CHAPTER IV FINDINGS AND DISCUSSION
B. Discussions
In this section, the writer discussed the result of the data analysis of the pre- test and post-test in accordance with the scope of this study. This result study was conducted in pre-test to investigate the students prior knowledge of listening before giving the treatment by using spotify application.
Referring to the findings above, show the significant different between the students’ listening comprehension before and after giving treatment., which applied spotify application as a method in teaching listening. The statement was proved by the score obtained of the students pre-test and post-test. The students achievement showed that the students’ score of post-test was higher that students’
score of pre-test. It means that there was significant improvement of students’
listening after giving the treatment.
However the writer found some problems during the study employed aimed Covid-19. First, due to large-scale social restrictions (LSSR), there was no learning process in the school, so the writer employed this study by using ZOOM in giving the listening test ( pre-test and post-test) and presenting the lesson.
Second, most of students were not motivated to learn English. They were ashamed, nervous, and feeling afraid to practice.
This study was conducted on November 21th - November 29th 2020 at the ninth grade SMPN 35 Makassar for three meetings, consisting of presenting the lesson and giving test for the study.
The first meeting, the writer gave pre-test. Before. Before the students doing the pre-test, the writer gave explanation about the test. Pre-test intended to find out the students’ prior knowledge. The result of students score of pre-test was lower. Most of students got very poor score, there were 11 students. Few students got average there were 8 students, and few students got poor there were 6 students, none students got excellent and good score. It means that the students, listening comprehension still lack.
The second meeting, the writer was given the treatment and applied spotify application method. The instrument of the treatment as follows, the writer asked the students to open the zoom meeting in the laptop, so researcher asked the students to download spotify application on they hand phone. and than the
researcher choose some song that used as the treatment. The writer chooses two songs that will be used as treatment, namely 10,000 Hours by Justin Bieber and That’s What I Like by Bruno Mars. The writer asked the students to complete the song lyrics that the author has remove. Namely by listening to the song that is playing on their respective hand phone, of course by using spotify application.
Through zoom, the researcher asked the student to listen a song from Justin Bieber (10,000 Hours) and Bruno Mars ( That’s What I Like), then filled in the empty lyric of the song. The students was given 20 minutes to fill in the song lyrics. After finish doing the test, the writer asked to students the words in the most difficult song lyrics, then the writer explains the meaning of the difficult words. The treatment intended to gave and explanation how to learning listening by using spotify application.
The third meeting, the writer employed a post-test in same format as the pre-test to know the students’ listening comprehension. The result of students’
score of post-test was higher. Most of students got good score, there were 18 students. There were 4 students got excellent score. And there were 3 students got average score. Because most of students got high score and none students got low score, so it can be concluded that the students have an improvement of listening comprehension after they got and explanation how to learning using spotify application.
Regarding to the previous discussion, the writer concluded that using spotify application in learning students’ listening comprehension at the ninth grade of SMPN 35 Makassar can improving students, listening comprehension.
58 CHAPTER V
CONCLUSION AND SUGGESTION
This chapter consisted of two parts. The first deals with the conclusion of the findings, and the second one deal with the suggestion.
A. Conclusion
Spotify Application is a digital media to hear song is fun way of learning listening to stimulate the students to improve listening comprehension. Based on the data analysis, the writer concludes that the use of spotify application in teaching listening at the second grade of SMPN 35 Makassar 2020/2021 academic year can be applied to determine the effectiveness of using spotify in listening it can be seen from the significantly percentage from the pre-test. This study concludes as follow:
The use of spotify application in teaching listening is effective why towards students’ listening comprehension at SMPN 35 Makassar. The use spotify application in teaching listening song could make the students’ more interested and motivated in listening because they can listen what they want. And the use of spotify application in teaching listening song could make student have enough self-confidence with their listening.
From the research, the writer can concludes that the use of spotify application for listening comprehension can enhancement the students’ listening comprehension complete song lyrics at the 9th grade students’ of SPMN 35 Makassar and the use of spotify application can be solution of listening skill in
teaching complete song lyrics at ninth grade students’ of SMPN 35 Makassar because there was a significant . Improvement on pre-test score to post-test.
B. Suggestion
Based on the conclusion above, the writer puts forwards some suggestions and recommendation as follow that the teachers sometimes in learning English seem boring but by combining lessons with other materials that students enjoy or technology can bring the learning to be more attractive to students, they tend to prefer to practice directly rather than just adhering to the textbook. The teachers can try applying Spotify Application or another digital media in learning listening in their English class especially for listening comprehension.
