i

THE EFFECTIVENESS OF WORD RECOGNITION IN ENGLISH SONG

TOWARDS STUDENTS LISTENING COMPREHENSION AT THE

SECOND GRADE OF MA NW PRINGGASELA

IN ACADEMICYEAR 2019/2020

THESIS OF SARJANA

Submitted to State Islamic University of Mataram as a Partial Fulfillment of the Requirement for Bachelor Degree in English Language Education

By:

Eka Parida NIM. 1501071058

STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION

FACULTY OF EDUCATION AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY OF MATARAM

MATARAM 2019

ii

iii

v

vi

MOTTO

عاناا ا ما ََ ْن إَِن َا تاْحزا

“Do not be sad, indeed Allah is with us”1

1QSat-Taubah [9]: 40.

vii

DEDICATION

“This thesis skripsi is dedicated to my parentespecially for my wonder wall, my eternal sunshine, my beloved mom (Hidayati) and my father (Sukriadi) who always support me in every condition and thanks for your great love.Furthermore, I don’t forget to say thanks to all my friends,particularly my inner circle who always support me.

viii

ACKNOWLADGEMENT

Praised to be Allah SWT, who ask to the right direction and give the researcher guidance, mercies and blessing. So the researcher can accomplish this thesis smoothly. Pace be upon the last messenger of Allah, the best mankind in the world, the chosen creature, who direct his people to heir good with wisdom, expertise, and good advice. Namely our leader Muhammad SAW along with his companion and the people who follow him well until the day of judgment.

In arranging this thesis, I get a lot of helps and encouragement. I realize that, this paper willbe not accomplished without any helping from various side. Therefore, I say my great thanks to all sides.

1. Dr. Muhsinin, M.A as adviser I and Hery Rahmat, M.Hum as adviser II who gives patience guidance and direction to the researcher so the thesis could be solved.

2. Dr. Syarifudin, M.Pd and Murzal, M.Pd as chief and secretary of English Language Education Program.

3. Dr. Hj. Lubna, M.Pd as a dean Faculty of Education and Teacher Training UIN Mataram.

4. Prof. Dr. H. Mutawali, M.Ag as rector of UIN Mataram. 5. All lecturers of English Education Departement, Faculty of Education

and Teacher Training UIN Mataram. 6. Zaliadi, S.Pd as the principal who has allowed the researcher to do a

research with all the teachers and officer in MA NW Pringgasela. 7. Hidayati (inaq), Sukriadi (amaq) and all family who always given

support and prayers to the researcher. 8. Researcher‟s inner circle (Metamorfosa, Ben, Yeye, Nayeon, &TBI

B‟15).

Hopefully those sides will get better reward from Allah SWT from whatthey have done and hopefully this scientific work will be useful.

Mataram, ....Desember 2019

The Author,

Eka Parida

ix

TABLE OF CONTENTS

COVER ........................................................................................................... i APPROVAL ................................................................................................... ii ADVISOR’S OFFICIAL NOTE................................................................iii DECLARATION OF AUTHORSHIP ......................................................... iv RATIFICATION ............................................................................................ v MOTTO .......................................................................................................... vi DEDICATION ............................................................................................... vii ACKNOWLEDGEMENT ............................................................................. viii TABLE OF CONTENT ................................................................................ ix LIST OF TABLE .......................................................................................... x LIST OF APPENDICES ............................................................................... xi ABSTRACT .................................................................................................... xii

CHAPTER 1 INTRODUCTION .................................................................. 1 A. Background of Research ...................................................................... 1 B. Statement of Problem and Research Limitation .................................. 3

1. Statement of Problem ..................................................................... 3 2. Research Limitation ....................................................................... 3

C. Objective and Significance of Research .............................................. 3 1. Objective of Research .................................................................... 3 2. Significance of Research ................................................................ 3

D. Definition of Key Terms ...................................................................... 4

CHEPTER II REVIEW OF RELATED LITERATURE AND RESEARCH HYPOTHESIS ................................................................................................ 6

A. Review of Previous Research .............................................................. 6 B. Theoretical Bases ................................................................................. 10

1. Concept of Listening ...................................................................... 10 2. Concept of Song ............................................................................. 17 3. Concept of Word Recognition ....................................................... 19

C. Research Hypothesis ............................................................................ 23

CHAPTER III RESEARCH METHOD ...................................................... 24 A. Approach and Type of Research .......................................................... 24 B. Population and Sample ......................................................................... 25 C. Setting and Time of Research .............................................................. 26 D. Variables of Research .......................................................................... 28 E. Instrument of Research ........................................................................ 29 F. Procedure of Data Collection ............................................................... 33 G. Technique of Data Analysis ................................................................. 34 H. Validity and Reliability ........................................................................ 37

x

CHAPTER IV RESEARCH FINDING AND DISCUSSION .................... 39 A. Research Findings ................................................................................ 39

1. Data Description............................................................................ 39 2. Data Analysis ................................................................................ 47 3. Hypothesis Testing ........................................................................ 53

B. Discussion ............................................................................................ 54

CHAPTER V CONCLUSION AND SUGGESTION ................................. 59 A. Conclusion ............................................................................................ 59 B. Suggestion ........................................................................................... 60

REFERENCES APPENDICES CURRICULUMVITAE

xi

LIST OF TABLES

Table 3.1 The Population of The Research, 25.

Table 3.2Time of Research,28.

Table 3.3 The Scoring Rubric of Vocabulary, 30.

Table 4.1 The Students Pre-test Scores at Control Group, 39.

Table 4.2 The Students Pre-test Scores at Experiment Group, 40.

Table 4.3 The Data Description of Pre-test,41.

Table 4.4 The Students Post-test Scores at Control Group, 43.

Table 4.5The Students Post-test Scores at Experiment Group, 44.

Table 4.6The Data Description of Post-test, 45.

Table 4.7 The Calculated Scores of Control Groups, 46.

Table 4.8 The Calculated Table of Experiment Group, 46.

Table 4.9 The Data Description of Calculated Tables, 47.

Table 4.10 The Statistical Calculation of Gained Scores of Both Groups, 48.

Table 4.11 Test of Normality at Control Group, 49.

Table 4.12 Test of Normality at Experiment Group, 49.

Table 4.13 Test of Homogeneity of Variance at Control Group, 49.

Table 4.14 Test of Homogeneity of Variance at Experiment Group, 50.

xii

LIST OF APPENDICES

Appendix A The test used in Pre-test and Post-test

Appendix B English Songs for Treatment at Experiment Group

Appendix C Lesson Plan

Appendix D Students Individual Scores

Appendix E Table of Critical Values of Distribution T

Appendix F Names of Students

Appendix G Documentation

xiii

THE EFFECTIVENESSOF WORD RECOGNITION IN ENGLISH SONG

TOWARDS STUDENTS LISTENING COMPREHENSION

AT THE SECOND GRADE OF MA NW PRINGGASELA

IN ACADEMIC YEAR 2019/2020

By:

Eka Parida NIM. 1501071058

ABSTRACT

This study used quantitative approach with quasi-experimental design which was intended to get empirical evidence of the effectiveness of word recognition in English song towards students‟ listening comprehension at the second grade of MA NW Pinggasela. The sample groups were XIa and XIb. The instrument of the research was listening cloze test. The effectiveness of word recognition in English song can be seen from students‟ listening scores test. Based on the statistical analysis reported that there was a significant difference on students listening scores, in the experimental group, the mean score of pre-test was 60.5 and the mean score of post-test was 66.5. While the control group, the mean score of pre-test was 61.5 and the mean score of post-test was 63.2. In order to know whether the difference is statistically significant or not, the t-test formula is used. Based on computation, the obtained t-test (3.1) is higher than t-table (2.0). Therefore,the students who are taught using word recognition in English song perform better in listening than those taught using conventional teaching. It can be concluded that word recognition in English song is effective towards students listening comprehension at the second grade of MA NW Pringgasela in academic year 2019/2020.

Keywords: Word Recognition, English Song, Listening Comprehension.

xiv

EFEKTIVITAS PENGENALAN KATA DALAM LAGU

BAHASAINGGRIS TERHADAP PEMAHAMAN MENDENGARKAN

SISWA

DI KELASDUA MA NW PRINGGASELA

TAHUN AKADEMIK 2019/2020

Oleh:

Eka Parida NIM. 1501071058

ABSTRAK

Penelitian ini menggunakan pendekatan kuantitatif dengan desain kuasi-eksperimental yang dimaksudkan untuk mendapatkan bukti empiris dari efektivitas pengenalan kata dalam lagu bahasa Inggris terhadap pemahaman mendengarkan siswa di kelas dua MA NW Pinggasela. Sampel yang digunakan adalah XIa dan XIb. Instrumen penelitian yang digunakan adalah listening cloze test. Efektivitas pengenalan kata dalam lagu bahasa Inggris dapat dilihat dari tes nilai mendengarkan siswa. Berdasarkan analisis statistik melaporkan bahwa ada perbedaan yang signifikan pada skor mendengarkan siswa, pada kelompok eksperimen, skor rata-rata pre-test adalah 60,5 dan skor rata-rata post-test adalah 66,5. Sementara kelompok kontrol, skor rata-rata pre-test adalah 61,5 dan skor rata-rata post-test adalah 63,2. Untuk mengetahui apakah perbedaannya signifikan secara statistik atau tidak, rumus uji-t digunakan. Berdasarkan perhitungan, t-test yang diperoleh (3.1) lebih tinggi dari t-tabel (2.0). Oleh karena itu, siswa yang diajar menggunakan pengenalan kata dalam lagu bahasa Inggris tampil lebih baik dalam mendengarkan daripada siswa yang diajarkan menggunakan pengajaran konvensional. Sehingga dapat disimpulkan bahwa pengenalan kata dalam lagu bahasa Inggris efektif terhadap pemahaman mendengarkan siswa di kelas dua MA NW Pringgasela pada tahun akademik 2019/2020.

xv

EFEKTIVITAS PENGENALAN KATA DALAM LAGU

BAHASAINGGRIS TERHADAP PEMAHAMAN MENDENGARKAN

SISWA

DI KELASDUA MA NW PRINGGASELA

TAHUN AKADEMIK 2019/2020

Oleh:

