the effect of using song lyrics on students' english phrasal ...

THE EFFECT OF USING SONG LYRICS ON STUDENTS’

ENGLISH PHRASAL VERBS MASTERY

(A Quasi Experimental Study at The Tenth Grade of SMK NUSANTARA 01 )

“A Skripsi “

Presented to faculty of Tarbiyah and Teachers’ Training in Partial Fulfillement of

the Requirements for Degree of Strata 1 in English Language Education.

By:

IKOH

109014000021

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2016

ENDORSEMENT SHEET

The Examination Committe of the Faculty of Tarbiyah and Teachers' Traning

sertifies that the "skripsi" ( Scientific Paper) entitled "The Effict of Using Song Lyrics on

Student' English Prhasal Verbs Mastery" ( A Quasi Experimental Study at The Tenth Grade

of SMK Nusantara, Ciputat Tangerang Selatan). Written by IKOH, student's registation

number: 109014000021, was eximaned on 22rh of June 2016. The Skripsi has been accepted

and declare to have fullfilled one of the requirements for the degree S.Pd. In English

Language Education on the Departement of English Education.

The Examination Commite

Chairman Dro Alek,M.Pd.

NIP。 19690912200901002

Secretary Zaharil Anasy,Ⅳ I.Hum。

NIP.197610072007101002

Examiner I Dro Atiq Susilo,PIIA.

NIP.194911221978031001

Examiner II Atik Yulivani,ⅣIA TESOL.

NIP,198404102015032003

Dean of Faculty Traning

ledment by:

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Tempat/Tgl,Lahir : Tangerang 23 Oktober 1990

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i

ABSTRACT

IKOH, 2016. The Effect of Using Song Lyrics on Student’ English Prhasal

Verbs Mastery” ( A Quasi Experimental Study at The Tenth Grade of SMK

Nusantara Ciputat Tangerang Selatan). Skripsi, Department of English Education,

Faculty of tarbiyah Teacher’s Tranining, UIN Syarif Hidayatullah Jakarta.

Key word: Phrasal Verb, Song lyric

The objective of this study is to get the empirical data about the effect of

using song lyrisc on students’ English phrasal verbs mastery at the tenth grade of

SMK Nusantara 01 Ciputat Legoso especially in marketing majoring. The method

used in this thesis was quantitative method the quasy-experimental research

design. The sampling technique used in this study was quota sampling. The

sample of this study was 60 students taken from the tenth grade of SMK

Nusantara Ciputat legoso, which are 30 students as experimental class and 30

students as controlled class. In collecting the data, the writer conducted post-test

about phrasal verb that using song lyrics test which consisted of 30 multiple

choices. In this reaearch, there were seven meetings for treaments include pre-test

and post-test that use the song lyrics as the main subject for learning phrasal verb

in the class.

The gained score of Pre –test and post –test in the expermental class was

72,83 and for the controlled class was 66,13 The testing of hyphothesis was

analyzed using t-test formula. The result of this study shows that there is

significance difference on srudents’ achivemement in mastering pharsal verbs that

is taugh be using English song lyrics. In the table of significance, it can be seen on

the df=58 and in significance degree or α (alpha) 5% was 2.00. Then, t-test score

was 17,84. By comparing the value is bigger than , that is 17,84 > 2.00 or the

t-test> t-table, the alternative hyphothesis (Ha) is accepted and null hyphpthesis

(Ho) is rejected alternative it can be concluded that song lyrics is effective on

students’ phrasal verb mastery at the tenth grade of SMK.

ii

ABSTRAK

IKOH, 2016. The Effect of Using Song Lyric on Student’ English Prhasal

Verbs Mastery” ( Sebuah penelitian Eksperimental semu di kelas X SMK

Nusantara Ciputat Tangerang Selatan). Skripsi Jurusan pendidikan Bahasa Inggris

Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Syarif

Hidayatullah Jakarta.

Key word: Phrasal Verb, lirik lagu

Penelitian ini bertujuan untuk mendapatkan data empirik tentang

penggunaan lirik lagu pada penguasaan phrasal verb apakah penggunaan lirik lagu

dapat efektif dalam meningkatkan phrasal verb pada murid kelas X SMK

Nusantara 01 Ciputat Legoso terutama di jurusan pemasaran. Metode yang

digunakan dalam penelitian ini adalah metode kuantitatif dan desain

eksperimental semu. Tekhnik sample yang di gunakan adalah Quote sampling.

Sampel yang di gunaakan dalam penelitian ini adalah 60 siswa yang di ambil dari

kelas sepuluh SMK Nusantara Ciputat legoso, 30 siswa dari kelas eksperimental

dan 30 dari kelas kontrol. Dalam pengumpulan data, penulis menggunakan post

test tentang phrasal verb yang menggunakan tes lirik lagu yang terdiri dari 30

pilihan ganda. Dalam peneletian ini ada tujuh pertemuan untuk perlakuanya

termasuk dalam pre-test dan post-test nya yang menggunakan lirik lagu sebagai

subjek utamanya dalam pembelajaran phrasal verb di kelas.

Hasil perolehan pada nilai pre test pada kela eksperimental 72,83 dan

pada kelas kontrol adalah 66,13.Pengujian hipotesi dianalisismenggunakan rumus

t-test . hasil dari penelitian ini menjunukan bahwa ada perbedaan signifikan dalam

pencapaian siswa tentang penguasaan phrasal verb yang di ajarkan melalui lirik

lagu bahasa Inggris. Dalam table signifikan, dapat di lihat bahwa df=58, di mana

taraf signifikan atau α (alpha) 5% adalah 2.00. kemudian hasil skor t-test adalah

17,84. Perbandingan antara hasil t-table dengan t-test adalah lebih besar

dari , yaitu 17,84 > 2.00atau t-test> t-table, hipotesi alternatif (Ha) adalah diterima dan hipotesi nihil (Ho) adalah di tolak. Maka dapat di simpulkan bahwa

penggunaan lirik lagu bahasa Inggris efektif dalam penguasaan phrasal verb untuk

siswa SMK kelas sepuluh.

iii

ACKNOWLEDGEMENT

In the nam of Allah, the Beneficient, th Merciful.

All Praises to be Allah, Lord of the worlds who blessed the researcher in

completing this “skripsi” entitled The Effect of Using Song Lyric on Students’

English Phrasal Verbs Mastery (A Quasy Experimental study in the Tenth Grade

of SMK). Peace and Blessing be upon the Prophet Muhammad, his family and his

companion and his followers.

On this oppurtunity, the writer woud like to express her greatest gratitude

and honor to her beloved parents, Maryati who always never stop giving the

greatest love, prayer, and support to her finishing this “Skripsi”

Furthermore, the writer would like to address her honor great and deepest

gratitude to her advisor Drs. Nasifuddin Djalil, M.Ag and Zaharil Anasy, M.Hum

who have given their consultation with full patience, helps, kindness and valuable

guidance as valuable advice during completing this “Skripsi”.

The writer relize that without support and motivation from people arround

her, she could not finish this “Skripsi”. Therefore she would like to give her

deepest apreciatiation to”

1. Prof. Dr. Ahmad Thib Raya, MA, as the Dean of Faculty of Tarbiyah and

Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta.

2. Dr. Alek, M.Pd as the Head of English Education Department and Zaharil

Anasy, M. Hum, as the secretary of English Education Departement.

3. All lecture, escpecially those at English Education Department and Dr.

Atiq, MA, as her academic advisor who always give their motivation and

valuable knowledge durig her study at faculty of Tarbiyah Teachers’

Training of Syarifhidayatullah State of Islamic University Jakarta.

4. Drs. H. Hudlori Ma’arief, M.pd as the Headmaster of SMK Nusantara 01

Ciputat Legoso for giving permission to the writer to do research and Rini

Ramdani as the English Teacher for sincere help, time and guidence.

5. The first grade students of SMK Nusantara 01, especially for X-1 PMS

for being participents in this research.

iv

6. All friends who always give me support, help, and knowledge they have

shared.

Finally, the writer admits that her wrting is still far for being perfect.

Therefore, she hopes some suggetion and critique from the reader

especially who are interested in English Education Department.

Jakarta, June 2016

The Writer

v

TABLE OF CONTENTS

ABSTRACT ............................................................................................................ i

ABSTRAK ............................................................................................................. ii

ACKNOWLEDGMENT...................................................................................... iii

TABLES OF CONNTENTS ................................................................................. v

LIST OF TABLES .............................................................................................. vii

LIST OF APPENDICES ................................................................................... viii

CHAPTER I. INTRODUCTION ......................................................................... 1

A. Background of study ................................................................ 1

B. Identification of the problem ................................................... 3

C. Limitation of the problem......................................................... 4

D. Formulation of the problem ..................................................... 4

E. Objective of study ................................................................... 4

F. Significance of study ............................................................... 4

CHAPTER II. THEORETICAL FRAMEWORK........................................... 5

A. Phrasal verb ........................................................................ 5

1. Definition of Verb ............................................................... 5

2. Definition of Phrasal verb .................................................... 6

3. Types of Phrasal verb .......................................................... 6

4. The Importance of phrasal verb .......................................... 7

5. The difficult of phrasal verb ............................................... 8

6. Phrasal verb and Idiom ......................................................... 8

7. Technique of Teaching Phrasal Verb ................................... 9

B. Music, Lyric and Song ........................................................... 10

1. Definition of Music ........................................................... 10

2. Definition of Lyric ............................................................ 11

vi

3. Definition of Song .............................................................. 11

C. Why song lyrics? .................................................................... 12

1. Advantages and Disadvantages of using song. ................. 13

2. Choice of song ................................................................... 13

3. The Benefit of using music in class .................................. 14

4. Technique for presenting song ......................................... 15

D. Previous Studies ..................................................................... 16

E. Thinking Framework .............................................................. 17

F. Research Hypothesis ............................................................. 18

CHAPTER III. RESEARCH METHODOLOGY ........................................... 19

A. Place and Time of the Reseach ............................................... 19

B. Method and Design of the Reseach ........................................ 20

C. Population and Sample ........................................................... 20

D. Technique of Collecting the Data ........................................... 20

E. The Content of Intervention .................................................. 21

F. Technique of Analysis the Data ............................................. 21

G. Statistic Hypothesis ................................................................ 23

CHAPTER IV RESEARCH FINDINGS ........................................................... 25

A. The Description of the Data. ................................................... 25

B. The Data Analysis ................................................................... 28

C. Test of Hyphothesis ................................................................. 32

D. Data Interpretation .................................................................. 33

CHAPTER V CONCLUSIONAND SUGGESTION ....................................... 34

A. Conclusion .............................................................................. 34

B. Suggestion .............................................................................. 35

BIBLIOGRAPHY ................................................................................................ 36

APPENDICES ...................................................................................................... 38

vii

LIST OF TABLES

Table 3.1 The timeline of the research ............................................................................ 19

Table 4.1 The Score of Post Test of Experimental Class ................................................. 25

Table 4.2 Score of Post Test Controlled Class ................................................................ 27

Table 4.3 The Result of Comparison of Post Test from Eperimental Class and Controlled

Class................................................................................................................................. 28

viii

LIST OF APPENDICES

Appendix 1 : Test of Validity ........................................................................... 38

Appendix 2 : Pre Test Instrument ..................................................................... 40

Appendix 3 : The Answer Key of Pre Test ........................................................ 43

Appendix 4 : Lesson Plan of Experimental Class ............................................... 44

Appendix 5 : lesson Plan of Controlled Class .................................................. 78

Appendix 6 : Post Test Instrument .................................................................... 98

Appendix 7 : The Answer Key of Post Test Instrument ................................. 101

1

CHAPTER I

INTRODUCTION

A. Background of Study

Mastering a foreign language is one of the important things that is needed in

globalization era, because English is the most commonly used language among

people in this wolrd as communication.In order to make a good commnication,

students have to understand the language.Then, in order to make understand a

language, students have to be skilled in vocabulary. While the students have lack

of vocabulary, they can not express the idea and opinion. In other words,

vocabulary is one of several things as the main part of understanding English.

Actually there are some common techniques that students can do for

understanding vocabulary, such as memorizing, repetition and recall the word all

the time in daily life. According to McCartinJannesaid that” Learning vocabulary

is largely about remembering, and students generally need to see, say, and write

newly learned words many times before they can be said to have learned them1.

Therefore to delivery about what to say in English, students have to know a lot of

vocabulary in written or spoken language.