Also, the students should be more interested in learning English, they have to change their mindset for English. English is not always boring even less something difficult to understand, but it’s unique and fun. Beside that, we need English because it is very useful in communicating internationally and good for our future. At last, the future researcher should improve this kind of research and find other digital media are easier and more fun for student to learning English.
The writer found that the difficult method or boring technique could make students’ lazy to learn new thing.
Hopefully this research could help to find solution in teaching and learning, because English was important language. The people need English because it is very useful for us in communicating internationally and good for our future.
60
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APPENDICES
Appendix 1 : Attendant List
Appendix 2 : Research Instrument 1. (Pre-test and Post-test)
a. Compose the song lyrics correctly
Heart beats fast, colors and promises, how to be brave
I have died everyday waiting for you, Darling don’t be afraid I love you for a thousand years, I love you for a thousand more
How can I love when I’m afraid to fall, but watching you stand alone, all of my doubt, suddenly goes away somehow, one step closer
one step closer I have died everyday waiting for you, darling don’t be afraid I have love you for a thousand years I’ll love you for a thousand more
And all along I believed I would find you, times has brought your heart to me, I have love you for a thousand years, I love you for a thousand more Times stands still beauty in all she is I will be brave, I will not let anything take away, what’s standing in front of me every breath every hour has come to this
And all along I believed I would find you, Time has brought your heart to me I have love you for a thousand more
One step closer, I have died everyday waiting for you darling don’t be afraid, I have love you for a thousand years, I’II love you for a thousand more
1
3
2
5
6
4
8
7
APPENDIX 3 : Assessment rubric
NO Score Description
1 91 – 100 Understand all instructions without difficulty so you can do all instructions in a fast and precise way.
2 76 – 90 Mostly understood what was said / instructed when instruction are slowed down and repeated a bit so they are slow to do what they are told, sometimes even wrong.
3 61 – 75 Difficult to follow what was instructed but there are still many instructions done right.
4 51 – 60 It is very difficult to do what is instructed, only a small part is instructed.
5 < 50 Can not carry out what was instructed, even one instruction.
( Depdiknas, 2017 : 13 )
APPENDIX 4: Questionnaire
ANGKET MINAT SISWA TERHADAP APLIKASI SPOTIFY DALAM PEMBELAJARAN PEMAHAMAN MENYIMAK BAHASA INGGRIS Mata Pelajaran : BahasaInggris Kelas/semester :
Nama : Hari/tanggal :
Petunjukpengisisianangket :
1. Pada kuisionerini terdapat 10 pertanyaan. Pertimbangkan baik-baik setiap pernyataan dalam kaitannya dengan mater ipembelajaran yang baru saja kamu pelajari.
2. Pilih salah satu jawaban yang paling sesuai dengan kondisi anda, dan perlu diketahui bahwa semua jawaban yang tersedia adalah benar.
3. Bubuhkan tanda centang ( ) pada kolom yang tersedia.
Keterangan pilihan jawaban :
1 = SD ( Strongly Disagree) 3 = A ( Agree )
2 = D ( Disagree ) 4 = SS ( Strongly Agree )
No Statement Option
SD D A SA
1. I like to learn Listening Comprehension 2. I really dislike learning listening
comprehension
3. I can learn listening any time using Spotify application
4. I can’t learn listening any time using spotify application
5.
It’s easy to me learn listening comprehension using Spotify application.
6. It’s not easy to me learn listening comprehension using spotify application 7. Spotify application really help me in
learning listening comprehension
8. Spotify application can’t help me in learn listening comprehension
9. Spotify application makes me like to learning listening
10. Spotify application makes me not like to learning listening
11.
There is an urge from yourself to learn more listening using the spotify application
12.
There is no encouragement from yourself to learn more listening using the spotify application
13. You are among those who have a high appreciation of music
No Statement Option
SD D A SA
14. You are among those who do not have a high appreciation of music
15. I can practice listening using spotify 16. Ican’t practice listening using spotify
17.
The first time I saw listening lessons thought song, I believe this learning was easy for me
18.
The first time I saw listening lessons thought song, I believe this learning was difficult for me
19. With the spotify application looks interesting to learn listening
20. With the spotify application looks unattractive to learn listening
Pitaloka, I. (2019)
APPENDIX 5 : Lesson plan
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Sekolah : SMA NEGERI 35 Makassar Mata pelajaran : Bahasa Inggris Kelas/Semester : IX / Ganjil Materi Pokok : Mendengarkan Alokasi Waktu : 6 x 40 menit
A. Kompetensi Inti (KI)
KI 1: Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya
KI 3: Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.
KI 4: Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.