Eka Parida NIM. 1501071058

ABSTRAK

إ ي أغ تفي ل ل فعلى التع لي علىفع ي ي تج ل لعلى لحص فإلى يي ي تج ش ي ًبتص ي ًك ج اس ل مت است

ي لث لصف عللطابفي است بلف مق ي هي .MA NW Pinggasela جلي م ست ل ت .XIa XIb العي

كل خت ع است هي م ست ل حث ال ا . أ

عللطا ااست قي خت م ي جلي إ ي أغ تفي ل ل فعلى التع لي فع ي . ي

ت ،ك ي ي التج ع ج ل ،في عللطا ااست ج في ي ق ف ج ب لتيتفي ئي التحلياإحص ي اإلىتق است

ااخت ق ت ج ااخت 60.5 سط بع م ج سط . 66.5 مت

ه ااخت ق م ج سط م،مت التح ع ج ه 61.5 فيحي ااخت بع ق سط . 63.2 مت

امصيغ ست أما،يت ئيً إحص ً ق لف اك إ م ف ع ، .test-t ل ب لحس اًإلى لعلي-Tاست لحص ت اخت

لج) 3.1( .T (2.0) أعلى

ي ي ل لطاب ع است لفي اءأف أ ي جلي إ ي أغ تفي ل ل فعلى لتع ام ست يس ت يت ي ل لطاب لك،فإ ل

ي لتقلي يس لت ام ست . س

ي لث لصف في عي ست ل لطاب ف ل فع ي جلي اإ اللغ ي غ في ل اف اعت ج ت ست ي ل MA NW ل

Pringgasela اسي ل م لع .2019/2020 في

1

CHAPTER I

INTRODUCTION

This chapter presents and discusses general preview of background of the

research, statement of problem and research limitation, objective of research,

significant of research, and definition of key terms.

A. Background of Research

The dynamic of globalization and the rapid technological change envorced

people to learn English as an international lingua franca. Mastening English

will offer beneficial bright carrier in the future and plays an important role in

education as well. It is a compulsory subject taught in schools such as senior

high school, junior high school and even in elementary schools as a chosen

lesson during the 2013 curriculum.

English consist of four skills; they are listening, speaking, reading and

writing. Listening is considered as an important ability that must be mastered

because how well someone listens has a big impact on the quality of their

relationship with others. It is also important because of its benefits in building

good communication. In building good communication with others,

individuals must understand the meaning of the messages conveyed by their

partners when they speak.

Listening is the ability to identify and understand what others say. For

students, listening is how oral language becomes input in the first stage of

2

learning a new language. In class, this happens by listening to the teacher, CD,

or other students. This is the process of interpreting messages.2 In short,

listening is the ability to understand sounds directly or through the media.

Based on researcher preliminary study at the second grade of MA NW

Pringgasela, many students have minimum understanding of listening in

English. This occurs because the students unable to recognize words and

unfamiliar pronunciation.Unattractive ways of teaching and learning process

is conventional such as lectures and teacher-centered which means the teacher

as a main resource in practicing their listening comprehension.3 In the

meantime learners need special treatment to help them be bound by those

abilities. Teacher might need some aids to make the students learn with their

own sake. Therefore, there are someinteresting ways of learning that can be

applied through media such as videos, films and even English songs.

English song is one of the media that can be used to teach listening. It is an

important teaching tool in teaching ESL or EFL, because most teachers know

that students like to listen to music and they often have a strong view of

music.4Furthermore, word recognition is a process to learn and identify words

and word parts. The purpose of word recognition is how to understand the

2MustavaSevik, Teaching Listening Skills to Young Learners through “Listen and Do”

Songs, English Teaching Forum, Vol. 7, no 3, 2012, p. 10-11. 3The second-grade students of MA NW Pringgasela, observation & Interview,

Pringgasela, 12 Januari 2018. 4 _____________.English Teaching Forum, Vol. 7, no 3, 2012, p. 11.

3

meaning of words. It helps students in identifying words with lexical phrases

and activating knowledge associated with those words and phrases.5

In correlation of the benefits of method, researcher would like to

implement word recognition in English song towards students listening

comprehension at the second grade of MA NW Pringgasela in academic year

2019/2020.

B. Statement of Problem and Research Limitation

1. Statement of Problem

The statement of problem investigated in this researchs as follows: is

word recognition in English song effective towards students listening

comprehension at the second grade of MA NW Pringgasela in academic

year 2019/2020?

2. Research Limitation

Because of the limitation of time, fund, energy, theory and to be more

focus, this study was focused on the effectiveness of using word

recognition in English song towards students‟ listening comprehension.

C. Objective and Significance of Research

1. Objective of Research

Correspond to the statement of the problem, the objective of the

research was to find out whether using word recognition in English songs

is effective or not towards students‟ listening comprehension at the second

grade of MA NW Pringgasela in academic year 2019/2020.

5Michael Rost, Teaching and Researching Listening, (Great Britain: Pearson, 2002), p.

34.

4

2. Significance of Research

This paper is expected to provide some contributions theorically and

practically for:

a. Theoretically

This research is expected to be a source of information to the

teaching and learning activities in encouraging students' listening

comprehension.

b. Practically

1) For the teachers

By applying word recognition in English song, the teacher can use the

result of the study on their teaching activities.

2) For the students

The result of this research is expected to be able to promote students‟

skill in learning English especially in listening.

3) For the researchers

This research is expected to be one of the alternative references in

providing information for researchers related to teaching listening through

word recognition in English songs.

D. Definition of the Key Terms

There are several terms which need to elaborate in the area of the

research, such as listening, song, word recognition and conventional method.

5

1. Listening Skill

Listening is a natural precursor to speaking. The first process of

developing language in person's first language or in mastering other

languages naturally that is dependent on listening.6In short, listening is

definedas an understanding of listening to English directly or through the

media by understanding the sound that falls in ears. This research used

intensive listening which focuses on recognizing word. Students pay close

attention to what is actually said.

2. Song

Song is a piece of music with words that is sung. Song is also a great

language package that bundles culture, vocabulary, listening, grammar and

a host of other language skills in just a few rhymes. Song can also provide

a relaxed lesson.7 In short, song is defined as a media that have a simple

word structure combined with music and giving messages in sequence to

help learning become fun. This research used two selected English pop

songs with clear lyrics according to the level of students‟ proficiency.

3. Word recognition

Word recognition is a process by which students learn to identify

words and word parts. It begins with an understanding letters symbolize

the sounds in words and progresses to the ability to understand complex

6I.S.P Nation and J Newton, Teaching ESL/EFL Listening and Speaking, (New York:

Roudlege, 2009),P. 37. 7Rizky Gushendra, “Improving Students‟ Vocabulary Mastery by Using English Songs”,

Indonesian Journal of Integrated English Language Teaching (IJIELT), Vol. 3, No. 1, June 2017, p. 54.

6

word parts and syllabication principles.8 In this research word recognition

is defined as how students identified vocabulary and the meaning of

wordin the songs correctly related to verb, noun, and adjective.

8Michael Rost, Teaching and Researching Listening, (Great Britain: Pearson, 2002), p.

34.

7

CHAPTER II

REVIEW OF RELATED LITERATURE AND RESEARCH HYPOTHESIS

In this chapter, the researcher presents review of previous research relating

to the effect of word recognition and the use of songs as learning media in

listening, theoretical bases, and research hypothesis.

A. Review of Previous Research

The first previous research is from HosseinNavidiniaet. al. about “The

Impact of Word-Recognition Practice on the Development of the Listening

Comprehension of Intermediate-Level EFL Learners” The study aims at

examining the effect of word-recognition practice on EFL students‟ listening

comprehension. The participants consisted of 30 intermediate EFL learners

studying in a language institute in Birjand City, Iran. They were assigned

randomly to two equal groups, control and experimental.

Before starting the experiment, the listening section of IELTS was given to

all of the students as the pretest. Then, during the experiment, the

experimental group was asked to transcribe the listening sections of their

course book while in the control group, the students did not transcribe. After

25 sessions (2 hours each) of instruction, another test of listening (IELTS

proficiency test) was given to both groups as the post-test. The results of the

two tests were then analyzed and compared using one way ANCOVA test.

The results indicated that the experimental group outperformed the control

group (p<0.05). Therefore, it was concluded that word recognition practice is

8

an effective way for the improvement of EFL learners‟ listening

comprehension. The overall results of the study are discussed and the

implications for further research and practitioners are made.9

Based on the explanation above, the difference between the previous

research and present research is the previous research focused on transcribing

IELTS test while researcher focused on transcribing the English song.

Furthermore, the similarity between both researches is using word recognition

practice as an activity is teaching and learning.

The second previous research is from FeiFei Han about “Word

Recognition Research in Foreign Language Reading: A Systematic Review”

This article first defined word recognition and briefly overviewed L1 word

recognition research, which laid the foundations for FL word recognition

research. From the review, it can be seen that, although FL word recognition

research shares common interests with L1 word Feifei Han 78 recognition in

terms of exploration of the influence of print inputproperties to word

recognition skills, and the role of word recognition in reading comprehension,

due to the unique characteristics of FL reading, which has a dual involvement

of two languages, FL wordrecognition research has established its own routes

of pursuit: namelyL1 orthographic background and FL experience of learners.

This synthesis of FL word recognition research can also provide some

useful information for FL language instructors. In particular, teachers should

be aware of the L1 background of FL learners at the beginning of learners‟

9HosseinNavidiniaet. al. about “The Impact of Word-Recognition Practice on the Development of the Listening Comprehension of Intermediate-Level EFL Learners, International Journal of English Language & Translation Studies, Vol. 4, no. 2, 2016.

9

acquisition of reading skills. They may, for example, provide special support

and adopt some activities to enhance non-alphabetic language learners‟

intraword analysis skills when they start to learn to read in an alphabetic

language. Teachers may wish to use word decoding tasks and lexical access

tasks to test word recognition efficiency of their students and for that student

who are inefficient word recognizers, some training programmes can be

designed to increase their word recognition efficiency.10

Base on the explanation above, the difference between the

previousresearch and the present research is the previous research focus on

Foreign Language Reading while the researcher focuses on the effectiveness

of teaching students‟ listening skills. Moreover, the equation between the two

researchers is using word recognition in teaching and learning process.