As regard the reality, learning new vocabularry or phrasal verb is not easy. It is a

fact when the reseacher practiced The Integrated Teachers’ Training – Praktek

Profesi Keguruan Terpadu ( PPKT), there were some students said” There were

words that were still difficult to understand. They did not know the meaning and

the differences of words such as “put on, put in, put back, and also looking for,

knocked on, knock out” etc. Those words often appear in any reading text of

TOEFL, News or Songs etc. Then the reseacher tell those words are contain verb

and preposition and that is phrasal verb.According to Benjamin J White on

America Dictionary Heritage said ” Phrasal verb is combination an ordinary verb

1Mc Carten Janne.Teaching Vocabulary(Lessons from the Corpus,Lessons for the

Classroom), New York, Cambridge University Press, 2007. P21

2

and a preposition or an adverbial particle that has at least one partical meanings of

the verb and the preposition or particle”2

Based on problem above, it is proved that students at SMK (Vocational School)

were still hard to understand and learn vocabulary especially in phrasal verb.

Based on what a researcher has observed in that school, there are some factors that

reseacher has found. There are teaching progres is not control, it is less of

motivation, the student’s environment is not support for learning, it is instant of

learning reference, student’s desire is highly, but sometimes teacher’s knowledge

reference or varieties teaching is slow and less attantion in vocabulary while

learning process.

Therefore to make students motivated and enjoyable to study phrasal verb, the

teacher should be creatively in delevering material. The teacher should use

variative strategies in teaching learning. One of strategy that can be used by

teacher is using media to support the teaching learning process. One of the media

is English song lyrics.

Song is practical and easy to follow. Every human certanly would listening to the

music whenever and wherever through Mp3, Mobile Phone, Radio, Televition,

Laptop etc. Music is always fun to do because music is familiar with human habit.

In order to get the most out of experince in speaking, reading or prononciating;

learning vocabulary with music, song and lyric together is one of the first steps of

learning a foriegn language.

However, music and song are not just entertaiment, it is also valuable to be a

language teaching tool because in the song, there are some kinds of lyrics. Song is

flexible for any puprose, moreover for getting a number of vocabulary. Especially

in English song, there are some kinds of vocabulary forms, pattern, idiom and

phrasal verb. Moreover Students usually like singing even in the classroom, it

builds confidence for students to reach good achievment in learning of new

2White J Benjamin. A Conceptual approach to the instruction of phrasal verb,(The

Modern language Journal)Vol. 96, No. 3 (Fall 2012), pp. 419

3

vocabulary. Musics and songs are available in many countries around the world.

Song may employ to enhance the listening, pronunciation, acquiring grammatical

and vocabulary.

Toward students’ difficuties in phrasal verb, song lyric can help student to

enrich English phrasal verb. According John M. Purcel ”Often as student learn

song there will be number of vocabulary”3 Then with song lyrics, it is expected

to help students interested, confident, motivated and easy to follow an activity of

English classroom with fun and meanigful way and also easy in memorization,

repetation and recalling the word with comfort, inetrestedin learning language of

phrasal verb.

Therefore based on description above, the reseacher formulated the topic in

her Skripsi with the title: “ The Effect of Using Song Lyrics on Students’ English

Phrasal Verbs Mastery”

B. Identification of The Problem

Based on the background above, the problem can be identified as follows:

1. The Vocational students (SMK) still have difficulties in undestanding

phrasal verb. Besides they can not underatand while reading text and can

not convey idea clearly because thier limited kinds of vocabulary of

phrasal verb.

2. The student’s environment is not supportive for learning vocabulary or

phrasal verb.

3. The students were less motivated because the time was not controlled,

the instant of learning reference, and also less emphasize in vocabulary

learning process,

4. Student’s desire is high, but teacher’s knowledge, reference and varieties

teaching are low.

3John M. Purcell. Using Songs to Enric Secondary Class, Hispania Vol. 75 No 1, March

1992. P 193

4

C. Limitation of The Problem

Based on the identification above, the limitation of the study is to find out the

effectiveness of song lyrics to enrichstudents’ phrasal verbs for SMK (Vocational

school)at the tenth grade.

D. Formulation of The Problem

Based on the limitation above, the formulation of the following problem is as

follows:

Is there any effectbefore and after using song lyrics on student’s English

phrasal verbs mastery?

E. Objective of study

The Objective of this study is to get the empirical data of using song lyrics on

students’ English phrasal verb mastery.

F. Significance of study

The researcher expected this research has many impact and advantages for

students in learning. So that they can be motivated, interested, fun, enjoyed and

comfortable in language classroom. For the teacher in these finding can improve

their teaching’s ability and be creative learning in vocabulary.

5

CHAPTER II

THEORETICAL FRAMEWORK

This chapter present theoretical framework that discusses some topics. The

first one is phrasal verb which cover definition of verb, definition of phrasal verb,

type of phrasal verb, the important of phrasal verb, the difficult of phrasal verb,

idiom and phrasal verb, technique in teaching phrasal verb. The second discusses

about music, song and lyric.

A. Phrasal verb

Studying language can not separated from phrasal verb, because phrasal

verbs are very important in English language. Students who want to learn a target

language and improve their languagae quality, have to learn this component.

1. Definition of Verb

Every sentence has subject and verb. Who or what the sentence speaks about

is called subject; what the sentence says about the subject is called the verb1. In

Barron‟s book of Toefl Test, a verb is a word or phrase that expresses existence,

action and experience.2 A Verb also is a word that used in present and past tenses;

it has both an-s form and an-ing form.3

The verb is the important part in learning English and also phrasal verb. The

verb has many different form. Based on the book of a Students‟s Introduction to

English Grammar said that Verb are Variable Lexemes. That is, they have a

number of different inflectional form that are requared or permitted in various

grammatical contects.

1Langan John. Sentencce Skill, From A Seventh Edition, (New York : Mc Graw Hill 2003) p

90 2 Barron‟s. How to Prepare for the Toefl Tes, (Jakarta Barat: Binarupa Aksara 2000) p 81

3 Kolln Martha and Funk Robert. Understanding English Grammar Eighth Edition, ( New

York: Longman 2010) P23.

6

For example the lexem Fly has a form flew that is permitted in a contects like Kim

has flown home or kim flew home.4

2. Definition of Phrasal Verbs

Pharasal verb is important part in English learning spoken or written and also

language style in communication. Generally phrasal verb is defined as a verb and

particle combination. Pharasal verbs they contain two words. In phrasal verb, the

first word is a verb and the second word is called a partical.5

In the Ultimate of Phrasal verb, phrasal verbs are either separable and

nonseparable. Separable phrasal verb can be separated by their object. E.g I took

my shoes off. Nonseparable phrasal verb cannot be separates by their object. E.g

he run into tree.6

Based on Scott Thornbury said” Phrasal Verbs are another instance of the

fuzziness at the boundary between words and grammar. They are partuiculary

problematic for learners both because of lexical meaning (which are often

idiomatic) and their grammatical form.7

3. Types of Phrasal Verbs

Phrasal verbs has many types, and to be mastery Pharasl verb, it is very

important to know the difference about it. Based on Scott Thornbury there are

four types of phrasal verb: 8

Type 1: intransitive e.g come to ( recover consciousness) These don‟t take an

object.

4 Huddleston Rodney and Pullum Geoffrey K. A Student’s Introduction to English Grammar,

(New York: Cambridge University Press 2005). P29 5 Altenbergh EveleynP and and Vago Robert M. English Grammar Understanding Basic,

(New York: Cambridge University Press 2010). P 38 6Carl W.Hart. The Ultimate Phrasal Verb Book, (New York : Barron‟s 1999)P 01

7Thonrbury Scott. How to teach Vocabulary, ( London: Longman, 2002) p123

8Thonrbury Scoth.Op.cit, P 123

7

Type 2 : transitive insepaarable e.g look into ( insvatigate)These must take an

object which always comes after the verb.

Type 3 : transitive separable e.g put off (postpone)The object can either come

between the verb and the particle or after the verb. If we use pronoun

than it must go between.

Type 4: three parts e.g put up with (endure) these are always intransitive

Insparable. From these type, student can learn the different of phrasal verb

in English. It is more easy to understand for student to know the clasify of

phrasal verb.

4. The Importance of Phrasal Verb

Phrasal verb are very important for learners because they are so prevalent in

everyday spoken and informal written language. It is something sooner or later,

students have to learn of phrasal verb because a native speaker use them all the

time and it is also important part of the English language. Phrasal verbs are in

very common use in spoken and colloquial English. However they are idiomatic

and students need to give them special attention if they wish to speak the language

fluently.9 Therefore Learning phrasal verb make it language be quality, familiar

more than one or two meaning of language, in addition learning to use phrasal

verb will encourage students sound natural in casual converstaion. Idioms and

phrasal verb are an important part of every language. Therefore, as a language

learner, knowing idioms is useful in at least two ways: The more idioms that

learner know, the more native-like a language will sound; By learning idioms,

students will learn a lot about the culture of the community speaking the language.

9Marion Caragounis. Phrasal Verb and Their Importance In Spoken.

https://linguistics.knoji.com/phrasal-verbs-and-their-importance-in-spoken-english-2/ accesed on

July 16/07/2016. 06:01 PM

http://marion.knoji.com/

8

5. The difficulty of phrasal verb.

Pharsal verb are extremly common language and it is still difficult to learn

for students because many of them are idiomatic and also have more than one

meaning. There are the main reason for this:10

a. In many cases the meaning of the phrasal verb can not be deduced from

its element, ie., it is being used idiomaticaly.

b. Many phrasal verb are polysemous; i.e., they have more than one

meaning.

c. There are difficult with grammar of phrasal verb, particulary with the

position of the particels.

In other words, even though phrasal verb are still difficult to learn, phrasal

verb also a common language which is used of many native speaker and also used

in everyday spoken and written language. There fore song lyrics are very useful

tool for leraning phrasal verb because it was fun and entertaining.

6. Idiom and Phrasal Verb

Most phrasal verbs are not informal, and slang words. Usually many the

words of phrasal verb often appear in song lyrics. Sometimes phrasal verbs are

also idiomatic built has different idioms use as a way of expressing ourselve.

Idiom are very important language. Idiom and phrasal verb also make a language

sound very creative, often the good writer use idiomatic expressions and

sometimes they have different meaning. Both of them are part of the language

which is used in common foreignlanguage. Idiom Usually they have a meaning

other than the exact word expressed.11

Idioms are saying people used to express

themselves in converation. They have another meaning other than what actually

10

Shoebottom Paul. The Impotant Information about Phraal Verb,

http://esl.fis.edu/voca/phrasal/prsasal-important.htm. accesed on February 02/16/2016/4:55 PM 11

George Watson. 190 Ready to Use Acitivities That Make English Fun, ( San Francisco:

Jossey Bass 2002) p 161

9

say.12

Idioms could define as expressions whichhave an idiosyntractic meaning

whhich is not a purely compositional function of the meaning of their indifidual

part: e.g Be careful not to upset applecart.13

In other words, pharsal verb are

multiple particels and words, it consits transitive and intransitive.

7. Technique in Teaching Phrasal verb

There are hundreds of phrasal verbs and phrasal verbs is not easy stuff to

learn. Actually many techniques for leaning vocabulary and phrasal verb in the

class. The teacher can use anything of teaching tools according what the lesson

and material.

Phrasal verbs sometimes the less common teaching lesson in the class. Not all

students concern in learning vocabulary of phrasal verb. Students need to know a

lots of phrasal verbs, if they they want to reach a good English level. Therefore to

make student interesting in learning phrasal verb, teacher have to creatively to

make material more interesting. There are the technique which is teacher can use

it as teaching tool in the class.

According Ruth Grains and StuartRedman say” there are many techniques of

vocabulary teaching. There are: visual aids, verbal explaination, and contectual

guesswork.14

1) Visual Aids.

In this technique, teacher can use paper or screen slide show of song

lyrics or whiteboard. The teachers use paper to song lyric and underline

the words that we needs and writing the words and meaning at

whiteboard as visual aid.

12

Ibid., P 162 13

Andrew Radford. Analysing English Sentences A minimalist Approach, (New York:

Cambridge University Press, 2009) p 241

14

Ruth Gairs and Stuar Redman, Working with Word: A Guide to Teaching and Learning

Vocabulary, ( New York: Cambridge UniversityPress, 2003), p 73.

10

2) Verbal Explanation

In this technique, teacher can explain the meaning of the words. A

teacher should select and provide words based on students‟ level. This

technique is effecient way to of explaining unknown words.

