANITA 35. YES! MAYASARI
36. YOLANDA PUSPA NINGRUM 37. YOSI PARDILA
n a m e : c l a s s
c o m p l e t e t h e t e x t .
E v c f y t f a i n g I D o
Look into my (1) , you will see
What you (2) to me
Search your heart, search your (3)
And when you (4) me there, you'll search no more
Don't tell me it's not worth trying for
You cant (6) me it's not worth dying for
You know It's true
(6) I do, I do it for you
Look into my (7) , you will find
There's nothing (8) to hide
So take me as I am, take my life
I would (9) it all, I would sacrifice
Dont tell (10) it's not worth fighting for
I cant help it, there's nothing I want more
You know it's (11)
Everything I (12) I do It for you
There's no (13) like your love
And no other could (14) more love
There's nowhere (15) you're there
All the (16) , all the way
You cant tell me it's not worth trying (17)
I cant help it, there's (18) I want more
I would fight for you, I'd lie for you
Walk the wire for you, yeah. I'd (19) for you
23. Die =
a. sleep b. life c. go 24. True
-a. glad b. nice c. false 25. Fighting =
a. give up b-try c. spirit
Find the s y n o n y m f r o m the w o r d s : 26. S e e =
a. look b. love c. blind 27. Tell =
a. option b. swear c. say 28. Soul =
a. mirxi b. break c. kill 29 Help =
a. assist b. come c. around 30. Take =