The third previous research of the thesis is from AyatikaAdawiyah about

“The Effectiveness of Popular Songs in Improving Students‟ Listening

Skillsat the Seventh Grade Students of Junior High School at SMP N 10

Tangerang Selatan in academic year 2016/2017. The purpose of this study was

to examine the effectiveness of using popular songs in improving listening

skills at the Seventh Gradestudents of SMPN 10 Tanggerng Selatan. The

researcher used a quantitative method and quasi-experimental design as the

research methodology with a purposive sampling technique. The research

instrument was listening cloze test.

10FeiFei Han about, Word Recognition Research in Foreign Language Reading: A

Systematic Review, University of Sydney Papers in TESOL, No. 10, 2015.

10

The writer also used Cohen‟s formula to see the effect size of popular

songs on students‟ listening skill. From the result of statistics calculation, it

was obtained that the value of Tvalue was 7.64and degree of freedom (df) is

78. In the table of significance 5% the value of the significance was 1.66

(Ttable). Comparing those values, the result was 7.64>1.66 which means

Tvalue score was higher than Ttable score. In conclusion, the Alternative

Hypothesis (Ha) was accepted and the Null Hypothesis (H0) was rejected. For

the effect size is 1.045 which is higher than 1.00- the higher point from the

Cohen‟s guideline. It means that there is a positive effect and strong effect of

using popular songs in improving students‟ listening skill at SMP N 10

Tangerang Selatan.11

Based on explanation above, the similarity between the previous reseach

and the present research is using English song as a medium in teaching

listening skills while the difference is the previous research only focus on the

use of media in improving students‟ listening skill that is English song while

the present research use a certain activity namely word recognition.

11Ayatika Adawiyah, The Effectiveness of Popular Songs in Improving Students‟

Listening Skills, (Thesis, Faculty of Educational Sciences of Syarif Hidayatullah State Islamic University, Jakarta, 2017), p. 45.

11

B. Theoritical Bases

This section presents theories relating to research such definition, the

process, types and teaching listening.

1. Concept of Listening

a. Definition of Listening

Listening is a topic that has relevance for all of us. As an important

component in oral language processing, there is no spoken language

without listening. Listening is also a field that is interrelated with many

fields of inquiry and development.12Listening is the natural precursor

to speaking; the early stages of language development in a person‟s

first language (and in naturalistic acquisition of other languages) are

dependent on listening. Listening is the way of learning the language.

It gives the learner information from which to build up the knowledge

necessary for using the language. When this knowledge is built up, the

learner can begin to speak. The listening-only period is a time of

observation and learning which provides the basis for the other

language skills.13

From the explanation above listening skill is a key to receiving

messages effectively. It is a combination of hearing what another

person says and psychological involvement with the person who is

talking.

12Michael Rost, Teaching and Researching Listening, (Great Britain: Pearson, 2002), p. 1. 13I.S.P Nation and J Newton, Teaching ESL/EFL Listening and Speaking, (New York:

Roudlege, 2009),p. 37-38.

12

b. Types of Listening

There are six types of listening to know before somebody wants to

learn the skill.14 Those are:

1) Intensive; focus on phonology, syntax, and lexis. Learner pays

close attention to what is actually said.

2) Selective; focus on main ideas, pre-set task. Learner attempts to

extract key information and utilize information in a meaningful

way.

3) Interactive; focus on becoming active as a learner. Learner

interacts verbally with others to discover information or negotiate

solutions.

4) Extensive; focus on listening continuously, managing large

amounts of listening input. Learner listens to longer extracts and

performs meaning content tasks.

5) Responsive; focus on learner response to input. Learner seeks

opportunities to respond and convey their own opinions and ideas.

6) Autonomous listening; focus on learner management of progress,

navigation of “help” options.

14Michael Rost, Teaching and Researching Listening, (Edinburg Gate: Pearson Education

Limited, 2011), p. 182-183,

13

c. Process of Listening

According to Tyagi the process of listening occurs in five stages.

They are hearing, understanding, remembering, evaluating, and

responding.15

1) Hearing

This refers to the response caused by sound waves that stimulate

the sensory receptors of the ear which is a physical response. Listening

is the perception of sound waves, you have to listen, but you don't need

to listen to hear (the perception needed to listen depends on attention).

The brain filters stimuli and allows only a few people to be selected for

focus - this selective perception is known as attention, an important

requirement for effective listening.

2) Understanding

This step helps to understand the symbols that we have seen and

heard. We must analyze the meaning of the stimuli that we have felt.

Symbolic stimulation is not only words but also sounds like applause

and scenes like blue uniforms that have symbolic meanings too; the

meaning attached to these symbols is a function of our past

associations and the context in which they appear. For successful

interpersonal communication, the listener must understand the

intended meaning and the context assumed by the sender.

15Babita Tyagi, “Listening: An important skill and its various”, The Criterion An

International Journal in English, Vol. 12, No. 1, February 2013, p.2-3.

14

3) Remembering

Because it means that the individual has not only been accepted

and interpreted but the message has added it to the mind of the bank's

storage. In Listening is what we are looking for, so is the memory of

what was originally seen or heard.

4) Evaluating

Only active listeners participate at this stage in listening. At this

point the active listener weighs evidence, sorts fact from opinion, and

determines the presence or absence of bias or prejudice in a message;

the effective listener makes sure that he or she doesn‟t begin this

activity too soon; beginning this stage of the process before a message

is completed requires that we no longer hear and attend to the

incoming message-as a result, the listening process ceases.

5) Responding

This stage requires that the receiver complete the process through

verbal and/or nonverbal feedback; because the speaker has no other

way to determine if a message has been received, this stage becomes

the only overt means by which the sender may determine the degree of

success in transmitting the message,

15

d. Teaching Listening

According to Underwood there are some principles in teaching

listening.16

The first one is however good our tape is, it will be useless if

the tape recorder has a poor speaker or if the motor speed keeps

changing and the tape goes faster or slower. We need to be sure that

the tape recorder is just as important as the tape.

Second principle, preparation is vital. Teacher and students

need to be prepared for listening. Teacher need to listen to the tape all

the way through before they take it into class. That way, they will be

prepared for any problems, noises, accents etc that come up. Students

need to be made ready to listen. This means that they will need to look

at pictures, discuss the topic, or read the questions first.

Third principle once will not be enough. There are almost no

occasions when the teacher will play a tape only once students will

want to hear it again to pick up the things they missed the first time.

The first listening is often used just to give students an idea of what the

listening material sounds like. So that subsequent listening is easier for

students. Once students have listened to a tape two or three times,

however, they will probably not want to hear it too many times more.

16MaryUnderwood, Teaching Listening, (England: Cambridge University Press: 1996), p.

63.

16

The last principle, students should be encouraged to respond to

the content of listening, not just to the language. As with reading, the

most important part of listening practice is to draw out the meaning,

what is intended, what impression it makes on the students.

e. Listening Comprehension

Listening comprehension is a process, a very complex process,

and if we want to measure it, we must first understand how that

process works. An understanding of what we are trying to measure is

the starting point for test construction. The thing we are trying to

measure is called a construct, and our test will be useful and valid only

if it measures the right construct. Thus, the first task of the test

developer is to understand the construct, and then, secondly, to make a

test that somehow measures that construct. This is construct validity,

and ensuring that the right construct is being measured is the central

issue in all assessment.17

In short, listening comprehension means encompasses the

multiple processes involved in understanding and making sense of

spoken language. These include recognizing speech sounds,

understanding the meaning of individual words and understanding the

syntax of sentences in which they are presented.

17Gary Buck, Assessing Listening, (New York: Cambridge University Press, 2001) p. 1.

17

f. Strategies of Listening

Futhermore, Tyagi explain about listening strategies can be

classified by how the listener processes the input. There are two

general strategies in listening, namely Top-downandButton-

upstrategies.18

Top-downstrategyis listener based. The listener taps into

background knowledge of the topic, the situation or context, the type

of text, and the language. This background knowledge activates a set

of expectations that help the listener to interpret what is heard and

anticipate what will come next. Top-down strategies include: listening

for the main idea, predicting, drawing inferences and summarizing.

Bottom-up strategyis text based; the listener relies on the

language in the message, that is, the combination of sounds, words,

and grammar that creates meaning. Bottom-up strategies include:

listening for specific details, recognizing cognates and recognizing

word-order patterns.

g. Assessing Listening

There are two kinds of listening assessment, namely summative

and formative assessments.19 Summative assessment is to evaluate

student learning at the end of an instructional unit by comparing it

against some standard or benchmark. Furthermore, formative

assessment is to monitor students learning to provide ongoing

18Ibid, p. 3-4. 19Brown H. Douglas, Language Assessment Principles and Classroom Practice, (San

Francisco: San Francisco State University Press) P. 6.

18

feedback that can be used by instructors to improve their teaching and

students to improve their learning. In addition, most of our classroom

assessment is formative assessment because it helps in evaluating

students in the process of "forming" their competencies and skills with

the goal of helping them to continue that growth process.

2. Concept of Song

This section presents the theory about the definition of English

songs, song as learning sources and promoting language awareness by

using song.

a. Definition of Song

Song, based on the oxford dictionary is a little part of music. In

addition, Griffee states that song is a part of music which has words,

and it has some elements that make song differ from the poetry or

speech although they are having many similarities.20 Songs are a

natural way to get children to pay attention to rhymes and a fun way to

learn.21 It means that song is not only act as a medium of entertainment

or an activity to fill their free time to sing, but also to learn how to

recite various words properly and correctly, learn to recognize various

language expressions or terms, and help them to recognize words

listened.

20Dale T. Griffee, Songs in Action, (New York: Prentice Hall, 1992), p. 3 21Becky Iwasaki. et al., Let‟s Bring Back the Magic of Song for Teaching Reading, The

Reading Teacher, Vol. 67, No. 2, 2013, p. 138.

19

b. Types of Song

The teacher cannot use all types of songs that are scattered

everywhere. Teacher must be selective in using songs in class. They

must really consider the type of song, genre, and level of difficulty. so

that this can help teachers achieve their teaching goals. The Songs

should be carefully selected for the ESL classroomPoppleton makes

the following suggestions:22

1) Song lyrics should be clear and loud, not submerged in the

instrumental music.