3) Contextual Guesswork

In this technique, the students learn vocabulary from a text of song lyrics.

The students can understand the meaning of difficulty word from text

through song lyrics. They can guess from the meaning of lyrics.

B. Music, lyric and Song

1. Definition of music

Music is part of everyone‟s life. It consisits of melody, harmony, rhythm,

sound etc. Music is sound organized into pattern that can please the ear or

communicate feeling or a mood.15

With music it helps student to control mind and

tobe experienced of emotion and make a good mood while in the class. The most

people like singing and listening music. Music is humanly organised sound.

16Learning English is easy with music and song, when leaners love to the song,

easy to follow and know the lyric. This activity can be enhance of students‟

motivation to be better in learning English especially in vocabulary.

Music is as the star of communication about any topics between an

individual, two individuals and group. According to John A. Sloboda “ Music is

the unique tools within which human can express, by the organization of sound,

gestures, their knowledge and social relation between human.17

Then according to

that is statement, music naturally can make people move their feelings and also

there are story which human can share each others with any language.

15

Oxford. Oxford Children’s Encyclopedia, ( UK: Oxford University Press, 2004)p 60 16

Godt Irving. Music: A practical definition, The Musical Times, Vol. 146, No. 1890

(Spring, 2005), pp. 84 17

Sloboda John. A. The Musical Mind ( Oxford University Press : 2005) P 167

11

2. Definition of Lyric

Lyrics is the important part of the music element. Lyrics with music are

revealing feeling, emotion, mode, state of mind, expression or thought etc. lyrics

is musical only in a symbolic way; it is created by lyric Poets paying attention to

such matters as patterns of repetition and variation.18

In other definition lyric are words that make up a song usually consisting of

verses and choruses. Lyric is piece of the words and short poem that be

sung.19

Lyric is a short poem expressing personal emotion or having to do with

such a poem : a lyric poet.20

Lyric also has the number of words, poem, methapor

or language.In other hand, the lyric has many word of grammatical such as verb,

pronoun, phrasal verb etc. Song lyric hasmany useful for learning new

vocabulary.

Lyric is memorable language and it is about whats happend now. Sometime

in the lyrics contain a politics, social, or economic and also culturally message.

Therefore lyric is one of the media for study English of vocabulary, listening,

phrasal verb or pronounciation. The Students can improve their vocabulary

throughout English song lyrics. In this reseach, the reseacher used the lyric which

contain of pharasal verb to inprove student‟s English.

3. Definition of Song

Song has a role in language learning. Song is useful for practiceing new

vocabulary for English learner because song is eassy to make change the mood,

feeling and emotion and all people are often singing and practicieng with lyrics.

Song is something to sing; short poem set to music.21

With song lyrics it help

students to learn phrasal verb is more eassy, simple and also fun. Song is not just

18

Francis Blessington. Is There a Lyric Center?,The Sewanee Review,Vol.107, No. 2

( Spring, 1999) p 216 19

http:// en.m.wikipedia.org/wiki/Lyrics. accesed 02/26/2016 5:11 PM. 20

Opcit. World Book. P 1247 21

World Book. The World Book Dictionary, (Chicago:World Book Inc, 2007) P 1993

12

for enjoyment, but song is an art that is setting of a poem to music, specifically

concevied to enhance the meaning of the text.22

Hence teaching and song are unity

of an art where teacher should be creatively to deliver material in the class as good

way as possible.

C. Why song lyric?

Songs are often a welcome change from the routine of classroom activity in

learning a language. Songs also make the experience of learning English and

enjoyable.

There are some reason of using song in English classroom.23

a) Songs provide examples ofeveryday language; the language of most

songs is simple, often in a conversational style.

b) Songs are easy to find. Everybody has access to records, CDs, cassettes,

videos, mini discs, and songbooks. If your own collection isn‟t enough,

the students themselves will no doubt have an inexhaustible supply.

c) Songs are highly motivating. Both young people and adults tend to enjoy

being taught through songs.

d) Music and songs are part of everyday life. In the car, at home, at sporting

event, at times of celebration, in theatres, at the cinema, and even out in

the streets, people taconstantly hear – and sing – songs. It therefore

seems natural to make the man integral part of the language learning

process.

e) Songs are the natural opportunities for meaningful repetitions which

other texts will find students spontaneously „practicing‟, both with others

and alone? Song and music are essential for students who are learning

English as a foreign language to master phrasal verb. The students can

use it in anytime and everywhere they can play it.

22

Opcit:Jean Ferris.P 222 23

Akis Davanellos. Methodology:English teaching profesional,(Issues thirteen, 1993)P13

13

1. Advantages and Disadvantages of using song lyrics

Using songs in the classroom have some advantages. Songs are:24

a. Improve student motivation;

b. Reinforce grammatical structures;

c. Enhance pronunciation and vocabulary;

d. Help memorize patterns making learning easier;

e. Build fluency.

Using song in the classroom have some disadvantages, there are some

potential problems with songs. They are:

a. Be very fast for ESL learners;

b. Contain slang or ungrammatical sentences (he don´t…);

c. Have difficult vocabulary that even upper

d. Intermediate students will not understand.

Based on disadvantages of using song lyric in the class, teacher have

to be creative for delevery material to make easy for student in udesrtanding

language in song lyrics. Because many of them are slang words and

ungrammatical form, then it will need strategy in teaching phrasal verb with

song lyrics, such as the way of chooice song and presenting song lyric in the

class.

2. Choice of song

Before using song in classroom it is important to make sure that the song is

suitable for teaching to their own students. Teacher should know what must to do

with song. The song must be update, interesteing, popular, positive massage and

also appropriate with the topic.

24

Ontesol. Using Song with Adult Learner. http://how-to-teach-

english.ontesol.com/usingsongs-with-adult-learners/ accesed on February 02/16/2016 5:46 PM

14

Many songs include of slang, bad grammar, idimoatic, phrasal verb or

unatural stress word. Therefore teacher should be select carefully. Teacher needs

to select ones that fit with students‟ level, including level of difficulties of the

vocabulary, the length of the song, the popularity.25

The chooice of song is better of what people know, liked, there was the

lyrics and also full of spirit. Therefore a song or rhyme should suit to pupil‟s age

group and their interest, match their level of English and have cathcy, and eassy

to remember melody.26

3. The Benefit of Using Music in Class

Music can enric spirit of students in the class. Many homework, exercise or

problem of student‟s personality, sometimes that makes it feel stressing or bored

in class. Then with music it is could make students relax and fun. Music also

canset the mood in the star of lesson. Music can also be useful in classroom, there

are: 27

a. To set the mood at the star of lesson. It is mean the teacher can open the

lesson in the calssroom by mucic to support student‟s motivation.

b. To give teacher something to talk about with his students at the star of

lesson (especially useful with class that is not known)

c. As background music while students work on “dull” exercises;

d. As background music to set the scene while students so particular task.

e. Simply pleasure or as a break between activities;

f. To help students relax;

g. To close down, conclude, round of the lesson-tosay goodbye with.

25

M.P.Kun Herrini. Teaching English to Young Learners Throught Songs: Lingistic

Conference of the Year, ( Jakarta, Atma Jaya 2010) P 484 26

Mary Slatery and Jane Wills. English for Primary Teachers : A handbook

of Activities & Classroom Langugae,( New York: Oxford University Press). P 45 27

Jim Scrivener. Learning Teaching : A Guidebook for English Language Teachers Second

Edition, (UK: Macmillan 2005) P 339

15

Based on the website, the writer said that Chris Brewer, M.A., a noted

authority on the integration of music throughout the curriculum, there there are

some outcome and benefit for student while studying English with song lyric and

music. They are:28

a. Play music to set a possitive mood at the start of the day or at the

beginning of a class.

b. Raise student energy levels with upbeat music as needed throughout the

day.

c. Play music reduce stress levels, relieve frustation and creat a peacful

classroom enviroment.

d. Play music to help sustain student attantion and concentration.

e. Play music to motivate and inspire your student.

f. Play music to encourage interaction and build classroom community.

g. Use music in the classroom to increase the joy of learning.

4. Technique for Presenting song

To make effective while presenting songs in class, teacher have to plan it in

good way. According to John M.Purcell, in his journal that Whitaker has four plan

basic steps in presenting song in class:29

a) The teacher plays the song while the students look at the words

silently.

b) The students reapet the words without singing them.

c) The teacher points out vocabulary, idiom, grammar items, and gives

pronuncation cues.

d) The teacher plays the song again, letting students join when in they

feel confidents enough about singing along. It also will make good

atsmosphere while teaching English.

28

http://Benefits of Using Music in the Classroom by Chris Brewer, M.A.htm 29

John M. Purcell. Using Songs to Enric Secondary Class, Hispania Vol. 75 No 1, ( Mar

1992) P 195

16

D. Previous Study

There are some reseacher that already have conducted the research about the

effectiveness about song lyric technique in improving student‟s vocabulary.

The First Skripsi written by Masning Zahro, student member 063411050,

English Departement of Tarbiyah Faculty Walisongo State Institute for Islamic

Study 2010. The title is “The Use of Song Lyrics to Improve students’

Vocabulary of Verb” She was using song lyrics to improve students‟ vocabulary

of verb. The population of her study was the eight grade students of MTS

Uswatun Hasanah Mangkang Semarang in Academic Year of 2009/2010. She

chooses two clasess to be result. One class is control class that used conventional

method, one class as experimental class and use song lyrics for students‟

learning. The objective of this study is to find out the effectiveness of song lyrics

to improve students‟ vocabulary of verb at the eight grade and the result was

significant. This research concluded to a result that use of song lyric is more

affective in teaching vocabulary of verb that use of conventional method that

proven by the experimental reseach class‟ gain score which higher in control

calss‟ gain score.

The second skripsi written in 2008 by Dagmar Siskova entiled “ Teaching

Vocabulary Through Music” Masarky University in BRNO Faculty of

Education. This study concerns with using popular song to teach English of

Elementary School in Kromer. The study is devided into two parts, a teoritical and

practical part. Thepopulation are students of seventh, eight and ninth grade. The

result of the study shows that teaching vocabulary through music is highly

effective if student like the the song.

The similiraty of all the reseachers above with this skripsi is that this skripsi

was aimed to measure the effectiveness of using English songs in teaching

vocabulary as material in English language teaching. But it has different focus.

Masining Zahro used vocabulary of verb to improve students English and Dagmar

17

Siskopa focused on popular songs to teaching vocabulary. This skripsi will try to

another research related them. The reseacher will do another reseach to teach

Phrasal Verb through English song lyrics. In those two studied this research will

be farther reseach of those studies in order to improve students‟ vocabulary of

phrasal verb.

E. Thinking Framework

Vocabulary is central of language teaching learning, but many students still

have problem in learning vocabulary. Memorizing and understanding word are the

major problem. They often found unfamiliar word such as phrasal verb. They did

not know the meaning and the differences of words such as “put on, put in, put

back, and also looking for, knocked on, knock out” etc. Those words often appear

in any reading text of TOEFL, News or Songs etc. It can be said the students have

lack of phrasal verb. Therefore teaching phrasal verb should be need more

attantion, tenacity, and repeatation. One of variation ways in teaching phrasal verb

is using song lyrics.

The song is not just for entertaining, but also reinforcing course features, such

as pronunciation, listening, grammar and vocabulary. Teaching vocabulary by

using song lyrics was interesting and positiveley affect memory. The song is a

very specific kind of everyday expression and has been lifestyle of human being.

Then, song is one of capable tool of teaching technique in languge classroom and

it is build students‟ motivation to enrich vocabulary more in daily activity with

fun, useful and meaningful.

To make the song is useful in languange classroom, teacher have to be

creatively in presenting song to students. Therefore teacher have to choose the

vocabulary items that relate to students‟ needs. After decided vocabulary items

teacher have to choose a song for teaching media and popular song may be

interesting for students.

18

Based on the statemnet above, the researcher can say that using song lyrics

could enrich students‟ phrasal verb and help student in learning vocabulary. Song

lyrics are also considered to be one of effective teaching techniques in teaching

vocabulary especially in phrasal verb of SMK Nusnatara 01.

F. Research Hyphothesis

Based on statement above, then the researcher hypothesize that using English

song lyric is effective toward students‟ phrasal verb mastery.

19

CHAPTER III

METHODOLOGY

This chapter discusses the research design and method, the place and time of

the reseacrh, the population and sample of the research, the data collection

technique, the content of intervention, the data analysis technique, and the

statisstical hypothesis.