B. Kompetensi Dasar dan Tujuan Pembelajaran
KD Tujuan Pembelajaran
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
1. Siswa diharapkan mampu
meningkatkan kemampuan
mendengarkan melalui lagu dengan menggunakan aplikasi Spotify
2. Memahami kosakata yang didengarkan dalam sebuah lagu
3. Mengetahui penggunaan pronunciation yang tepat dari lagu yang didengarkan 2.1 Menunjukkan perilaku
santun dan peduli dalam melaksanakan komunikasi interpersonal dengan guru dan teman
1. Mampu memanfaatkan digital media yang telah ada untuk belajar bahasa Inggris.
2. Memperoleh pengetahuan baru dalam bentuk lagu bahasa Inggris.
2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman.
2.3 Memahami makna dari lagu yang diputar melalui aplikasi Spotify
Fokus penguatan karakter:
Spritual : Berdoa sebelum dan sesudah melakukan kegiatan.
Sosial : Pemanfaatan digital media.
C. Materi Pembelajaran
Percakapan singkat yang telah dipilih dari aplikasi Daily English Conversation.
D. Metode Pembelajaran :
Pendekatan : Scientific Approach Model Pembelajaran :
Metode : Diskusi dan tanya jawab E. Media dan Alat :
1. Media : Aplikasi Spotify.
2. Alat : Handphone, laptop, spidol, dan speaker.
F. Sumber Belajar
1. Kamus Bahasa Inggris – Indonesia
2. Lagu telah dipilih yang terdapat dalam aplikasi Spotify.
G. Langkah-langkah Kegiatan Pembelajaran 1. Pertemuan Pertama ( 2 x 40 menit )
a. Kegiatan Pendahuluan (10 Menit)
1. Guru menyampaikan salam dan menanyakan kehadiran peserta didik.
2. Salah satu peserta didik memimpin doa sebelum pelajaran dimulai.
3. Mengontrol kebersihan kelas dan kesiapan peserta didik sebelum belajar.
4. Memotivasi peserta didik.
5. Menjelaskan tujuan pembelajaran.
6. Pendidik menyampaikan ruang lingkup penilaian yang meliputi penilaian sikap, kerjasama dan percaya diri.
b. Kegiatan Inti (60 menit)
1. Pendidik menjelaskan materi tentang mendengarkan ( listeing ).
2. Peserta didik membaca teks deskripsi yang terdapat dalam buku teks peserta didik tentang mendengarkan ( listening ).
3. Peserta didik diberikan waktu untuk menanyakan hal yang kurang jelas.
4. Peserta didik akan diperdengarkan sebuah lagu yang telah dipilih dari aplikasi yang berhubungan dengan pret-est.
5. Peserta didik diberikan waktu untuk menyelesaikan tes tentang pemahaman mendengarkan (listening comprehension) yang telah disiapkan oleh pendidik.
c. Kegiatan penutup (10 menit)
1. Peserta didik dan pendidik melakukan refleksi terhadap kegiatan pembelajaran dan manfaat-manfaatnya.
2. Peserta didik dan pendidik menyimpulkan hasil belajar dari materi yang baru saja dipelajari.
3. Pendidik memberi penguatan terhadap hasil kerja peserta didik.
4. Pendidik menyampaikan kegiatan pada pertemuan selanjutnya.
5. Peserta didik mengucapkan salam perpisahan.
2. Pertemuan kedua (2x40 menit) a. Kegiatan pendahuluan ( 10 menit)
1. Pendidik menyampaikan salam dan menanyakan kehadiran peserta didik.
2. Salah satu peserta didik memimpin doa sebelum pelajaran dimulai.
3. Mengontrol kebersihan kelas dan kesiapan peserta didik sebelum belajar.
4. Pendidik memotivasi peserta didik tentang pentingnya mengatur jadwal kegiatan dalam belajar.
5. Pendidik menyampaikan tujuan pembelajaran.
6. Pendidik menyampaikan ruang lingkup penilaian yang meliputi penilaian sikap, kerjasama dan percaya diri.
b. Kegitan inti ( 60menit)
1. Pendidik menjelaskan materi tentang mendengarkan ( listening ).
2. Peserta didik membaca teks deskripsi yang terdapat dalam buku teks peserta didik tentang mendengarkan ( listening ).
3. Pendidik memperkenalkan aplikasi Spotify dan memperlihatkan contoh aplikasi tersebut.
4. Peserta didik diminta untuk mengamati contoh lagu yang diputar dari aplikasi Spotify .
5. Peserta didik diberikan waktu untuk menanyakan hal yang kurang jelas.
6. Pendidik akan membagikan lembaran tes untuk menyusun lirik lagu yang tepat yang diambil dari aplikasi Spotify.
7. Pendidik akan memperdengarkan sebuah lagu yang sudah ditentukan dengan menggunakan Spotify dan akan diputar sebanyak 3x.