2) The vocabulary load for the song should be appropriate to the

proficiency level.

3) Songs should be pre-screened for potentially problematic content,

such as explicit language, references to violent acts or sex, or

inappropriate religious allusions.

c. Promoting Language Awareness by Song

Bolitho et.al.declared Language awareness is “a means of

helping learners to help themselves”. The result of raising language

awareness “will not just be language use, but also language use which

is more sensitive to issues of culture, identity and equity. He also

stated for the students who are earnest to learn or sing English songs,

listening to English songs can prompt them to ask questions about the

22Poppleton, C,” Music to Our Ears”, American Language Review, Vol. 5, No.1, 2001, p.

23.

20

language. They have to grab the skills of speaking the English

language before they can sing the songs on their own.

In this process, the difficulties that learners have encountered in

singing English songs will enable them to notice the gap between their

actual performance in the target language and the proficiency of the

native singers. “This noticing can give salience to a feature, so that it

becomes more noticeable in future input, and thereby contributes to the

learner‟s psychological readiness to acquire that feature”.23

In addition, although most students regard listening to as well

as learning English songs as entertainment, they are also learning

implicitly and unconsciously, which is a much more pleasant and

efficient way to promote language awareness than mechanically

memorizing tedious course-books of vocabulary and grammar.

Language awareness is not taught by the teacher or by the course-

book, but it is developed by the learner.24

3. Concept of Word Recognition

This section presents the definition, advantages, limitation, and

procedure of word recognition.

a. Definition of Word Recognition

Word recognition in fluent speech is the basis of spoken

language comprehension, and the development of automaticity of word

23Bolitho, R., Carter, R., Hughes, R., Ivanic, R., Masuhara, H. & Tomlinson, B., “Ten

Questions About Language Awareness”, ELT Journal, Vol. 57, No. 3, p. 251 24Ibid, p. 252.

21

recognition is considered to be a critical aspect of both L1 and L2.

Although all aspects of speech recognition are important contributors

to comprehension, under conditions of noise or other perceptual stress,

or when sounds are ambiguous or degraded and marginally intelligible

(or especially for L2 listeners, when syntax is indecipherable), listeners

will tend to focus on and rely on lexical information alone.25

According to the definitions above wordrecognition is the act

of seeing a word and recognizing its pronunciation immediately and

without any conscious effort.

b. Advantages of Word Recognition

By teaching word recognition to students, they can achieve

phonological awareness, decoding, and sight recognition.26

1) Phonological awareness is a skill that allows kids to recognize and

work with the sounds of spoken language. In preschool, it means

being able to pick out rhyming words and counts the number of

syllables in a name. In short, it is the ability to detect or manipulate

the sound structure of spoken words and independent of meaning.

2) Decoding is the ability to apply knowledge of letter-sound

relationships, including knowledge of letter patterns, to correctly

pronounce written words. In short, decoding is the process of

25Michael Rost, Teaching and Researching Listening, (Great Britain: Pearson, 2002), p.

34. 26Maria S. Murray, “Word Recognition Skills: One of Two Essential Components of

Reading Comprehensions”, Crossing the Bridge Between Literacy Research and Practice, (New York: Open SUNY Textbooks, 2016), p. 31.

22

giving meaning to words (vocabulary), intonation (voice), and

gestures (visual) delivered by the message giver.

3) Sight Recognition is knowing a word by sight rather than needing

to break the word apart. When readers immediately know written

words and what they mean, they understand more. Readers who

have to work to figure out many words in a text can lose track of

the overall meaning.

c. Limitation of Word Recognition

Any model of word recognition needs to account for two

characteristics of fluent speech: segmentation and variation.27

1) Segmentation

It refers to the problem of locating word boundaries in a

continuous signal in which physical cues are rarely present. Each

language has preferred strategies for locating word boundaries. In

English, the preferred lexical segmentation strategy is identifying

stressed syllables and organizing word identification around those

stressed syllables.

2) Variation

It refers to the problem of recognizing words that are

characterized by „sloppy‟ articulation, so that words must often be

recognized from partial acoustic information. Proficient listeners hold

prototypes of particular sounds in a language in memory, though they

27Michael Rost, Teaching and Researching Listening, (Great Britain: Pearson, 2002), p.

36.

23

seldom expect to hear a pure prototype in actual speech. Rather the

prototype serves as a basis from which allophonic variations can be

interpreted.

To overcome this limitation, the researcher has chosen some

suitable words that will be used during the research and it has been

considered base on language level of the learners and it will not spend

too much funds. Thus, the researcher will give some instructions to the

learners or the participants about their roles and duties so that this

activity will be running well.

d. Procedure of Word Recognition

According to Hulstijn there are six procedures in word

recognition practice as follows:28

1) The students Listen to the oral text without reading the written

version

2) Determine the level of comprehension

3) Replaying the recording as often as they deem necessary

4) Checking the written text

5) Recognizing what the students should have to understood

6) Replaying the recording until the students understand it without

written support.

28Jan H. Hulstijn, Connectionist Models of Language Processing and the Training of Listening Skills with the Aid of Multimedia Software.Computer Assisted Language Learning, Vol.16, No.5, 2010, p. 421.

24

C. Research Hypothesis

A hypothesis is a statement temporarily accepted as true in the light of

what is, at the time, known about the phenomenon, and it is employed as a

basis for action in the search for new, truth, when the hypothesis is fully

establihed. It may take the form of facts, principles and theories.29

There are two hypothesis of this research:

1. The alternative hypothesis (Ha) shows that word recognition in English

song is effective towards students‟ listening comprehension at second

grade of MA NW Pringgasela in academic year 2019/2020.

2. The null hypothesis (H0) shows that word recognition in English song is

not effective towards students‟ listening comprehension at second grade of

MA NW Pringgasela in academic year 2019/2020.

29Prabhat, P &Meenu, M.P, Research Methodology: Tool and Technique. (Romania:

Bridge Center, 2015), p.32.

25

CHAPTER III

RESEARCH METHOD

In this chapter will be elaborated about: approach and type of research,

population and sample, setting and time of research, variables of research,

instrument of research, procedure of data collecting and technique of data

analysis.

A. Approach and Type of Research

The research employed quantitative approach with quasi experimental.

Quantitative research has several characteristics which used to identify a

specific research problem which is trend along with a description of statement,

hypotheses, statistically data gathering, systematically written form in terms

structure, evaluation criteria which are measurable, objective, and free from

the bias of the researchers‟.30.

Quasi-experimental designs are used to measure treatment outcomes to

what is called the experimental group, compared to the control group.31

Therefore, the researcher observes at the experimental group that studies

listening courses using word recognition in English song while the control

group learns the same course through conventional teaching methods.

In addition, the study carried out to see the effectiveness of two

variables: independent (presented by X) which is word recognition in English

30John W. Creswell,Educational Research: Planning, Conducting, and Evaluating

Quantitative and QualitativeResearch, ( Boston: Pearson Education, 2012), p. 13 31Ibid, p. 14

26

song and dependent (presented by Y) which is listening comprehension.

Hence, students will be comprised to experimental and control group who

receive the same course but different modes of instruction in which

experimental will be given treatment by word recognition in English song

while control group learns the course through conventional teaching method.

B. Population and Sample

1. Population

Sugiyono states that population is a region of generalization

consisting of objects or subjects which has certain qualities and

characteristics set by researchers to study and then draw

conclusions.32Furthermore, he states if the researcher wants to investigate

all of the elements which exist in the researcher field, it called population

research.

Based on the definition, the population of this study is the second

grade students of MA NW Pringgasela in the academic year 2019/2020.

The populations of this research are 40 students consisting of 2 classes.

Table 3.1

Class and number of students

NO

CLASS

M

F

THE NUMBER

OF STUDENTS

1 XI (A) 9 11 20

2 XI (B) 7 13 20

32Sugiyono, Metode Penelitian Pendidikan: Pendekatan Kualitatif, Kualitatif, dan R&D.

(Bandung: Alfabeta, 2017), p.297.

27

28

2. Sample

A sample is a group of elements that are selected from the

population and it is smaller in a number of sizes than population. Another

definition is a part of the number and characteristics of the population.33

Sample is some or part of the investigated population. He also states that if

the population is less than one hundred, it is better to take all of the

population as the sample or subject of research, but if the number of the

population is more than one hundred, it is suggested to take 10-15%. 20-

25% or more.34

Based on the theory above, the researcher took all the population as

the sample because the number of students was less than one hundred. The

population is second grade students of MA NW Pringgaselawhich consist

of two classes XIa and XIb. The total numbers of students are 40 students,

XIawas the experiment group and XIb was the control group.

C. Setting and Time of Research

1. Setting of Place

The research was conducted at the second grade of MA NW

Pringgaselain academic year 2019/2020. It is located in Jln. Pendidikan

No. 42 Pringgasela, East Lombok, and West Nusa Tenggara. It has a

building area 350m with a land area 3000m. It has existed since 1987 and

currently accredited B.

33SuharsimiArikunto, ProsedurPenelitian: SuatuPendekatanPraktek, (Jakarta:

RinekaCipta, 2010), p. 112 34Ibid, p. 113

29

As the developments and future challenges, such as the

development of science and technology, rapid globalization, the era of

information, the changing public and parent on education trigger the

schools to respond to challenges and opportunities. MA NW Pringgasela

has a moral image that illustrates the desired school profile that isemboded

in schools‟ vision and mission.35

a. Vision

“Uphold the value of truth, togetherness, and sincerity to form a noble

person”.

b. Mission

1) Brought about the practice of religion that was based on Iman and

Taqwa.

2) Realizing quality education and producing national-level

academic and non-academic achievements.

3) Creating human beings who are skilled in mastering information

and communication technology.

4) The realization of people who are skilled at communicating using

English and Arabic.

5) Creating a clean, beautiful, safe and comfortable school

environment.

6) Realizing participative, transparent and accountable school

management.

35MA NW Pringgasela, Vision and Mission, Pringgasela, 14 Oktober 2019.

30

2. Time of Research

This research was carried out at the end of September until the

middle of October 2019 with following timeline of the research.