A. The Place and Time of The Research

This research has conducted at SMKNusantara 01(Vocational School) at the

Tenth grade which is located on Jl.Ciputat Legoso. The reseach was carried out in

one month began March 2016 by making it into six meeting include the

conduction of pre-test and post-test.

Table 3.1

The Timeline of Research

NO Date Activities

1 10-12-2014 Approval of Proposal

3 18-03-2016 Asking permission to headmaster

4 21-03-2016 Conducting Pre-test of X-1

5 21-03-2016 Conducting Pre-test of X-2

6 22-0-32016 meeting at X1-X2

7 24-03-2016 meeting at X1-X2

8 25-03-2016 meeting at X1-X2

9 28-03-2016 meeting at X1-X2

10 11-04-2016 Conducting post test XI-X2

20

B. Method and Design of Research

This research was conducted quantitavely through quasi-experimental

design. The quasi experiment is good design although it is not true experiment.

John Creswell states that quai-experimental reseach introduces considerably more

threats to internal validity than the true experiment.1 Quasi experimental focuses

on treatment and outcome, hence the data was taken from pre-test and post- test in

order to to know whether or not song lyric is effective than traditional method to

know students’ achievement test of phrasal verb. In this reseach design, there are

two kinds of classes used. There are the experimental class which used song lyrics

technique and the controlles calss by traditional method.

C. The Population and Sample of the Research

The population of this reseach was the whole students of the tenth grade

students of SMK NUSANTARA 01. There are only two classes of the second

classes of Marketing Major, therefore the technique of sampling is quota

sampling. It means, there is no random sampling because limitation of population.

D. The Technique of data Collecting

Instrument is a tool to gather data. In this study the writer uses the form of

test. The test is givento measure the students’ competency or students’ learning

achievement. The form of test as the instruments to get the data isusing

multiplechoice tests.

In this study, the writer administered pre-test and post-test. Pre-test and post-

test were given to both experimental and controlled group.

The pre-test is conducted before the treatment. The purpose is to know how the

students’ achievement in phrasal verb before the treatments carried out. Meanwhile

the post -test is conducted after the treatments is conducted. It is also given to both

experimental and controlled group. The purpose is to know is to know the students’

achievement in phrasal verb after the treatments carried out.

1John W Creswell. Educational Reseach : Planning, Conducting and Evaluating

Quantitative and Qualitative Reseachfourt Edition, (Boston : Pearson 2012) P 310

21

E. The Content of Intervention

This study is focused on students’ achievement test of phrasal verb trough

song lyrics. There are four meetings in this study. In the first meeting, the pre-test

was given to get students’ background knowledge. The second and third meetings,

the students were taught about phrasal verb through song lyrics. While the

experimental class was taught through song lyric technique, the controlled class

was taught by expository technique. After giving the treatment, the students in each

class had to answer the question related to the phrasal verb. It is used to know

whether the students got higher improvement in their lerning after using song lyric

than using expository thecnique. In the last meeting, the post-test was given to

check whether students’ achievement in learnig phrasal verb through song lyrics

increased or not.

F. The Technique of data Analysis

The gathered data are used to find out the differences of students’ achievement

in experimental class and controlled class. In line with this, the writer uses statistic

calculation through t-test formula is used to eximine the significance difference

ofstudents’ phrasal verb achievement test between experimental class and

controlled class.

Therefore the formulation is as the following:2

Notes:

M1 = Mean of Variable X ( experimental class)

M2= Mean of Variable Y ( controlled class)

SE = Standar Error

There are several stages taken to get the ccalculation of t-test, it can be seen as

follows:

2 Anas Sudjiono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada,

2006), P314

22

1. Determining Mean of Variable X, with formula :

∑

2. Determining Mean of Variable Y, with formula:

∑

3. Determining Standar of Deviation Score of Variable X, with formula:

√∑

4. Determining Standarof Deviation Score of Variable Y, with formula:

√∑

5. Determining Standar Error Mean of Variable X , with formula:

√

6. Determining Standar Error Mean of Variable Y, with formula:

√

7. Determinig Standar Error of different Mean of Variable X and Mean of

Variable Y, with formula :

√

8. Determinig with formula:

23

9. Determining Degrees of freedom (df), with formula:

df = (

Furthermore, calculating the effect size of t-test score result used cohen’s

dformula. It is know the measurement wether the effect of using song lyrics is

strong or weak. The formula for this effect size is as formula:

d= /

= Mean of Variable X

= Mean of Variable Y

Pooled Standard Deviation

These are the Cohen guidelines for determining wether our effect size is stong.

The guidelines used as follows:

0-0,20 = weak effect

0,21-0,50 = modest effect

0,51-1.00 = moderate effect

>1.00 = strong effect

G. The Statistical Hypotesis

The reseacher has hypotesis that reveal the using English songs (lyric) is

effective to improve student’s ability in phrasal verb.

The formulation as following :

{ }

{ }

Note :

= Null hypothesis

= Alternative hypothesis

24

= students’ phrasal verb achievement, who are taught through song lyrics

= students’ phrasal verb achievement, who are taught without song lyrics.

The writer’s assumption of those hypothesis are as follows:

1. If the Null hypothesis ( ) is rejected and alternative hypothesis

( ) is accepted. It means there is significant difference of students’

phrasalverb acchivement between student who are taugh through song lyrics

and students who are taugh without song lyric.

2. If the Null hypothesis ( ) is accepted and alternative hypothesis

( ) is rejected. It means there is no significant difference of students’phrasal

verb achivement through song lyric and students who are taught without song

lyric.

25

CHAPTER IV

RESEARCH FINDINGS

This chapter talks about the finding of the research. This chapter also present

the description of the data, the analysis of the data, and the interpretation of the

data.

A. The Description of the Data

After conducting the reseach, the reseacher got data from students’ score in

pre-test and post-test. The data described in two points as the data of experiment

class and the data of controlled class.

1. The Data of Experiment Class

The resecher makes a table of students’ score in both pre-test and post-test.

The table aslso shows the scores gained by student.

Table 4.1

Students’ Score of Experiment Class

Students

(N)

Pre-Test Post-Test Gained score

1 50 75 25

2 42 60 18

3 48 75 27

4 55 80 25

5 45 70 25

6 50 75 25

7 48 70 22

8 40 70 30

9 48 75 27

10 46 80 34

11 44 75 31

12 58 75 17

26

13 45 70 25

14 60 75 15

15 58 80 22

16 50 75 25

17 56 70 14

18 40 70 30

19 44 75 31

20 46 70 24

21 50 80 30

22 45 70 25

23 40 75 35

24 50 70 20

25 60 75 35

26 42 75 33

27 60 60 20

28 65 70 32

29 50 70 20

30 60 75 35

∑ 14,08 2185 777

X 46,93 72,83 25,90

The table above shows the score of the experiment calss. It also mention the

score of pre-test and post-tets of each student. Based on the table, the minumum

score of pre-test is 38 which is owned by one student and the maximum score is

60 which is also owned by a student while minimum score of post-test is 60 and

the maximum score post-test is 80.

The table also informs that the total score if pre-test is 1408, the total score

post-test is 2185, and the total score of gaine score is 777. It also shows the mean

of pre-test is 46,93, the mean of post-test is 72,83 and the mean of gained score is

25,90

2. The Data of Controlled Class

Beside masking the table for experiment calass, the resecher also makes a

table for controlled calss. This table is table of controlled class students’ score in

both pre-test and post-test. The table aslso shows the scores gained by student

27

Table 4.2

Students’ Score of Controlled Class

Students

(N)

Pre-Test Post-Test Gained score

1 75 70 -5

2 75 75 0

3 45 53 8

4 58 75 17

5 65 70 5

6 53 70 17

7 70 53 -17

8 40 75 35

9 65 60 -5

10 60 70 10

11 58 60 2

12 58 60 2

13 46 55 9

14 40 50 10

15 52 60 8

16 58 60 2

17 40 68 28

18 60 70 10

19 65 65 0

20 80 60 -20

21 60 50 -10

22 70 75 5

23 58 70 12

24 60 85 25

25 56 70 14

26 70 55 -15

27 73 85 12

28 30 60 30

29 70 75 5

30 63 80 17

∑ 1773 1984 211

X 59,10 66,13 7,03

28

The table above shows the score of the experiment calss. It also mention the

score of pre-test and post-tets of each student. Based on the table, the minumum

score of pre-test is 40 which is owned by one student and the maximum score is

80 which is also owned by a student while minimum score of post-test is 53 and

the maximum score post-test is 85.

The table also informs that the total score if pre-test is 1773, the total score

post-test is 1984, and the total score of gaine score is 211. It also shows the mean

of pre-test is 59,10 the mean of post-test is 66,13 and the mean of gained score is

70,3

B. The Data Analysis

After getting the score od studentd’ acchievementt, then the resecher made a

table that compares the post-test score from experiment class and controlled class

to know the final result of the test. From the table the reseacher analyzed whether

song lyrics technique is effective or not to be used in mastering phrasal verb for

the second grade of SMK Nusantara 01.

Table 4.3

The result of comparison of the post-test score from experimental

class and controlled class.

Sudent

number

(N)

Experimental

Class (X)

Controlled

Class (Y)

X Y

(X- ) (Y- )

1 75 70 2,17 3,87 4,71 14,98

2 60 75 -12,83 8,87 164,61 78,68

3 75 53 2,17 -13,13 4,71 172,4

4 80 75 7,17 8,87 51,41 78,68

5 70 70 -2,83 3,87 8,01 14,98

6 75 70 2,17 3,87 4,71 14,98

7 70 53 -2,83 -13,13 8,01 172,4

29

8 70 75 -2,83 8,87 8,01 78,68

9 75 60 2,17 -6,13 4,71 37,58

10 80 70 7,17 3,87 51,41 14,98

11 75 60 2,17 -6,13 4,71 37,58

12 75 60 2,17 -6,13 4,71 37,58

13 70 55 -2,83 -11,13 8,01 123,88

14 75 50 2,17 -16,13 4,71 260,18

15 80 60 7,17 -6,13 51,41 37,58

16 75 60 2,17 -6,13 4,71 37,58

17 70 68 -2,83 1,87 8,01 3,5

18 70 70 -2,83 3,87 8,01 14,98

19 75 65 2,17 -1,13 4,71 1,28

20 70 60 -2,83 -6,13 8,01 37,58

21 80 50 7,17 -16,13 51,41 260,18

22 70 75 -2,83 8,87 8,01 78,68

23 75 70 2,17 3,87 4,71 14,98

24 70 85 -2,83 18,87 8,01 356,08

25 75 70 2,17 3,87 4,71 14,98

26 75 55 2,17 -11,13 4,71 123,88

27 60 85 -12,83 18,87 164,61 356,08

28 70 60 -2,83 -6,13 8,01 37,58

29 70 75 -2,83 8,87 8,01 78,68

30 75 80 2,17 13,87 4,71 192,38

∑ 2185 1984 0,10 0,10 684,2 2783,5

Based on the data in table 4.3 it has been calculated the result of ∑X=

2185 and ∑Y= 1984Than the reseacher tried to find out the mean of variable X

and the mean of variable Y with formula:

∑

∑

After calculating the mean of variable X and the mean of variable Y, the

reseacher got = 72,83 and = 66,13.The next step is calculating the standar

deviation score of variable X and standar score of variable of the Y. Standar

30

deviation is used to know the homogenity of the data that is gotten from the

reseach.1 This is the formula to calculate standar deviation:

Determining Standar of Deviation Score of Variable X

√∑

=√

=√ 4,77

Determining Standarof Deviation Score of Variable Y

√∑

=√

√ 9.63

After calculating standar of deviation score variable X and standar score of

variable Y, the reseacher got =4,77and Then the next step that the

reseacher dis was calculating standar error mean of variable X and standar error of

variable Y with formula :

Determining Standar Error Mean of Variable X

√

√

√

Determining Standar Error Mean of Variable Y

√

√

√

From the calculation of standar error mean of varibale X and standar error of

varibale Y the reaseacher got and Afetr that,the

reseacher calculated standar error of different mean of variable X and variable Y

with formula:

1Anas Sudjiono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada,

2006), P 170

31

Determinig Standar Error of different Mean of Variable X and Mean of Variable

Y,

√

= √

=√

=√

=0,0048

Based on the calculation of standar error of different mean of variable X and

varibale Y the reseacher got 0,0048. The next calculation was

finding the score witth formula:

Determinig with formula:

= 17.84

From the calculation above the reseacher got score . Then, the

reseacher calculated the degress of fredom (df) with formula:

Determinining Degrees of freedom (df),

df=

=

= 58

32

The result of calculation above was df = 58. Based on the table, the valueof

degrees fredom 58 at thedegress of significane 5% or is 2.00, after the

writer has gotten the score of and the reseacher can analyze the

testing of hyphothesis of the data from this reseach.Before calculating the test of

hyphothesis, the reseacher calculatedthe effect size df t-test result to know

whether it has strong or weak effect with formula:

d= - /

d = 72,83-66,13/7,2

d=3.35

According to the calculation above, the reseacher got d=3,35 Based on cohen

guiedlines, the score 3,35 at the measurement between 0,51-100 means strong

efffect. In other words using song lyrics has moderate effect on students’ pharasal

verb mastery.