8. Peserta didik diberikan waktu untuk menyelesaikan tes tersebut.
9. Peserta mengumpulkan hasil kerja mereka.
c. Kegiatan penutup (10 menit)
1. Peserta didik dan pendidik melakukan refleksi terhadap kegiatan pembelajaran dan manfaat-manfaatnya.
2. Peserta didik dan pendidik menyimpulkan hasil belajar dari materi yang baru saja dipelajari.
3. Pendidik memberi penguatan terhadap hasil kerja peserta didik.
4. Pendidik menyampaikan kegiatan pada pertemuan selanjutnya.
5. Peserta didik mengucapkan salam perpisahan.
3. Pertemuan ke tiga (2x40 menit)
a. Kegiatan pendahuluan ( 10 menit)
1. Pendidik menyampaikan salam dan menanyakan kehadiran peserta didik.
2. Salah satu peserta didik memimpin doa sebelum pelajaran dimulai.
3. Mengontrol kebersihan kelas dan kesiapan peserta didik sebelum belajar.
4. Pendidik memotivasi peserta didik tentang pentingnya mengatur jadwal kegiatan dalam belajar.
5. Pendidik menyampaikan tujuan pembelajaran.
6. Pendidik menyampaikan ruang lingkup penilaian yang meliputi penilaian sikap, kerjasama dan percaya diri.
b. Kegiatan inti ( 60menit)
1. Pendidik menjelaskan kembali tentang hal-hal yang sudah diberikan selama beberapa pertemuan.
2. Peserta didik diberikan waktu untuk menanyakan kembali hal yang kurang dipahami selama beberapa pertemuan.
3. Peserta didik akan diperdengarkan sebuah lagu yang berhubungan dengan post-test.
4. Peserta didik diberikan waktu untuk menyelesaikan tes pemahaman mendengarkan ( listening comprehension ) yang sudah disiapkan oleh pendidik.
5. Peserta mengumpulkan hasil kerja mereka.
c. Kegiatan penutup (10 menit)
1. Peserta didik dan pendidik melakukan refleksi terhadap kegiatan pembelajaran dan manfaat-manfaatnya.
2. Peserta didik dan pendidik menyimpulkan hasil belajar dari materi yang baru saja dipelajari.
3. Pendidik memberi penguatan terhadap hasil kerja peserta didik.
4. Pendidik menyampaikan kegiatan pada pertemuan selanjutnya.
5. Peserta didik mengucapkan salam perpisahan.
H. Evaluasi
Teknik : Pemahaman mendengarkan (Listening Comprehension) Instrument : Mendengarkan sebuah lagu yang telah dipilih dari
aplikasi Spotify
I. Pedoman penilaian
Score Classification
91-100 Excellent
76-90 Good
61-75 Average
51-60 Poor
< 50 Very Poor
Makassar, Februari 2021 Mengetahui,
Guru Mata Pelajaran Peneliti
Samsuriyati Lomo, S.Pd Ni Made Sinta
NIP. 197208181998022007 Nim : 4516101009
APPENDIX 6 : Pre-test and post-test score Pre-test score
No. Student Initial Student Score Classification
1. AGA 40 Very Poor
2. AAA 50 Very Poor
3. AL 75 Average
4. BR 40 Very Poor
5. DAR 75 Average
6. DPP 75 Average
7. OP 40 Very Poor
8. ML 70 Average
9. PI 70 Average
10. QAP 40 Very Poor
11. SNA 70 Average
12. RAA 40 Very Poor
13. NL 40 Very Poor
14. RBB 40 Very Poor
15. TO 75 Average
16. SA 50 Very Poor
17. VGR 40 Very Poor
18. HF 40 Very Poor
19. MPP 50 Very Poor
20. WP 40 Very Poor
21. NFS 70 Average
22. MIA 50 Very Poor
23. RFC 50 Very Poor
24. NA 40 Very Poor
25. DP 50 Very Poor
Post-test score
No. Student Initial Student Score Classification
1. AGA 85 Good
2. AAA 80 Good
3. AL 90 Good
4. BR 75 Average
5. DAR 95 Excellent
6. DPP 90 Good
7. OP 70 Average
8. ML 95 Excellent
9. PI 90 Good
10. QAP 85 Good
11. SNA 95 Excellent
12. RAA 80 Good
13. NL 75 Average