Table 3.2

No Activities September October

1 Pre-test

2 Treatment 1

3 Treatment 2

4 Post-test

D. Variables of Research

Everything in any form that can be measured or studied is called a

variable. In this study there are two types of variables there are as follows:

1. Independent Variable

Independent variable is the variable that is antecedent to the dependent

variable.36Thus, the independent variable of this study is word recognition

in English song.

2. Dependent Variable

Dependent variable is if one variable depends or is a consequence of

other.37 Hence, the dependent variable of this research is students‟

listening comprehension.

36Prabhat, P &Meenu, M. P, Research and Methodology: Tool and Technique. (Romania:

Bridge Center, 2015), p.29. 37Ibid, p. 30.

31

E. Instrument of Research

An instrument plays important role in this research. Before the

research is carried out the instrument for data collection should be prepared

well. The insrument is used to measure students‟ listening skill. Sugiyono

stated that research instrument is a tool which is used to measure phenomena

that will be observed. Simply, all of the phenomena are called research

variable.38

The instrument was listening cloze test. The researcher gave listening

cloze test to the students in the experimental group and the control group at

the first meeting and the last meeting. This test based on the idea of reduced

redundancy. The basic cloze is very simple. A text or song is selected, and

words are replaced by blanks in a systematic way, usually every 5th, 7th, or

10thword. The test-taker has to fill in the blanks by writing down the word

they thinks fits best. Given the popularity of cloze test, it is not surprising that

there have been a number of attempts to adapt this basic technique to

listening.39

Listening cloze tests are usually scored by counting the number of

gaps that are correctly filled, and using the sum as the total test score. In cases

where the students have to replace deleted words for example, in listening

recall test there are two methods of scoring: firstly, to score the items as

38Sugiono, MetodePenelitianPendidikan: PendekatanKuantitatif ,Kualitatif, dan R&D.

(Bandung: Alfabeta, 2017), p.148. 39H. Douglas Brown, Language Assessment: Principles and Classroom Practice, (New

York: Person Education, 2004) p. 68.

32

correct only when the actual deleted word is replaced, or secondly, to count

any acceptable alternative.40

The songs that used during the treatment in the experimental group

were two English songs. The researcher used two English songs that contain

words in their English material during their first term at the second grade of

MA NW Pringgasela. The material was about recognizing verb, noun, and

adjective. Those songs were “Lily ” by Alan Walker and A Whole New World

by Isyana ft Gamaliel, for the example of cloze test from those songs can be

found in appendix B.

Furthermore, to count any acceptable alternative, the researcher will

divide the score to the students and looked at the students‟ complete

knowledge of vocabulary, identifying word meaning, and spelling. Researcher

also uses a scoring guide for vocabulary assessment to evaluate the listening

test as adapted from iSICollective.com by Luis Villalobos. The scoring rubric

is presented below.

Table 3.3 Vocabulary Skills Rubric

No Criteria Grade Score

1 Complete knowledge of vocabulary. Excellent at identifying word meaning. No spelling problems.

Excellent 5

2 Good vocabulary knowledge. Good at identifying word meaning. No problems with word spelling.

Very good

4

3 General vocabulary knowledge. Able to identify word meaning. Some spelling problems without interfering understanding.

Good 3

40Ibid, p. 68.

33

4 Still acceptable vocabulary knowledge. Still able to identify word meaning. Some spelling problems without fully interfering understanding.

Fair 2

5 Lack of vocabulary knowledge. Misspelled words. Unable to identify word meaning.

Fail 1

The research divides the score into five criteria based on the rubric

above. The researcher scores all five criteria whether in the pre-test and the

post-test of experiment and control class. In gaining the individual score the

research used the following formula:

Score =� � � � � � �

100

After receiving the data of listening test, the researcher also used

document to complate the data as the instrument such as, lesson plans, general

identity of reseach setting, vision and mission. Besides, the qualification of the

instrument used in research is very important for the accuracy of data analysis.

1. Validity and Reliability of Test

On analyzing the data, the researcher used t-test formula through SPSS

(Special Package of the Social Sciences) version 22 software. The t-test is

one of a number of hypothesis tests. Before calculate t-test, the researcher

will do normality and homogeneity tests first.

a. Testing Normality of the Data

Before the researcher decide parametric or nonparametric statistics

to calculate the data to answer the hypothesis of the research, the

34

researcher have to analyze the normality and homogenity of the data.

The examination of normality was needed to know whether the data

has been normally distributed. The researcher will use Lilliefors test

using SPSS 22 for Windows to test the normality. This test is used to

determine whether the distribution of the data from the sample is

normal. If the normality is more than the level of significance α (0.05),

scores will be normally distributed. The steps are: Click Analyze >

Descriptive Statistics > Explore Fill variable Score on dependent list

and fill variable Class on factor box > Click Plots > checklist

Normality Plots with Tests > Continue > OK. If the significant value

of the normality test is greater than 0.05, the data is normal. On the

other hand, if it is below 0.05, the data significantly far from a normal

distribution.41

The criterion of hypothesis is:

H0: Significant Score > 0.05 means the data is normally distributed.

H1: Significant Score < 0.05 means the data is not normally

distributed.

b. Homogeneity Test

Homogeneity test is performed to show whether the data from the

two groups, experimental and control groups have the same variant in

order that the hypothesis can be tested by t-test or not.

41Adam Lund and Mark Lund, Testing for Normality using SPSS Statistic, retrieved from https://statistics.laerd.com/spss-tutorials/testing-for-normality-using-spss-statistics.php on July, 2019.

35

2. Hypothesis Testing (t-test)

After analyzing the normality and homogenity of the data, the

researcher calculated the data to test the hypothesis that whether there is

significant difference between students‟ listening ability in experimental

group and andcontrol group. The researcher calculated the data by using t-

test formula because the data obtained is normal and homogeneous. T-test

is used to know whether word recognition in English song is effective for

students‟ listening comprehension. Two groups are compared, the

experimental group is X variable and the control group is Y variable.

F. Procedure of Data Collecting

For data gathering, the researcher used listening cloze test as the

primary instrument. Pre-test and post-test were employed to both experimental

and control group to know how well the students‟ listening ability before

receiving treatment. For collecting data, the researcher has 4 meetings in 2

weeks which 2 meeting for a week.

Here are more specific explanations:

1. The first meeting, the experiment and control group did pre-test. Before

they start to do the test, the researcher gives the simple instruction for

filling the test. The test is listening cloze test which researcher play the

audio “a letter for best friend” and ask the students to listen carefully while

filling the blank in the text.

2. Second to third meeting, experimental group do the experiment study

while control group do their usual study with their own teacher. In

36

experimental group, the researcher teaches the students by following the

lessons plan for word recognition procedures and let the students listen to

the songs which have been selected by researcher before they learn their

main English subject. It is the main treatment for boosting their mood and

makes them ready to study. In the process of study, students asked to peer-

work for completing the lyric of the song that they listen before. Thus, the

researcher gives three repeating times for them to listen.

3. At the last meeting, experimental and control group did the post-test. The

form of the test was similar with the pre-test. After that the researcher

compares the score result of pre-test and post-test.

G. Technique of Data Analysis

To analyze the result of test, the researcher processed the score with

following steps:

1. The researcher calculated the individual score of each student then divided

by the total number of students so that the mean score can be obtained.

The individual score can be obtained by the formula below:

score =� � � � � � �

100

2. The researcher calculates the means score both groups.

3. The researcher draw standard deviation score of both groups.

4. The researcher tested the significance of two deviations.

a. Mean score of experimental group:

=

37

b. Mean score of control group:

=

Where:

M: The mean score of two groups

X: The student final score for experimental group

Y: The student final score for control group

N: Is the number of sample Σ ∶ Is the sum

1) Finding the standard deviation of two groups. The formula as

follows:

a) Find out the standard deviation of experimental group

The formula is:

Σ 2 = Σ 2

Where:

Σ 2 : the standard deviation for experimental group

Where:

Σ 2 : the standard deviation for experimental group

N : the number of sample

Nx : the sample of the experimental group

b) Find out the standards deviation of control group

The formula is:

Σ y2 = Σ y2

38

Where:

Σ y2 : the standard deviation for control group

N : the number of sample

Ny : the sample of control group

The mean deviation and the square deviation of experimental

class:

=

(Mean deviation)

Σ 2 = Σ 2 – ( )2

(square deviation)

The mean deviation and the square deviation of the control

class:

=

(mean deviation)

Σ 2 = Σ 2 – ( )2

(square deviation) − 2+ 2

+ −2 1+1

+

Where:

My = the mean deviation score of control class

Y = the mean deviation between pre-test and post-=

test of the control group

Mx = the mean deviation score of control class

X = the deviation between pre-test and post-test of =

the experimental group

N = number of sample

Nx = number of sample in experimental class

39

Ny = number of sample in control class.42

c) If t-test > t-table in the significance level of 0.05 (p=0.01), Ha

is accepted. It means that the control groups have lower scores

in listening than experimental groups.

d) If is t-test of < t-table in the significance of 0,05 (p=0.01), Ho

rejected. It means that the experimental groups have higher

scores in listening than control groups.

H. Validity and Reliability

1. Validity

Sugiyono stated that instrument that can be said valid means the

instrument is used to obtain the data is valid. Valid means it can be used to

measure what should be measured.43 There are two ways to test the

validity of instrument; those are construct validity and content validity.

Based on the explanation above, the researcher conducted instrument

validity for English learning testing experts (Afif Ikhwanul Muslimin

M.Pd.).

2. Reliability

Sugiyono also stated that testing the reliability of the instrument can

be done externally or internally. Externally it can be done by a test-retest

(stability), equivalent and combination of both. While internally it can be

42SuharsimiArikunto, ProsedurePenelitian: SuatuPendekatanPraktek, (Jakarta:

RinekaCipta, 2006), p. 354. 43Sugiyono, Metode Penelitian Pendidikan: Pendekatan kuantitatif, Kualitatif, dan R&D.

(Bandung: Alfabeta, 2017), p.173.

40

tested by analyzing the consistency of the items in the instrument with

certain techniques.