C. Test of Hyphthesis

Based on the hyphothesis that has been explained in chapter 3, which is:

There is significant difference on students’ acchivement in phrasal verb

mastery that is taugh with song lyrics at the tenth of SMK.

= There si no significant difference on students’ achivement in phrasal

verb mastery that is taugh with song lyric at the tenth of SMK.

And then, the criteria used as follows:

1. If t-test or in significant degree of 0,05, the Null hypothesis ( )

is rejected and alternative hypothesis ( ) is accepted.

2. If t-test in significant degree of 0,05, the Null hypothesis ( ) is

accepted and alternative hypothesis ( ) is rejected.

33

From the calculation of pharsal verb test result between the experimental

class and the controlled class can be seen the result of t-test of this reseach. The

result is 17,84 for the score of , and the result of is 2.00. based on

significant degree or α (alpha) = 0,05 and df= 58. Therefore, is rejected and

is accepted. It because 17,84 2.00 or t-test . It can be concluded that

there is significant difference student’score between the eperimental class and the

controled class.

D. Data Intepretation

The last calulation was testing the hyphothesis. The was crucial calculation to

answer the problem formulationof this reseach that the whether there is significant

difference between on students’ pharal verb mastery using song lyrics and

students’ phrasal verb mastery in controlled class which were not. From the last

calculation, the reseacher got the comparison of students’ s achievement in mstery

phrasal verb, especially between students in experimental calss which were given

technique in mastering phrasal verb and students in controlled class that is taught

without tecnique in mastering phrasal verb. The reseacher use t-test formula in the

significant degree (α) of 0,05. The result of the data showed that t- test

( ) (17,84 > 2.00). in other word, t-test was higher in the value 0,049 than t-table.

The null hyphothesis (Ho ) is rejected. It means the alternative hyphothesis (Ha) is

accepted that there is significance different after teaching student’s pharasal verb

using song lyrics. In other words it could be said that song lyrics is effective in

mastering phrasal verbs.

34

CHAPTER V

CONCLUSSION AND SUGGESTION

This chapter talks about the conclussion oh the reseach. The cchapter also

identifies some suggetion gotten from the resecher result.

A. Conclussion

Teaching and learning phrasal verb subject is important to select the good

technique to enhance the students’ skill. According the data, using song lyrics to

enrich students’ English phrasal verb is effective and it had been proved on the

second grade of SMK Nusantara 01, Legoso-Ciputat. In this reseach both

Experimental Class and Corontrolled Class were treated for five meetings. in which

experimental class was treat by using song lyrics technique whereas controlled class

was treated by using textbook. The result showed that the gained score of

experimental class was higher than the controlled class. The gain score of

experimental class was 25,90 and the gain score of controlled class was 7,03.

The result of comparison of the post-test score from experimental and the

controlled calss was analyzed by using t-test formula in the significant degree (α) of

0,05. The data showed that t-test ( ) > t-table ( ) or 17,84> 2.00 The t-test was

higher in value 0,49 that t-table. So the null hypothesis ( ) is rejected and it means

alternative hypothesis ( ) is accepted. Therefore there is significant difference on

students’ achievement after they use song lyrics technique to enrich English phrasal

verb mastery.

To sum up, it may be intferred from the above findings that song lyrics

technique is effective to enrich students’ English prasal verb mastery.

B. Suggestion

Based on conslussion above, the reseacher prposes some suggestion as such

follows:

1. Song lyrics technique is one of the method that can be considered effective

in teaching in order to help students to enrich their vocabulary in English

phrasal verb mastery.

35

2. The teacher should be detail and clear explanation to students how to use

phrasal verb in written, spoken English and also in daily conversation.

3. By applying this technique, the students have to force theirselves to listenig,

looking for songs lyrics and select more phrasal verbs. That could express

their idea in the classroom of every topic of their material even for daily

conversation.

4. The teacher should master the material that will be taugh to the class so that

they can choose the best media to teach the material.

5. The teacher should provide a fun class circumstances to reduce students’

stress.

6. Fof further reseachers who want to so same reseach, it is hoped that they

could develop their study deeply from any resources because the reseacher

relized that her writing is still far from being perfect.

36

BIBLIOGRAPHY

Akis Davanellos. Methodology:English teaching profesional,(tt.p : Issues thirteen,

1993)P13

Altenbergh Eveleyn P and and Vago Robert M. English Grammar Understanding

Basic, New York: Cambridge University Press 2010.

Andrew Radford. Analysing English Sentences A minimalist Approach, New

York: Cambridge University Press, 2009)

Barron’s. How to Prepare for the Toefl Tes, Jakarta Barat: Binarupa Aksara 2000

Carl W.Hart. The Ultimate Phrasal Verb Book, New York : Barron’s 1999

Edgar W Schneider. English Arround The Wolrd, Cambridge University Press,

201.

Francis Blessington. Is There a Lyric Center?,The Sewanee Review,Vol.107, No. 2

( Spring, 1999)

George Watson. 190 Ready to Use Acitivities That Make English Fun, San

Francisco: Jossey Bass 2002.

Godt Irving. Music: A practical definition, The Musical Times, Vol. 146, No.

1890 (Spring, 2005), pp. 84

Huddleston Rodney and Pullum Geoffrey K. A Student’s Introduction to English

Grammar, New York: Cambridge University Press 2005.

Jack Ricard. Songs In Language Learning, TESOL Quarterly, Vol. 3, No. 2 Jun,

1969

Jean Ferris. Music: The art of Listening sith edition, ( New York : Mc Graw-Hill,

2003) P05

Jim Scrivener. Learning Teaching : A Guidebook for English Language Teachers

Second Edition, (UK: Macmillan 2005) P 339

John M. Purcell. Using Songs to Enric Secondary Class, Hispania Vol. 75 No 1, (

Mar 1992) P 195-196.

Kolln Martha and Funk Robert. Understanding English Grammar Eighth Edition,

New York: Longman 2010.

Langan John. Sentencce Skill, From A Seventh Edition, New York : Mc Graw Hill

2003.

37

Mary Slatery and Jane Wills. English for Primary Teachers : A handbook

of Activities & Classroom Langugae,( New York: Oxford

University Press). P 45

Marion Caragounis. Phrasal Verb and Their Importance In Spoken.

https://linguistics.knoji.com/phrasal-verbs-and-their-importance-in-

spoken-english-2/ accesed on July 16/07/2016. 06:01 PM

Mc Carten Janne. Teaching Vocabulary (Lessons from the Corpus,Lessons for the

Classroom), New York: Cambridge University Press, 2007.

Masning Zahro, The Use of Song Lyrics to Improve students’ Vocabulary of Verb,

English Departement of Tarbiyah Faculty Walisongo State Institute

for Islamic Study 2010.

M.P.Kun Herrini. Teaching English to Young Learners Throught Songs: Lingistic

Conference of the Year, Jakarta, Atma Jaya 2010.

Oxford. Oxford Children’s Encyclopedia, UK: Oxford University Press, 2004.

Ruth Gairs and Stuar Redman, Working with Word: A Guide to Teaching and

Learning Vocabulary, New York: Cambridge UniversityPress,

2003.

Shoebottom Paul. The Impotant Information about Phraal Verb,

http://esl.fis.edu/voca/phrasal/prsasal-important.htm. accesed on

February 02/16/2016/4:55 PM

Thonrbury Scott. How to teach Vocabulary, London: Longman, 2002.

Philip Tagg. Towards a Definition of Music, University of Liverpool : 2002.

White J Benjamin. A Conceptual approach to the instruction of phrasal verb,( The

Modern language Journal) Vol. 96, No. 3 (Fall 2012), pp. 419

World Book. The World Book Dictionary, Chicago:World Book Inc, 2007.

http:// en.m.wikipedia.org/wiki/Lyrics. accesed 02/26/2016 5:11 PM.

http://Benefits of Using Music in the Classroom by Chris Brewer, M.A.htm

http://marion.knoji.com/

https://linguistics.knoji.com/phrasal-verbs-and-their-importance-in-spoken-

https://linguistics.knoji.com/phrasal-verbs-and-their-importance-in-spoken-

38

Uji Validitas

REKAP ANALISIS BUTIR

=====================

Rata2= 23,60

Simpang Baku= 6,77

KorelasiXY= 0,82

Reliabilitas Tes= 0,90

Butir Soal= 45

Jumlah Subyek= 35

Nama berkas: C:\USERS\USER\DOCUMENTS\BARU.ANA

Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi

1 1 0,00 Sangat Sukar NAN NAN


3 3 33,33 Mudah 0,284 Signifikan

4 4 44,44 Mudah 0,436 Sangat Signifikan

5 5 55,56 Sedang 0,512 Sangat Signifikan








13 13 44,44 Mudah 0,347 Signifikan


15 15 11,11 Mudah 0,082 -






21 21 11,11 Sukar 0,016 -


23 23 0,00 Sukar 0,043 -

24 24 33,33 Sukar 0,208 -








32 32 44,44 Sangat Mudah 0,501 Sangat Signifikan





37 37 33,33 Sedang 0,337 Signifikan





42 42 22,22 Sedang 0,137 -

Appendix 1

39



45 45 11,11 Sedang 0,208 -

40

PRE TEST

Read the meaning of the phrasal verb,

and then choose the correct answer with

a,b or c.

1. To leap from something

a. Jump out

b. Jump On

c. Jump In

2. To place or set something on someone

or something

a. Put Out

b. Put On

c. Put At

3. To rap or tap, often with the knockies

on something

a. Knock on

b. Knock In

c. Knock Up

4. To calm down or to relax

a. Chill Up

b. Chill off

c. Chill Out

5. To change into someone or something

a. Turn it into

b. Turn it on

c. Turn it off

6. To come for a visit

a. Come out

b. Come over

c. Come in

7. To undergo a change in mood from joy

to sorrow, from amusement to

annoyance

a. Laugh out

b. Laugh in

c. Laugh up

8. To dress on fancy dress

a. Dress ups

b. Dress out

c. Dress off

9. The act of leaving the ground from any

angel, as a jumping, launching or

flight.

a. Take out

b. Take off

c. Take in

10. To seek someone, group, or something

out

a. Look on

b. Look off

c. Look up

11. Get in someone’s way; to interfer with

someone purpose or movement

a. Get out

b. Get into

c. Get in

12. To approach someone or something on

foot

a. Walk off

b. Walk out

c. Walk up

Appendix 2

41

13. To wait a while

a. Hang in

b. Hang out

c. Hang on

14. To have used up most of the alloted

time; to have no time left

a. Run out

b. Run in

c. Run off

15. Get into someone; get bother someone

or affect someone

a. Get up

b. Get out

c. To realx; to become less busy o

d. Get into

16. r active

a. Calm out

b. Calm down

c. Calm up

17. To hurry along with someone

a. Come on

b. Come in

c. Come out

18. To yell something at someone or

something

a. Shout at

b. Shout out

c. Shout for

19. to keep someone or something from

creature

a. hold back

b. hold for

c. hold down

20. To examine someone or something

a. Look at

b. Look for

c. Look after

21. To move closer to someone or

something; to make advances or

aggressive movement toward someone

or something

a. Move in

b. Move on

c. Move off

22. To place someone or something oo

someone or something for protection or

concealment.

a. Cover up

b. Cover off

c. Cover fot

23. To shine lights on someone or

something

a. Light with

b. Light on

c. Light up

24. To turn onself to avoid someone or

something

a. Turn back

b. Turn down

c. Turn away

42

25. to put make up on someone or

something

a. make off

b. make in

c. make up

26. To call someone a group, or company

on the thelephone

a. Call off

b. Call in

c. Call up

27. with the inside where the outside

should be reverse.