The reliability of characteristics of good test refers to the consistency

of the meausurement. To obtain the reliability of test, the research used

Kuder Richardson‟s formula as follows:44

R = −1 1 − ( − )�

Notes:

K = is the number of question

M = is the mean of the test score

S = is the standard deviation

44Suharsimi Arikunto, Procedure Penelitian: Suatu Pendekatan praktek, (Jakarta: Rineka

Cipta, 2006), p. 20.

41

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter presents general description of research findings based on

students' scores in listening. The data are classified into several parts that include

pre-test, post-test, gained score, and data analysis.

A. Research Findings

1. Data Description

This section shows the data description of students scores in both of

experiment and control group. Furthermore, the data were collected from

students score of pre-test and post-test from both experiment and control

groups. The followings are description:

a. Pre-test Score

Table 4.1

Students‟ Pre-test Score of Control Group45

Students Pre-test score

S-1 50 S-2 68 S-3 64 S-4 70 S-5 68 S-6 56 S-7 62 S-8 64 S-9 58 S-10 50 S-11 68 S-12 72 S-13 62

45XIb Social Program, Test, Pringgasela, 30 September 2019.

42

S-14 68 S-15 60 S-16 64 S-17 56 S-18 62 S-19 58 S-20 50 Total 1.230

Mean 61.5

Max score 72

Min score 50

As mentioned on the table 4.1, the students‟ pre-test scores of

control group, it can be clarified that the total score was obtained by

sum up all the students‟ scores. The total score was 1230 while the

mean score was obtained by dividing the total scores by the number of

sample,the mean score was 61.5. For the data detail of students‟ pretest

of control group, it could be found in appendix D.

Table 4.2

Students‟ Pre-test Score of Experiment Group46

Students Pre-test score

S-1 50 S-2 64 S-3 66 S-4 50 S-5 56 S-6 78 S-7 50 S-8 72 S-9 56 S-10 50 S-11 52

46XIa MIPA, Test, Pringgasela, 30 September 2019.

43

S-12 74 S-13 64 S-14 58 S-15 74 S-16 54 S-17 60 S-18 64 S-19 68 S-20 50 Total 1210

Mean 60.5

Max score 78

Min score 50

Based on the table 4.2, the students‟ pre-test scores of

experiment group, it can be clarified that the total score was obtained

by sum up all the students‟ scores. The total score was 1210 while the

mean score was obtained by dividing the total scores by the number of

sample, the mean score was 60.5. For the data detail of students‟ pre-

test of experiment group, it could be found in appendix D.

Table 4.3

Data Description of Pre-test

No Class Total of Students

Mean Standard Deviation

1 Control 20 61.5 6.70 2 Experiment 20 60.5 9.28

Based on the data above, it could be explained that related to

pre-test of control group the highest score is 72 and the lowest score is

50 with an average of 61.5 and the standard deviation is 6.70.

Furthermore, the pretest of experimental group is 78 as the highest

44

score and the lowest score is 50 with an average score of 60.5 and the

standard deviation is 9.28.

Associated with table 4.3 the pre-test scores of the two groups

can be concluded that the scores between the control group and the

experimental group consisting of 40 students have different scores.

The average value of the control group had a higher score than the

experimental group.

b. Treatment

In this section, researcher was conducted twice meeting. In the

first meeting for experiment group, researcher provided an overview

and material about listening to English pop song “Lyli”by Alan

Walker. Researcher played the song 3 repeating times. It is the main

treatment for boosting students‟ mood and makes them ready to study.

In this case, researcher gives a test in the form of a listening cloze test

from the lyrics of the song being played then asks students to fill in the

blanks from those words they heard from the song which consist of

verbs, nouns, and adjectives.

In the next session, the researcher asked the students to come

forwards to write the correct answer with the correct writing and the

meaning of what they were heard and discuss it together. The

researcher was conducted the treatment by using word recognition in

English song. In the first treatment of experimental group, the students

45

were very enthusiastic and enjoyed in every process of teaching and

learning.

In the second meeting of experiment group, researcher

continued the material that was about listening cloze test. The

treatment was the same as the first treatment but used different English

pop song that was “A Whole New World”. At this meeting, students

were very familiar with the rules of word recognition in English song.

Therefore they become more focused and attentive to each word while

enjoying the song played by researcher.Besides, the control group

taught with convensional method by their own teacher.

c. Post-test score

Table 4.4 Students Pos-test Scores of Control Group47

Students Post-test score S-1 60 S-2 62 S-3 68 S-4 68 S-5 70 S-6 60 S-7 60 S-8 60 S-9 68 S-10 54 S-11 68 S-12 72 S-13 64 S-14 68 S-15 66 S-16 62 S-17 60 S-18 62 S-19 60 S-20 52

47XIb Social Program, Test, Pringgasela, 14 October 2019.

46

Total 1264 Mean 63.2

Max score 72 Min score 52

According to the table 4.4, the students‟ post-test scores of

control group, it can be clarified that the total score was obtained by

sum up all the students‟ scores. The total score was 1264while the

mean score was obtained by dividing the total scores bythe number of

sample, the mean score was 63.2. For the data detail of students‟ post-

test of control group, it could be found in appendix D.

Table 4.5

Students Pos-test Scores of Experiment Group48

Students Post-test score

S-1 58 S-2 70 S-3 68 S-4 60 S-5 62 S-6 82 S-7 60 S-8 70 S-9 62 S-10 58 S-11 64 S-12 80 S-13 66 S-14 62 S-15 80 S-16 62 S-17 68 S-18 68 S-19 70 S-20 60 Total 1330

48Xa MIPA, Test, Pringgasela, 14 October 2019.

47

Mean 66.5

Max score 82

Min score 58

According to the table 4.5, the students‟ post-test scores of

experiment group, it can be clarified that the total score was obtained

by sum up all the students‟ scores. The total score was 1330 while the

mean score was obtained by dividing the total scores by the number of

sample, the mean score was 66.5. For the data detail of students‟ post-

test of experiment group, it could be found in appendix D.

Table 4.6

Data Description of Post-test

No Class Total of Students

Mean Standard Deviation

1 Control 20 63.2 5.24 2 Experiment 20 66.5 7.28

Related to the posttest data above, the highest score of the

control group was 72 and the lowest score was 52 with an average

score of 63.2 while the standard deviation was 5.24. In addition, the

highest score of the experimental class was 82 and the lowest score

was 58 with an average of 66.5 and the standard deviation was 7.28.

Based on table 4.6 informs that the post-test score has a

significant score between control and experiment. The control group's

scores did increase in the post-test session but in this session, the

experimental group scores is higher than the control group.

48

d. The Calculated Score of Control and Experimental Group

Table 4.7

Calculated Table of Control Group

Students Pre-test Post-test Difference Y1 Y2 Y

Control Group

Student 1 50 60 10 Student 2 68 62 -6 Student 3 64 68 4 Student 4 70 68 -2 Student 5 68 70 2 Student 6 56 60 4 Student 7 62 60 -2 Student 8 64 60 -4 Student 9 58 68 10 Student 10 50 54 4 Student 11 68 68 0 Student 12 72 72 0 Student 13 62 64 2 Student 14 68 68 0 Student 15 60 66 6 Student 16 64 62 -2 Student 17 56 60 4 Student 18 62 62 0 Student 19 58 60 2 Student 20 50 52 2

∑N=20 ∑Y1=1230 ∑Y2=1264 ∑Y=34

Table 4.8

Calculated Table of Experiment Group

Students Pre-test Post-test Difference X1 X2 X

Student 1 50 58 8 Student 2 64 70 6 Student 3 66 68 2 Student 4 50 60 10 Student 5 56 62 6 Student 6 78 82 4 Student 7 50 60 10

49

Experiment Group

Student 8 72 70 -2 Student 9 56 62 6 Student 10 50 58 8 Student 11 52 64 12 Student 12 74 80 6 Student 13 64 66 2 Student 14 58 62 4 Student 15 74 80 6 Student 16 54 62 8 Student 17 60 68 8 Student 18 64 68 4 Student 19 68 70 2 Student 20 50 60 10

∑N=20 ∑X1=1210 ∑X2=1330 ∑X= 120

Table 4.9

Data description of calculated tables

∑N Y X

20

∑Y1 ∑Y2 ∑Y ∑X1 ∑X2 ∑X

1230

1264

34

1210

1330

120

2.Data Analysis

The data of the students were analyzed by using t-test to prove whether

there was any significant different between the students‟ listening skill in

experiment group as the X variable and control group as the Y variable.

Before using the formula of t-test, the students‟ score in experimental group

and control group were tabulated to calculate the gained score of each group

as follows:

50

Table 4.10 Statistical Calculation of Gained Score Both the Experimental and Control

Group Students X Y X-Mx Y-My (X-Mx)² (Y-My)²

1 8 10 2 8,3 4 68,9 2 6 -6 0 -7,7 0 59,3 3 2 4 -4 2,3 16 5,29 4 10 -2 4 -3,7 16 13,69 5 6 2 0 0,3 0 0,1 6 4 4 -2 2,3 4 5,29 7 10 -2 4 -3,7 16 13,69 8 -2 -4 -8 2,3 64 5,29 9 6 10 0 8,3 0 68,9 10 8 4 2 2,3 4 5,29 11 12 0 6 -1,7 36 59,3 12 6 0 0 -1,7 0 59,3 13 2 2 -4 0,3 16 0,1 14 4 0 -2 -1,7 4 59,3 15 6 6 0 4,3 0 18,5 16 8 -2 2 -3,7 4 13,69 17 8 4 2 2,3 4 5,29 18 4 0 -2 -1,7 4 59,3 19 2 2 -4 0,3 16 0,1 20 10 2 4 0,3 16 0,1

Total 120 34 0 8 224 520,7 Mean 6 2,1 11,2 26,04

X = Gained Score of Experimental Group

Y = Gained Score of Control Group

Mx = Mean Score of Gained Scores of Experimental Group

My = Mean Score of Gained Scores of Control Group.

Before t-test can be calculated, the normality and homogenity of the

scores should be calculated first.

51

a. Calculation of Normality of the Test

Table 4.11

Test of Normality at Control Group

Test

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic Df Sig.

Scores of listening skill at control group

Pre-test .134 20 .200* .936 20 .201

Post-test .137 20 .200* .906 20 .055

Table 4.12

Test of Normality at Experiment Group

Test

Kolmogorov-

Smirnova Shapiro-Wilk

Statistic df Sig. Statistic Df Sig.

scores of

listening skill at

Experiment

group

Pre-test .171 20 .128 .931 20 .161

Post-

test .182 20 .083 .903 20 .047

Based on the tables above, the distribution of the scores was normal.

b. Calculation of the Homogenity of the Scores

Table 4.13 Test of Homogeneity of Variance

Levene Statistic df1 df2 Sig.

scores of listening skill at control group

Based on Mean 4.283 1 38 .045

Based on Median

3.745 1 38 .060

Based on Median and with adjusted df

3.745 1 34.840 .061

Based on trimmed mean

4.056 1 38 .051

52

Table 4.14

Test of Homogeneity of Variance

Levene Statistic df1 df2 Sig.

scores of

listening skill

at Experiment

group

Based on

Mean 1.041 1 38 .314

Based on

Median 1.044 1 38 .313

Based on

Median and

with adjusted

df

1.044 1 35.935 .314

Based on

trimmed mean .966 1 38 .332

Based on the tables above, the distribution of the scores is homogenius.

Having proved that the scores were normal and homogenius, the

t-test can be calculated as follows:

a. Determining mean of variable X, with formula as follows:

Mx=Σx

1

Mx = 120

20

Mx = 6

b. Determining mean of variable Y, with formula as follows:

My = 2

My = 34

20

My = 1.7

53

c. Determining standard of deviation score of variable X, with formula as

follows:

SDx = � 2

1

= 224

20

= 11.2

= 3.3

d. Determining standard of deviation score of variable Y, with formula as

follows:

SDy= � 2

2

= 570.7

20

= 26

= 5.1

e. Determining standard error of mean of variable X, with formula as

follows:

SEmx = 1−1

SEmx = 3,3 20−1

= 3,3 19

= 3,3

4,4

= 0.75

54

f. Determining standard error of mean of variable Y, with formula as

follows:

SEmy = 2−1

= 5.1 20−1

= 5.1 19

= 5.1

4.4

= 1.2

g. Determining standard error of different mean of variable X and

variable Y, with formula as follows:

SEmx – SEm = 2 + 2

SEmx – Sem = (0.75)2 + (1.2)2

= 0.56 + 1.44

= 2

= 1.4

h. Determining, 0 with formula as follows:

0 = 1− 2

1− 1

0 = 6−1.7

1.4

0 = 4.3

1.4

= 3.1

55

i. Determining with degree of freedom (df) in significant level of 5% and

1%with formula as follows:

Df = (N1 + N2) – 2

Df = (20 + 20) – 2

= 40 – 2

= 38

The value of df (degree of freedom) is 38. The score of significant

5% = 2.0

j. The comparison between t-test and t-table:

2.0 < 3.1.

It means that Ha was accepted because the result of calculation of

t-test is higher than t-table.

3.Hypothesis Testing

After obtaining data by using t-test formula, it is used to prove the

result of the hypothesis as follows. Based on the description of the data

calculation, it shows that:

a. The value of t-test is 3.1

b. The degree of freedom (df) is 38. Hence, the value of t-table in

significant level of 5% = 2.0

Because of the value of t-test > t-table, it proves that the null

hypothesis is rejected and the alternative hypothesis is accepted which

stated that there was significant different between the students‟ score in

listening before and after using word recognition in English song at the

56

second grade students of MA NW Pringgasela in academic year

2019/2020.

Based on the calculation of t-test, it is known that the result of t-test is

3.1 and the degree of freedom (df) is used in thesignificance level of 5% =

2.0. By comparing the value of t-test and t-table, it can be known that the

result of calculation of t-test is higher than t-table. Therefore, the null

hypothesis is rejected and the alternative hypothesis is accepted. Thus,

there is significant different between experiment and control group, the

students‟ who are taught using word recognition in English song perform

better in listening than the students‟ who are taught using conventional

method. It means that the use of word recognition in English song is

effective towards students‟ listening comprehension at the second grade of

MA NW pringgasela in academic year 2019/2020.

B. Discussion

This research entitled the effectiveness of word recognition in English

song towards students listening comprehension at the second grade of MA

NW Pringgasela in academic year 2019/2020 aims to know the effectiveness

of using word recognition in English song. Therefore, researchers do several

steps starting from:

1. Pre-test

Pre-test is defined as an activity to test the level of student knowledge

about the material that will be delivered and will be tested while the pre-

test is conducted to determine the students' initial abilities. Therefore, the

57

researchers conducted this pre-test before learning activities or before

students were given treatment. Instrument questions in the form of

listening cloze test "a letter for best friend" there are 10 missing words

consisting of verbs, nouns, and adjectives then students must fill in each

blank word correctly. Students must pay attention to three aspects used in

assessment related to vocabulary knowladge, identifying word meaning,

and word spelling. As for the 10 minutes time allocation, the number of

students attending the class is 20 students from each class.

In this case, the pretest aims to know the students‟ initial ability that

there are differences or not between students‟ listening comprehension

before using word recognition in English song for experiment group and

conventional teaching method for control group at the second grade of MA

NW Pringgasela in academic year 2019/2020. According to the average of

control group was 61.5 while the experiment group was 60.5 with different

score was 1. It means that in pretest, the control group has a higher score

than the experiment group.

2. Treatments

After the pre-test was completed the researchers conducted two

treatments using word recognition in English songs. In this case the

researchers gave different treatments. The experimental group uses word

recognition in English song, while the control group is taught by their own

teacher with conventional methods.

58

To implement this activity, researchers bring the necessary equipment

such as speaker, laptop, and print out sheets in the form of song lyrics that

have been selected by researcher. Furthermore, based on what was done

during the two meetings, it showed that students' listening comprehension

was better in learning to recognize each word as evidenced by the posttest

results. In addition, after seeing their activities, researcher found that in

terms of theory they were very enthusiastic to answer and instead they

quickly mastered and memorized various words that they heard. After

treatment they felt that learning helped by word recognition in English

songs made it easy for them to learn listening of English. Besides, they

also enjoy every process in teaching and learning using songs.

3. Post-test

After pre-test and 2 treatments, researcher conducted a post-test to see

the difference in students' comprehension after being taught with word

recognition in English songs and conventional methods. The question

instrument used is the same as the pretest "a letter for best friend"

consisting of nouns, verbs and adjectives. Every student has to pay

attention to three aspects used in assessment related to vocabulary

knowladge, identifying word meaning, and word spelling. As for the 10

minute time allocation, the number of students attending the class is 20

students from each class.

Af terseeing the avarange value of control group was 63.2 and

experimental group was 66.5, it canbe concluded that in post-test the

59

experimental group has higher score than control group. Thus, the use of

word recognition in English songs is effective and provides better

performances than conventional teaching methods towards students

listening comprehension.

4. The Effectiveness on Students Listening by Using Word Recognition

in English Song

After students do different treatments despite having the same material

during the learning process between both groups. It can be seen that the

use of word recognition in English song is effective towards students‟

listening comprehension with the results the score of experiment group is

higher than control group. The mean score of pre-test in control group was

61.5 with the total score was 1230 while the mean score of experiment in

pretest group was 60.5 with the total score was 1210. After given two

times treatment with different activities such as experiment group (the

students who are taught using word recognition in English song) and

control group (the students who are taught using conventional method)

post test were compared to determine the effect of treatment. The mean

score of post test in control group was 63.2 with the total score was 1264

while the mean score of experiment in post test group was 66.5 with the

total score was 1330.

The result of this study was accordance with the results of the research

conducted by Hossein Navidiniaet. al. satated that word recognition is an

effective way for the improvement of EFL learners‟ listening

60

comprehension.49 Fei Fei Han stated that teacher may wish to use word

decoding tasks and lexical access tasks to test word recognition efficiency

of their students and for the student whob are inefficient word recognizers,

some training programmes can be designed to increase their word

recognition efficiency.50 Ayatika Adawiyah also proved that the use of

English song gave positive and strong effect towards students‟ listening

skills.51

Based on those previous studies, the use of word recognition in

English song gives a postitif influence on students‟ listening

comprehension. Therefore, the use of word recognition in English song

provides benefits on students‟ listening comprehension. Besides, it

contributes as the activity to help students to recognize every word

correctly through fun ways. The students also stated that by using word

recognition in English song provide them enjoying their teaching and

learning activities.

49HosseinNavidiniaet. al., The Impact of Word Recognition Practice on the Development

of the Listening Comprehension of Intermediate-Level EFL learners, International Journal of English Language & Translation Studies, Vol.4, No. 2, 2016.

50FeiFei Han, Word Recognition Research in Foreign Language Reading: A Systematic Review, University of Sydney Papers in TESOL, No. 10, 2015.

51AyatikaAdawiyah, The Effectiveness of Popular Songs in Improving Students‟ Listening Skills, (Thesis,Faculty of Educational Sciences of SyarifHidayatullah State Islamic University, Jakarta, 2017), p. 45.

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents conclusion of the research. It also provides

suggestion for implementation of such approach.

A. Conclusion

This study used quasi-experimental design which was intended to get

empirical evidence of the effectiveness of word recognition in English song

towards students‟ listening comprehension. Based on the statistical analysis

reported that there was a significant difference on students listening scores, in

the experimental group, the mean score of pre-test was 60.5 and the mean

score of post-test was 66.5. While the control group, the mean score of pre-test

was 61.5 and the mean score of post-test was 63.2. In order to know whether

the difference is statistically significant or not, the t-test formula is used.

Based on computation, the obtained t-test (3.1) is higher than t-table (2.0).

Therefore, the students who are taught using word recognition in English song

perform better in listening than those taught using conventional teaching. It

can be concluded that word recognition in English song is effective towards

students listening comprehension at the second grade of MA NW Pringgasela

in academic year 2019/2020.

B. Suggestion

The researcher would like to give the suggestion as follows:

1. For the teacher

The researcher hopes that the English teachers are able to choose the

effective teaching method towards students listening comprehension.

2. For the students

The researcher hopes that the students will be able to promote their

listening comprehension by using word recognition in English song.

3. For the researcher

It is recommended for the other researcher who is interested in the

same field related to teaching listening through word recognition in

English songs.