a. Inside for

b. Inside off

c. Inside out

28. To mess up; to do something badly

a. Screw it down

b. Screw it out

c. Screw it up

29. To wreck or destroy someone or

something

a. Wipe out

b. Wipe up

c. Wipe on

30. The act of running away

a. Run Out

b. Run In

c. Run away

43

THE ANSWER SHEET OF PRE-TEST

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

A a a a a a a a a a

B b b b b b b

C c c c c c

21 22 23 24 25 26 27 28 29 30

A a a a a a

B b b

C c c c

Appendix 3

44

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

EXPERIMENTAL CLASS

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : X/1-2

Pertemuan ke- : 1

Alokasi Waktu : 22 x 45 menit

A. Standar Kompetensi

Berkomunikasi dengan Bahasa Inggris setara Level Intermediate

B. Kompetensi Dasar

Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar

komunikasi International yang diwujudkan dalam semangat belajar

C. Indikator

Siswa dapat :

1. Menjelaskan pengertian phrasal verb

2. Mengidentifikasi phrasal verb dari lyrics lagu

D. Tujuan Pembelajaran :

Siswa dapat :

1. Memahami makna phrasal verb

2. Mengidentifikasi phrasal verb

E. Materi Ajar

1. Phrasal verb.

2. Song lyric

Appendix 4

45

Titile Song No Phrasal Verb English Indonesia

Maron- Rude 1 Jump out

To leap from something meloncat

2 Put on To place or set something

on someone or something

meletakan

3 Knocked on

To rap or tap, often with the

knockies on something

mengetuk

Avril-lavigne

Complicated

4 Chill out

2.

calm down (tenang)

5 Turn into/turn

it into

to change into someone or

something

Mengganti

6 Come over

to come for visist (datang)

7 Dressed up

to put on someone else’s

clothes

(memakai baju)

8 Laugh out

laugh out of other side of

one’s face/ to undergo a

change in mood from joy to

sorrow, from amusement to

annoyance

laugh tertawa

terbahak-bahak

9 Take off

The act of leaving the

ground from any angel, as a

jumping, launching or

flight. lepas/

membuka

46

MAGIC! LYRICS

"Rude"

Saturday morning jumped out of bed

And put on my best suit

Got in my car and raced like a jet

All the way to you

Knocked on your door with heart in my

hand

To ask you a question

'Cause I know that you're an old-fashioned

man,

yeah

Can I have your daughter for the rest of my

life?

Say yes, say yes 'cause I need to know

You say I'll never get your blessing 'til the

day

I die

Tough luck, my friend, but the answer is

'No'

Why you gotta be so rude?

Don't you know I'm human too?


I'm gonna marry her anyway

Marry that girl

Marry her anyway

Marry that girl

Yeah, no matter what you say

Marry that girl

And we'll be a family

Why you gotta be so

Rude

She will go any where I go


life?


You say I'll never get your blessing 'til the

day

I die

Tough luck, my friend, 'cause the answer's

still 'No"


Don't you know I'm human too?


I'm gonna marry her anyway

Marry that girl

Marry her anyway

Marry that girl

No matter what you say

Marry that girl

And we'll be a family

Why you gotta be so

Rude

Rude


life?


You say, I'll never get your blessin

47

Avril-lavigne Complicated

"Complicated"

Uh huh, life's like this

Uh huh, uh huh, that's the way it is

'Cause life's like this

Uh huh, uh huh that's the way it is

Chill out, what you yellin' for?

Lay back, it's all been done before

And if you could only let it be

You will see

I like you the way you are

When we're drivin' in your car

And you're talking to me one on one

But you've become...

Somebody else 'round everyone else

You're watching your back like you can't relax

You're tryin' to be cool

You look like a fool to me

Tell me

Why do you have to go and make things so

complicated?

I see the way you're acting like you're

somebody else

Gets me frustrated

Life's like this

You, you fall and you crawl and you break

And you take what you get and you turn it into

honesty

You promised me I'm never gonna find you

fake it

No, no, no

You come over unannounced

Dressed up like you're somethin' else

Where you are ain't where it's at

You see you're making me laugh out

When you strike your pose

Take off all your preppy clothes

You know you're not fooling anyone

When you've become...


You're watchin' your back like you can't relax

You're tryin' to be cool


Tell me


complicated?


somebody else

Gets me frustrated

Life's like this


And you take what you get and you turn it

into honesty


fake it

No, no, no

No, no, no

No, no, no

No, no, no

Chill out, what you yellin' for?

Lay back, it's all been done before

And if you could only let it be

You will see...


You're watching your back like you can't

relax

You're trying to be cool,


Tell me


complicated?


somebody else

Gets me frustrated

Life's like this



into honesty


fake it

No no


complicated? (yeah, yeah)


somebody else

Gets me frustrated

Life's like this



into honesty


fake it

No no no

48

F. Metode Pembelajaran:

1. Music

2. Song Lyrics

G. Langkah-langkah Pembelajaran :

Pertemuan Kegiatan Deskripsi pembelajaran Alokasi

waktu

1 Opening Guru masuk ke kelas dengan salam

Guru menyapa menggunakan bahasa

Inggris.Guru dapat menggunakan

kaliamat

( Good morning, students. How

have you been?)

Pastikan peserta didik merespon

dengan menjawab kembali “

Morning, Teacher/ Sir/Mam, Very

Well, Thank You.

Guru memperkenalkan diri

Sebelum memulai pelajaran,

Guru/murid mengawali pelajaran

dengan do’a.

” Ok my students before we star

our study, lets pray together by

reciting basmallah dan berkata

“Thank you,”setelah selesai

berdo’a,

Guru mengecek kehadiran siswa

dalam kelas “before we star I will

call your name first and please up

your hand and every one have to

give short word/

motivation/message to other

student.

1x10 menit

49

Kegiatan

Inti

Observing

1. Murid diberikan pertanyaan

untuk memancing topik apakah

yang akan di pelajari.

2. Mengarahkan murid untuk

membuat kelompok.

Comunicating


mendengangar penjelasan materi

mengenai phrasal verb.

4. Murid di berikan handout lirik

lagu dan di arahkan untuk

mendengangar alunan music.

5. Murid atau setiap kelompok

mendengarkan music sambil

mencari kosa kata phrasal verb di

text lirik lagu yang sudah di

sediakan oleh guru.

Experimenting

6. Mengarahkan kelompok untuk

maju dan menjawab dan

menuliskan kata phrasal verb dari

lirik lagu ke papan tulis.

7. Murid mengkoreksi jawaban

yang benar dari guru

8. Murid di berikan waktu untuk

memperbaiki jawaban yang salah

9. Bagi yan menajwab benar lebih

banyak akan di berikan

penghargaan atau hadiah.

2x30 menit

50

10. Murid bisa bernyanyi bersama

sambil mengingat-ingat kembali

phrasal verbs.

note Penutup 11. Murid akan mendapatkan

pertanyaan phrasal verbs secara

bergantian sambil mendengarkan

lagu

12. Murid di berikan lirik lagu untuk

pertemuan berikutnya

1x10 menit

H. Alat,bahag atau sumber belajar :

1. Alat/Bahan :Laptop, slide show, dan hand out

2. Sumber Belajar : Lirik lagu bahas Inggris (Handouts)

I. PENILAIAN :

Proses: Penilaian dilakukan melalui pengamatan kinerja siswa (performance) selama

kegiatan pembelajaran berlangsung.

Contoh Format Penilaian:

No. Nama

Siswa

AspekPenilaian

Kompeten/belumkompeten Fluency Accuracy

Total Pron. Into. Pv.

(4) (2) (2) (2) (10)

51

Keterangan:

A. Fluency: Kelancaran berbicara dan kemampuan membedakan tingkat formalitas

1. Verygood (4) = jelas dan lancar

2. Good (3) = jelas, di selingi sedikit keraguan

3. Fair (2) = jelas tapi tersendat

4. Poor (1) = tidakjelas dan tersendat

B. Accuracy: Pronunciation, Intonation, dan phrasal verb.


2. Good (1,5) = jelas, diselingi sedikit keraguan


4. Poor (0,5) = tidak jelas dan tersendat

C. Hasil: Penilaian dilakukan pada akhir satu atau beberapa kegiatan pembelajaran

Mengetahui, Peneliti

Guru Bahasa Inggris

Rini Ramdani Yafas, SE, MM Ikoh

52


EXPERIMENTAL CLASS


Kelas/Semester : XI/1-2

Pertemuan ke- : 2




B. Kompetensi Dasar



C. Indikator

Siswa dapat :




Siswa dapat :



E. Materi Ajar

1. Phrasal verb.

2. Song lyric

53


Jessi J-

Flashlight

10 Look up To seek someone, group,

or something out

mengadah ke

langit/ melihat

ke langit

11 Get in/ gettin Get in someone’s way; to

interfer with someone

purpose or movement

Ajak aku/bawa

aku

Carly Rae

Jepsen- I

really like you

12 Walking up To approach someone or

something on foot

berjalan/mendek

ati

13 Hanging on

To wait a while bertahan

14 Running out

To have used up most of

the alloted time; to have

no time left.

kehabisan

Karmin-

Coming up

15 Shout out

to yell something at

someone or something

berteriak sekeras

kerasnya

16 Calm down

To realx; to become less

busy or active

tenang

17 hold us

down/hold

down

to keep someone or

something from creature

Pegang erat

18 Look at

to examine someone or

something

melihat pada

19 Move

in/moving in

to move closer to someone

or something; to make

advances or aggressive

movement toward

someone or something/

bergerak

cepat/pada

Appendix 4

54

Jessie J "Flashlight" lyrics

When tomorrow comes

I'll be on my own

Feeling frightened of

The things that I don't know

When tomorrow comes

Tomorrow comes

Tomorrow comes

And though the road is long

I look up to the sky

And In the dark I found, I stop and I

won’t fly

And I sing along, I sing along, then I sing

along

I got all I need when I got you and I

I look around me, and see sweet life

I'm stuck in the dark but you're my

flashlight

You're gettin’ me, gettin’ me through the

night

Can’t stop my heart when you shinin’ in

my eyes

I can’t lie, it’s a sweet life


flashlight


night

Cause you're my flash light

You're my flash light, you're my flash

light

I see the shadows long beneath the

mountain top

I'm not the afraid when the rain won't stop

Cause you light the way

You light the way, you light the way




flashlight


night

Can’t stop my heart when you shinin’ in

my eyes

Can’t lie, it’s a sweet life


flashlight


night

Cause you're my flash light

You're my flash light light light, you're my

flash light light light You're my flash light

light light light light ohhh



I'm stuck in the dark but you're my flashl

55

CARLY RAE JEPSEN LYRICS

"I Really Like You"

I really wanna stop

But I just got the taste for it

I feel like I could fly with the boy on

the moon

So honey hold my hand, you like

making me wait for it

I feel like I could die walking up to the

room, oh yeah

Late night, watching television

But how'd we get in this position?

It's way too soon, I know this isn't love

But I need to tell you something

I really really really really really really

like you

And I want you. Do you want me? Do

you want me too?


like you


you want me too?

Oh, did I say too much?

I'm so in my head

When we're out of touch


like you


you want me too?

It's like everything you say is a sweet

revelation

All I wanna do is get into your head

Yeah we could stay alone, you and me,

in this temptation

Sipping on your lips, hanging on by

thread, baby

Late night, watching television

But how'd we get in this position?

It's way too soon, I know this isn't love

But I need to tell you something

I really really really really really really like

you

And I want you. Do you want me? Do you

want me too?


you

And I want you. Do you want me? Do you

want me too?

Oh, did I say too much?

I'm so in my head

When we're out of touch (When we're

out of touch)


you

And I want you. Do you Do you want me?

Do you want me too?

56


1. Music

Karmin-

"Coming Up Strong"

Why you crying, it’s ok now

If I hold you, will you calm down?

It’s your way with words

That can make me burn

When you say it, do you mean it?

When I shout out, can you hear me?

When it’s all too much

Look at what we’ve done

[Chorus X2]

That’s when I’m coming up strong,

Coming up strong

Coming up, coming up strong

Coming up Oh, Oh

Now, nothing they can do to break us now

Singing our song, gettin' lost to the sound

Once I was lost, now I’m found

Shining through the dark… can’t hold us

down

Call me ruthless, we’ve been through this

Who’s to blame now, babe it’s useless

Cause it’s no one’s fault, if the lights were

off

When we’re shining, then we’re flying

Through the wheel house, that we’re

grinding

When it’s all too much,

Look at what we’ve done

[Chorus X2]


Coming up strong


Coming up whoa,




Shining through the dark, can’t hold us

down

So easy we forget and say clouds are

moving in

Rain starts to fall again

But as soon as you tell me it’s ok!

[Chorus X2]


Coming up strong


Coming up, Oh,




Shining through the dark, can’t hold us

down

Why you crying, it’s ok now

If I hold you, will you calm down?

When it’s all too much

Look at what we’ve done.

57



waktu




kaliamat


have you been?)




Well, Thank You.




dengan do’a.





berdo’a,





give short word/


student.

1x10 menit

Kegiatan

Inti

Observing


untuk mengenai phrasal verb

yang sudah di ajarkan

sebelumnya.

2x30 menit

58


membuat kelompok yang

sama seperti sebelumnya.

Comunicating

3. Murid di berikan handout

lirik lagu dan di arahkan

untuk mendengangar alunan

music.



mencari kosa kata phrasal

verb di text lirik lagu yang

sudah di sediakan oleh guru.

Experimenting

5. Mengarahkan kelompok

untuk maju dan menjawab

dan menuliskan kata phrasal

verb dari lirik lagu ke papan

tulis.




memperbaiki jawaban yang

salah

8. Bagi yan menajwab benar

lebih banyak akan di berikan


9. Murid bisa bernyanyi

bersama sambil mengingat-

59

ingat kembali phrasal verbs.


pertanyaan phrasal verbs

secara bergantian sambil

mendengarkan lagu

11. Murid di berikan lirik lagu

untuk pertemuan berikutnya

1x10 menit


1. Alat/Bahan :Laptop, slide show, dan hand out

2. Sumber Belajar : Lirik lagu bahas Inggris (Handouts)

I. PENILAIAN :




No. Nama Siswa

Aspek Penilaian

Kompeten/belum

kompeten Fluency

Accuracy Total

Pron. Into. Pv.

(4) (2) (2) (2) (10)

Keterangan:



60




B. Accuracy: Pronunciation, Intonation, dan phrasal verb.







Guru Bahasa Inggris


61


EXPERIMENTAL CLASS



Pertemuan ke- : 3




B. Kompetensi Dasar



C. Indikator

Siswa dapat :




Siswa dapat :



E . Materi Ajar

1. Phrasal verb.

2. Song lyric

62


Karmin- just

sayin

20 Put it on

To place or set something on


meletakan

pada

21 Wiipe out

to wreck or destroy someone or

something/ get rid of something

menghilangka

n/

membersihka

n

22 Screw it up to mess up; to do something badly mengacaukan

23 Booed off to jeer and hoot, causing performes

to leave stage /

mencemooh/o

lokan, ejekan

Karmin-

Brokenhearte

d

:

24 Inside out with the inside where the outside

should be reverse.

Di luar

25 Call me up to call someone a group, or

company on the thelephone

Menelpon

Appendix 4

63

KARMIN LYRICS

"Brokenhearted"

This is more than the typical kinda thing

Felt the jones in my bones when you were

touching me, uh oh

Didn't wanna take it slow

In a daze, going crazy, I can barely think

You're replaying in my brain, find it hard to

sleep, uh oh

Waiting for my phone to blow

Uh oh yep

Now I'm here in a sticky situation

Got a little trouble, yep and now I'm pacing

Five minutes, ten minutes, now it's been an

hour

Uh don't wanna think too hard, but I'm sour

Uh oh, I can't seem to let you go

See, I've been waiting all day

For you to call me baby

So let's get up, let's get on it

Don't you leave me brokenhearted tonight

Come on, that's right

Honest baby, I'll do anything you want to

So can we finish what we started


Come on, that's right, cheerio

What's the time, such a crime

Not a single word, sipping on that Patrón

Just to calm my nerves, uh oh

Poppin' bottles by the phone

Oh yeah

Had me up, had me down, turn me inside

out

That's enough, call me up

Baby I'm in doubt, oh oh

I don't even think you know, no no

See, I've been waiting all day

For you to call me baby

So let's get up, let's get on it


Come on, that's right

Honest baby, I'll do anything you want to

So can we finish what we started


Come on, that's right, cheerio

Anything you wanna do, I'll be on it too

Everything you said is like gold with the

view

Business in the front, party in the

64

Karmin- "I'm Just Sayin'"

Oh if I want it

I'm gonna get it

And I'm just sayin'

I'm just sayin'

Oh if I want it

I'm gonna get it

And I'm just sayin'

I'm just sayin'

Future in my hands

Gotta make it count

Convince yourself it's feasible

Then there's nothin' else

Sick addiction

Dangerous mind

Put it on command'

Error: undefined

Even when you got a shadow of a doubt

Even when a hundred people tell you it's a

wipeout

You gotta do it big

You gotta do it strong

At the end of the day

You're the one who's in the wrong

Regrettin' and forgettin' everything you worked

for

Instead a trend settin' and bettin'

It's so upsettin' I'm sweatin now

And I can't believe it

It should be so easy

Oh...

Already got a knack

Just dial it back

The window's open and the world is yours

Go attack

Cause when the wind is right and the tide is

high

It's time to fly

Oh if I want it

I'm gonna get it

And I'm just sayin'

I'm just sayin' Oh if I want it

I'm gonna get it

And I'm just sayin'

I'm just sayin'

I know, know know

Where to go, go, go

OH, OH, OH

OH, OH, OH

OH, OH, OH

I know, know know

Where to go, go, go

OH, OH, OH

OH, OH, OH

OH, OH, OH

Did you ever think

I'll do what I want

Me in the marathon, ha

One in the front

Now you're makin' plans

Don't let them screw it up

Better write

Your name on it

Paper cup

Most people afraid of hearing no

Got booed off stage once apollo

I can do anything

That I wanna do

And I'll take that

Cause it's not for you

Took a few years to surface

But now it's so bizurkus

And I'm ring leadin'

In this circus

I'm just sayin'

I'm just layin' and pavin' the road

Ahead of me

Bravin' the elements and watchin' it

Cave in

My heart is racin' and palpitatin'

I'm so done

Anticipatin'

It's all good

YEAH made up

Up my mind

Threadin'

The needle

It's part of

The design

65


1. Music

2. Song Lyrics



waktu




kaliamat


have you been?)




Well, Thank You.




dengan do’a.





berdo’a,





give short word/


student.

1x10 menit

66

Kegiatan

Inti

Observing

1. 1. Murid diberikan pertanyaan untuk

mengenai phrasal verb yang sudah di

ajarkan sebelumnya.

2. Mengarahkan murid untuk membuat

kelompok yang sama seperti

sebelumnya.

Comunicating

3. Murid di berikan handout lirik lagu dan

di arahkan untuk mendengangar alunan

music.



mencari kosa kata phrasal verb di

text lirik lagu yang sudah di

sediakan oleh guru.

Experimenting

5. Mengarahkan kelompok untuk maju dan

menjawab dan menuliskan kata phrasal

verb dari lirik lagu ke papan tulis.

6. Murid mengkoreksi jawaban yang benar

dari guru



8. Bagi yan menajwab benar lebih banyak

akan di berikan penghargaan atau

hadiah.

9. Murid bisa bernyanyi bersama sambil

mengingat-ingat kembali phrasal verbs.

2x30 menit

67

note Penutup 10. Murid akan mendapatkan pertanyaan

phrasal verbs secara bergantian sambil

mendengarkan lagu

11. Murid di berikan lirik lagu untuk

pertemuan berikutnya

1x10 menit

H. Alat,bahan atau sumber belajar :

Alat/Bahan :Laptop, slide show, dan hand out

I. PENILAIAN :




No. NamaSiswa

Aspek Penilaian

Kompeten/belum

kompeten Fluency

Accuracy Total

Pron. Into. Pv.

(4) (2) (2) (2) (10)

Keterangan:






68

B. Accuracy: Pronunciation, Intonation, dan phrasal verb







Guru Bahasa Inggris


69


EXPERIMENTAL CLASS



Pertemuan ke- : 4




B. Kompetensi Dasar



C. Indikator

Siswa dapat :




Siswa dapat :



E. Materi Ajar

1. Phrasal verb.

2. Song lyric

Appendix 4

70

Titile Song No Phrasal

Verbs

English Indonesia

One direction-

whats make

you beautiful



Menelpon

26 Make up

to put make up on someone or

something

berhias

27 Cover up to place someone or

something oo someone or

something for protection or

concealment

melindungi/men

utupi semua

28 Light up

to shine lights on someone or

something

menyinari/mener

angkan

29 Turn away To turn onself to avoid


berbalik

Ketty Pery-

Roar

30 Brussing off To remove something such as

dust or lint

Menghapus debu

Maron-maps 31 Get over To cross over something

Melewati

Rixton-me and

my

brokenheart

32 pick me up To acquire someone or

something

menjemputku

Appendix 4

71

ONE DIRECTION LYRICS

"What Makes You Beautiful"

[Verse 1]

[Liam]

You're insecure,

Don't know what for,

You're turning heads when you walk

through the door,

Don't need make-up,

To cover up,

Being the way that you are is enough,

[Bridge]

[Harry]

Everyone else in the room can see it,

Everyone else but you,

[Chorus]

[All]

Baby you light up my world like nobody else,

The way that you flip your hair gets me

overwhelmed,

But when you smile at the ground it ain't hard

to tell,

You don't know,

Oh, oh,

You don't know you're beautiful,

If only you saw what I can see,

You'd understand why I want you so desperately,

Right now I'm looking at you and I can't believe,

You don't know,

Oh, oh,


Oh, oh,

That's what makes you beautiful

[Verse 2]

[Zayn]

So c-come on.

You got it wrong.

To prove I'm right

I put it in a song.

I don't know why

You're being shy,

And turn away when I look into your

eye-eye-eyes,

[Bridge]

[Harry]

Everyone else in the room can see it,

Everyone else but you,

[Chorus]

[All]

Baby you light up my world like nobody

else,

The way that you flip your hair gets me

overwhelmed,

But when you smile at the ground it ain't

hard to

tell,

You don't know,

Oh oh,


If only you saw what I can see,

You'll understand why I want you so

desperately,

Right now I'm looking at you and I can't

believe,

You don't know,

Oh oh,


Oh oh,

72

KATY PERRY LYRICS

"Roar"

I used to bite my tongue and hold my breath

Scared to rock the boat and make a mess

So I sat quietly, agree politely

I guess that I forgot I had a choice

I let you push me past the breaking point

I stood for nothing, so I fell for everything

You held me down, but I got up (HEY!)

Already brushing off the dust

You hear my voice, you hear that sound

Like thunder gonna shake the ground


Get ready 'cause I've had enough

I see it all, I see it now

[Chorus:]

I got the eye of the tiger, a fighter, dancing

through the fire

'Cause I am a champion and you're gonna hear

me roar

Louder, louder than a lion

'Cause I am a champion and you're gonna hear

me roar

Oh oh oh oh oh oh oh



You're gonna hear me roar

Now I'm floating like a butterfly

Stinging like a bee I earned my stripes

I went from zero, to my own hero


Already brushing off the dust

You hear my voice, you hear that sound

Like thunder gonna shake the ground


Get ready 'cause I've had enough

I see it all, I see it now

[Chorus:]

I got the eye of the tiger, a fighter, dancing

through the fire

'Cause I am a champion and you're gonna

hear me roar

Louder, louder than a lion

'Cause I am a champion and you're gonna

hear me roar




(You're gonna hear me roar)



(You're gonna hear me roar)

73

MAROON 5 LYRICS

"Maps"

I miss the taste of a sweeter life

I miss the conversation

I’m searching for a song tonight

I’m changing all of the stations

I like to think that we had it all

We drew a map to a better place

But on that road I took a fall

Oh baby why did you run away?

I was there for you

In your darkest times

I was there for you

In your darkest nights

But I wonder where were you?

When I was at my worst

Down on my knees

And you said you had my back

So I wonder where were you?

When all the roads you took came back to me

So I’m following the map that leads to you

The map that leads to you

Ain't nothing I can do


Following, following, following to you




Following, following, following

I hear your voice in my sleep at night

Hard to resist temptation

'Cause something strange has come over

me

And now I can’t get over you

No, I just can’t get over you

I was there for you

In your darkest times

I was there for you

In your darkest nights

But I wonder where were you?

When I was at my worst

Down on my knees

And you said you had my back

So I wonder where were you?

When all the roads you took came back

to me

So I’m following the map that leads to

you




Following, following, following to you




Oh oh oh

Oh oh oh

Yeah yeah yeah

74

F . Metode Pembelajaran:

RIXTON LYRICS

"Me And My Broken Heart"

[Chorus:]

All I need's a little love in my life

All I need's a little love in the dark

A little but I'm hoping it might kick start

Me and my broken heart

I need a little loving tonight

Hold me so I'm not falling apart



Yeah...

[Verse 1:]

Shot gun, aimed at my heart, you got one

Tear me apart and then some

How do we call this love (whoa oh oh oh)

I try to run away but your eyes

Tell me to stay, oh why,

Why do we call this love (whoa oh oh oh)

[Pre-Chorus:]

It seems like we've been losing control

Somebody tell me I'm not alone

When I said

[Chorus:]









[Verse 2:]

Maybe some part of you just hates me

You pick me up and play me

How do we call this love? (whoa oh oh oh)

One time tell me you need me tonight

To make it easy, you lie

And say it's all for love (whoa oh oh oh)

[Pre-Chorus:]

It seems like we've been losing control

Somebody tell me I'm not alone

When I say

[Chorus:]







A little but I'm hoping

75

3. Music

4. Song Lyrics

G . Langkah-langkah Pembelajaran :


waktu




kaliamat


have you been?)




Well, Thank You.




dengan do’a.





berdo’a,





give short word/


student.

1x10 menit

Kegiatan

Inti

Observing

12. 1. Murid diberikan pertanyaan untuk

mengenai phrasal verb yang sudah di

ajarkan sebelumnya.

13. 2. Mengarahkan murid untuk membuat

2x30 menit

76

kelompok yang sama seperti sebelumnya.

Comunicating

3. Murid di berikan handout lirik lagu dan

di arahkan untuk mendengangar alunan

music.


mendengarkan music sambil mencari

kosa kata phrasal verb di text lirik lagu

yang sudah di sediakan oleh guru.

Experimenting

6. Mengarahkan kelompok untuk maju dan

menjawab dan menuliskan kata phrasal

verb dari lirik lagu ke papan tulis.

7. Murid mengkoreksi jawaban yang benar

dari guru



9. Bagi yan menajwab benar lebih banyak

akan di berikan penghargaan atau

hadiah.

10. Murid bisa bernyanyi bersama sambil

mengingat-ingat kembali phrasal verbs.


seluruh phrasal verbs secara bergantian

sambil mendengarkan lagu

1x10 menit

H . Alat,bahag atau sumber belajar :


77

I. PENILAIAN :




No. Nama Siswa

Aspek Penilaian

Kompeten/belum

kompeten Fluency

Accuracy Total

Pron. Into. Pv.

(4) (2) (2) (2) (10)

Keterangan:






B. Accuracy: Pronunciation, Intonation, dan Phrasal verb.







Guru Bahasa Inggris


78


CONTROLLED CLASS



Pertemuan ke- : 1




B. Kompetensi Dasar



C. Indikator

Siswa dapat :




Siswa dapat :



E. Materi Ajar

1. Phrasal verb.

Appendix 5

79


Tanya jawab

No Phrasal Verb English Indonesia

1 Jump out

To leap from something meloncat

2 Put on To place or set something on


meletakan

3 Knocked on

To rap or tap, often with the


mengetuk

4 Chill out calm down

(tenang)

5 Turn

into/turn it

into

to change into someone or

something

6 Come over

to come for visist (datang)

7 Dressed up

to put on someone else’s

clothes

(memakai baju)

8 Laugh out

laugh out of other side of

one’s face/ to undergo a

change in mood from joy to

sorrow, from amusement to

annoyance

laugh tertawa

terbahak-bahak

9 Take off

The act of leaving the ground

from any angle, as a jumping,

launching or flight. lepas/

Membuka

80



waktu




kaliamat


have you been?)




Well, Thank You.




dengan do’a.





berdo’a,





give short word/


student.

1x10 menit

Kegiatan

Inti

Observing


untuk memancing topik apa yang

akan di pelajari.


membuat kelompok.

2x30 menit

81

Comunicating




4. Murid di berikan beberapa kosa

kata phrasal verbs

5. Murid di berkan waktu untuk

menghapal

Experimenting

6. Mengarahkan kelompok untuk

maju dan menjawab dan

menuliskan kata phrasal verb ke

papan tulis.






banyak akan di berikan



pertanyaan tanya jawab untuk

phrasal verbs

1x10 menit



82

I. PENILAIAN :

Proses: Penilaian dilakukan melalui pengamatan kinerja siswa (performance)

selama kegiatan pembelajaran berlangsung.


No. Nama Siswa

Aspek Penilaian

Kompeten/belum

kompeten Fluency

Accuracy Total

Pron. Into. Pv

(4) (2) (2) (2) (10)

Keterangan:






B. Accuracy: Pronunciation, Intonation, dan phrasal verb







Guru Bahasa Inggris


83


CONTROLLED CLASS



Pertemuan ke- : 2




B. Kompetensi Dasar



C. Indikator

Siswa dapat :




Siswa dapat :



E. Materi Ajar

1. Phrasal verb.

84


Tanya jawab


10 Look up To seek someone,

group, or something out

mengadah ke langit/ melihat

ke langit

11 Get in/ gettin Get in someone’s way;

to interfer with someone

purpose or movement

Ajak aku/bawa aku

12 Walking up To approach someone

or something on foot

berjalan/mendekati

13 Hanging on

To wait a while bertahan

14 Running out

To have used up most

of the alloted time; to

have no time left.

kehabisan

15 Shout out

to yell something at


berteriak sekeras kerasnya

16 Calm down

To realx; to become less

busy or active

tenang

17 hold us

down/hold down

to keep someone or

something from creature

Pegang erat

18 Look at

to examine someone or

something

melihat pada

19 Move in/moving

in

to move closer to

someone or something;

to make advances or

aggressive movement

toward someone or

something/

bergerak cepat/pada

85



waktu




kaliamat


have you been?)




Well, Thank You.




dengan do’a.





berdo’a,





give short word/


student.

1x10 menit

Kegiatan

Inti

Observing

1. Murid diberikan pertanyaan untuk

mengulang kembali materi

sebelumnya.

2x30 menit

86


kelompok seperti sebelumnya.

Comunicating




4. Murid di berikan beberapa kosa kata

phrasal verbs


menghapal

Experimenting

6. Mengarahkan kelompok untuk maju

dan menjawab dan menuliskan kata

phrasal verb ke papan tulis.

7. Murid mengkoreksi jawaban yang

benar dari guru




banyak akan di berikan penghargaan

atau hadiah.


tanya jawab untuk phrasal verbs

1x10 menit



87

I. PENILAIAN :




No. Nama Siswa

Aspek Penilaian

Kompeten/belum

kompeten Fluency

Accuracy Total

Pron. Into. Pv

(4) (2) (2) (2) (10)

Keterangan:













Guru Bahasa Inggris


88


CONTROLLED CLASS



Pertemuan ke- : 3




B. Kompetensi Dasar



C. Indikator

Siswa dapat :




Siswa dapat :



E. Materi Ajar

1. Phrasal verb.

89


Tanya jawab


20 Put it on

To place or set something on


meletakan

pada

21 Wiipe out

to wreck or destroy someone or

something/ get rid of something

menghilang

kan/

membersihk

an

22 Screw it up to mess up; to do something badly mengacauk

an

23 Booed off to jeer and hoot, causing

performes to leave stage /

mencemooh

/olokan,

ejekan

24 Inside out with the inside where the outside

should be reverse.

Di luar



Menelpon

90



waktu




kaliamat


have you been?)




Well, Thank You.




dengan do’a.





berdo’a,





give short word/


student.

1x10 menit

Kegiatan

Inti

Observing 1. Murid diberikan pertanyaan untuk

mengulang materi sebelumnya.



Comunicating

2x30 menit

91





phrasal verbs


menghapal

Experimenting





benar dari guru





atau hadiah.



1x10 menit



92

I. PENILAIAN :




No. Nama Siswa

Aspek Penilaian

Kompeten/belum

kompeten Fluency

Accuracy Total

Pron. Into. Pv.

(4) (2) (2) (2) (10)

Keterangan:













Guru Bahasa Inggris


93


CONTROLLED CLASS



Pertemuan ke- : 4




B. Kompetensi Dasar



C. Indikator

Siswa dapat :




Siswa dapat :



E. Materi Ajar

1. Phrasal verb.

94


Tanya jawab

No Phrasal

Verbs

English Indonesia



Menelpon

26 Make up

to put make up on someone or

something

berhias

27 Cover up to place someone or

something oo someone or

something for protection or

concealment

melindungi/menutupi

semua

28 Light up

to shine lights on someone or

something

menyinari/menerangkan

29 Turn away To turn onself to avoid


berbalik

30 Brussing off To remove something such as

dust or lint

Menghapus debu

31 Get over To cross over something

Melewati

32 pick me up To acquire someone or

something

menjemputku

95



waktu




kaliamat


have you been?)




Well, Thank You.




dengan do’a.





berdo’a,





give short word/


student.

1x10 menit

Kegiatan

Inti

Observing 1. Murid diberikan pertanyaan untuk

mengulang materi sebelumnya.


2x30 menit

96


Comunicating





phrasal verbs


menghapal

Experimenting





benar dari guru





atau hadiah.



1x10 menit



97

I. PENILAIAN :




No. Nama Siswa

Aspek Penilaian

Kompeten/belum

kompeten Fluency

Accuracy Total

Pron. Into. Pv.

(4) (2) (2) (2) (10)

Keterangan:













Guru Bahasa Inggris


98

POST- TEST

Read the meaning of the phrasal verb,

and then choose the correct answer

with a,b or c.

1. To place or set something on


a. Put Out

b. Put On

c. Put At

2. To rap or tap, often with the


a. Knock on

b. Knock In

c. Knock Up

3. with the inside where the outside

should be reverse.

a. Inside for

b. Inside off

c. Inside out

4. To mess up; to do something badly

a. Screw it down

b. Screw it out

c. Screw it up

5. To seek someone, group, or

something out

a. Look on

b. Look off

c. Look up

6. To change into someone or

something

a. Turn it into

b. Turn it on

c. Turn it off

7. To come for a visit

a. Come out

b. Come over

c. Come in

8. To leap from something

a. Jump out

b. Jump On

c. Jump In

9. To undergo a change in mood from

joy to sorrow, from amusement to

annoyance

a. Laugh out

b. Laugh in

c. Laugh up

10. To dress on fancy dress

a. Dress up

b. Dress out

c. Dress off

11. To calm down or to relax

a. Chill Up

b. Chill off

c. Chill Out

12. The act of leaving the ground from

any angel, as a jumping, launching or

flight.

a. Take out

b. Take off

c. Take in

Appendix 6

99

13. The act of running away

a. Run Out

b. Run In

c. Run away

14. Get in someone’s way; to interfer

with someone purpose or movement

a. Get out

b. Get into

c. Get in

15. To approach someone or something

on foot

a. Walk off

b. Walk out

c. Walk up

16. To wait a while

a. Hang in

b. Hang out

c. Hang on

17. To move closer to someone or

something; to make advances or

aggressive movement toward


a. Move in

b. Move on

c. Move off

18. To have used up most of the alloted

time; to have no time left

a. Run out

b. Run in

c. Run off

19. Get into someone; get bother

someone or affect someone

a. Get up

b. Get out

c. Get into

20. To realx; to become less busy o

reactive

a. Calm out

b. Calm down

c. Calm up

21. To hurry along with someone

a. Come on

b. Come in

c. Come out

22. To yell something at someone or

something

a. Shout at

b. Shout out

c. Shout for

23. To examine someone or something

a. Look at

b. Look for

c. Look in

24. to keep someone or something from

creature

a. hold back

b. hold for

c. hold down

100

25. To place someone or something oo

someone or something for protection

or concealment.

a. Cover up

b. Cover off

c. Cover fot

26. To shine lights on someone or

something

a. Light with

b. Light on

c. Light up

27. To turn onself to avoid someone or

something

a. Turn back

b. Turn down

c. Turn away

28. to put make up on someone or

something

a. make off

b. make in

c. make up

29. To call someone a group, or


a. Call off

b. Call in

c. Call up

30. To wreck or destroy someone or

something

a. Wipe out

b. Wipe up

c. Wipe on

101

THE ANSWER SHEET OF POST -TEST

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

A a c a b a a a a a a

B b b b b

C c c c c c c

21 22 23 24 25 26 27 28 29 30

A a a a a a

B

C c a c c

Appendix 7

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