REFFERENCES

Abbas PourhosseinGilakjani& Mohammad Reza Ahmadi, “A Study of Factors Affecting EFL Learners' English Listening Comprehension and the Strategies for Improvement”, Journal of Language Teaching and Research, September 2011.

Adam Lund and Mark Lund, Testing for Normality using SPSS Statistic, retrieved from https://statistics.laerd.com/spss-tutorials/testing-for-normality-using-spss-statistics.php on July, 2019.

AyatikaAdawiyah, The Effectiveness of Popular Songs in Improving Students‟ Listening Skills, Thesis, Faculty of Educational Sciences of SyarifHidayatullah State Islamic University, Jakarta, 2017.

BabitaTyagi, “Listening: An important skill and its various”, The Criterion an International Journal in English, February 2013.

Becky Iwasaki. et al., Let‟s Bring Back the Magic of Song for Teaching Reading, The Reading Teacher, 2013.

Benjamin Carcamo Morales, “Types of Listening Comprehension Developed in the Chilean EFL Textbook Global English” Colombian Applied Linguistics Journal,January-June 2018.

Bolitho, R., Carter, R., Hughes, R., Ivanic, R., Masuhara, H. & Tomlinson, B. “Ten questions about language awareness”, ELT Journal, 2003.

Brown, H. Douglas. Language Assessment: Principles and classroom practices, New York: Person Education 2004.

Brown, H. Douglas. Teaching by Principles, Longman: San Francisco State University. 2007.

Dale T. Griffee, Songs in Action, New York: Prentice Hall, 1992.

Donald Ary, Lucy C. Jacobs, Christine K. Sorensen, Introduction to Research in Education 8th edition, Belmont: Wadsworth, Cengage Learning, 2010.

FeiFei Han about, Word Recognition Research in Foreign Language Reading: A Systematic Review, University of Sydney Papers in TESOL, 2015.

Gary Buck, Assessing Listening, New York:Cambridge University Press, 2001.

HosseinNavidiniaet. al. about “The Impact of Word-Recognition Practice on the Development of the Listening Comprehension of Intermediate-Level EFL Learners, International Journal of English Language & Translation Studies, 2016.

I.S.P Nation and J Newton, Teaching ESL/EFL Listening and Speaking, New York: Roudlege, 2009.

Jan Hulstijn, Connectionist Models of Language Processing and the Training of Listening Skills with the Aid of Multimedia Software.Computer Assisted Language Learning, 2010.

John W. Creswell, Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, Boston: Pearson Education, 2012.

Maria S. Murray, “Word Recognition Skills: One of Two Essential Components of Reading Comprehensions”, Crossing the Bridge Between Literacy Research and Practice, New York: Open SUNY Textbooks, 2016.

Mary Underwood, Teaching Listening, England: Cambridge University Press: 1996.

Michael Rost, Teaching and Researching Listening, Great Britain: Pearson, 2002.

MustavaSevik, Teaching Listening Skills to Young Learners through “Listen and Do” Songs, English Teaching Forum, 2012.

Prabhat, P &Meenu, M. P, Research and Methodology: Tool and Technique. Romania: Bridge Center, 2015.

RizkyGushendra, “Improving Students‟ Vocabulary Mastery by Using English Songs”, Indonesian Journal of Integrated English Language Teaching (IJIELT), 2017.

Sugiyono, MetodePenelitianPendidikan: PendekatanKualitatif, Kualitatif, dan R&D, Bandung: Alfabeta, 2017.

Sugiyono, StatistikaUntukPenelitian, Bandung: Alfabeta, 2004.

SuharsimiArikunto, ProsedurPenelitian: SuatuPendekatanPraktek, Jakarta: RinekaCipta, 2006.

APPENDICES

APPENDIX A

35 Senggigi Raya

Lombok

75009 Nusa Tenggara Timur

12th January 2014

My dear lovely Siti,

Hello!

How are you, sweetie? I know you are ____ with me because I am writing

to you after a long time. I‟m so sorry, please forgive me. You ____we are in

Lombok right now. It is so beautiful beyond _______. I‟m writing to you from

this really cute ____ café on the Senggigi beach. As you know, mum ____

shopping, so she goes and will go for_____. I took a rain check from shopping

and decided to write to you while I ____ my cup of coffee.

You know, yesterday we went to Gili Nanggu island; it is a beach on the

southwest of Lombok. The place is______. It is so beautiful I couldn‟t believe my

eyes. There are beautiful coral reefs everywhere. We ____ for snorkeling and we

saw the most amazing fish ever. I wish you were here; it would have been much

more fun.

Mum was making sure that we didn‟t miss any sight of the_____ city, so

we had practically been anywhere.

I have to go, mum is here. I will see you soon.

Lots of love

XOXO

Lana

Answer:

Angry: Marah

Know: Tahu

Imagination: imajinasi/bayangan

Little: sedikit/kecil

Loves: cinta

Hours: jam

Enjoy: menikmati

Awesome: mengagumkan

Went: pergi (past tense)

Whole: seluruh

APPENDIX B

Lily Alan Walker

Lily was a ____ girl

Afraid of the big, wide _____

She grew up within her castle walls

Now and then she tried to run

And then on the _____ with the setting sun

She went in the woods away

So afraid, all alone

They warned her, don't go there

There's ______ who are hiding in the dark

Then something came creeping

It told her, don't you worry just

Follow everywhere I go

Top over the ______ or valley low

Give you everything you've been dreaming of

Just let me in, ooh

Everything you wantin' gonna be the magic ___ you've been told

And you'll be ___ under my control

Just let me in, ooh

Just let me in, ooh

She knew she was hypnotized

And walking on ___ thin ice

Then it broke, and she awoke again

Then she ran faster than

_____ screaming, is there someone out there?

Please help me

Come get me

Behind her, she can _____ it say

A Whole New World

I can show you the world

Shining, shimmering splendid

Tell me princess, now when did

You last let your heart ____?

I can ____ your eyes

____ you wonder by wonder

Over sideways and under

On a ____ carpet ride

A whole new word

A new fantastic point of view

No one to tell us knew

Or where to go

Or say we‟re only dreaming

A whole new world

A _____ place I never knew

But when I‟m way up here

It‟s crystal ___

That now I‟m in a whole new world with you

Now I‟m in a whole new world with you

_______ sight

Indescribable feeling

Soaring, tumbling, freewheeling

Through an endless diamond sky

A whole new world (don‟t you dare close your eyes)

A hundred thousand things to see (hold your breath, it gets better)

I‟m like a shooting star

I‟ve come so far

I can‟t go back to where I used to be

A whole new world (every turn a surprise)

With new horizons to pursue (every moment, red-letter)

I‟ll chase them anywhere

There‟s time to ___

Let me ____ this whole new world with you

A whole new world (a whole new world)

That‟s where we‟ll be (that‟s where we‟ll be)

A thrilling chase

A _____ place

For you and me

APPENDIX C

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : MA NW Pringgasela

Mata Pelajaran : Bahasa Inggris

Kelas/Smester : XI/I ( satu )

Materi Pokok : English Song

Skill : Listening

Alokasi Waktu : 2x 45menit ( 2 kali pertemuan)

A. Kompotensi Inti KI.1 Menghargai dan menghayati ajaran agama yang dianutnya. KI.2 Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli

(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan social dan alam dalam jangkauan pergaulan dan keberadaannya

KI.3 Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.

KI.4 Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori

B. KompetensiDasar&Indikator No Kompetensi Dasar Indikator 1 1.1 Mensyukuri kesempatan dapa

tmempelajar ibahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.

1.1.1 Mengungkapkan rasa syukur setiap saat mendapat kesempatan belajar bahasaInggris

2 1.2 Menunjukkan perilaku santun dan peduli dalam melaksanakan

1.2.1 Menyapa guru dan teman dengan

komunikasi interpersonal dengan guru dan teman.

santun

3 3.12 Menyebutkan fungsi social dan kebahasaan dalam lagu

3.12.1 Mengidentifikasi fungsi social lagu secara lisan

3.12.2 Mengidentifikasi unsure kebahasaan dalam lagu secara lisan

4 4.16 Menangkap pesan dalam lagu 4.16.1 Menemukan informasi tersirat dalam lagu

4.16.2 Menemukan informasi tersurat dalam lagu

C. Tujuan Pembelajaran Setelah selesai pembelajaran peserta didik dapat :

1. Mengungkapkan rasa syukur setiap saat mendapat kesempatan belajar bahasa Inggris dengan tepat dan berterima

2. Menyapa guru dan teman dengan santun dalam setiap komunikasi interpersonal pembelajaran dengan tepat dan berterima

3. Mampu menulis setiap kata yang hilang dengan benar dari lirik lagu yang diperdengarkan.

D. Materi Pembelajaran Pertemuan pertama lagu bahasa Inggris dari pelantun Alan Walker ft Emelie

Hollow dengan judul “Lyli” yang terdiri dari 5 noun dan 5 adjective, dan

pertemuan kedua “A whole new world” covered by Isyana ft. Gamiel yang

terdiri dari 5 verb dan 5 adjective.

Fungsi sosial

1. Untuk mengungkapkan perasaan (Happy, Sad, Angry, or Dissapointed)

2. Untuk mempengaruhi pendengar

Generic structure of the text

1. Mengisi kata-kata yang hilang pada lirik lagu “Lyli” by Alan Walker (little, world, night, woods, afraid, creatures, mountains, story, safe, cold).

2. Mengisi kata-kata yang hilang pada lirik lagu “A whole new world” (open, decide, take, magic, know, dazzling, clear, unbelievable, share, wondrous).

3. Menilai ketepatan dalam penulisan pada setiap kata.

E. Metode Pembelajaran Pendekatan : Scientific

Metode : Collaborative learning and inquiry/experiential learning

Strategi : Observe practice- questioning –experimenting

F. Media Pembelajaran 1. Laptop 2. Speaker 3. White board 4. Board marker 5. Print out lirik lagu

G. Langkah – langkah Kegiatan Pembelajaran. 1. Pendahuluan (10 Menit )

Guru mempersiapkan peserta didik dalam pembelajaran dengan kebersihan kelas, berdoa, absensi.

Guru memperdengarkan lagu yang akan menjadi bahan pembelajaran sekaligus menjadi mood booster untuk para siswa

Guru menanyakan perasaan siswa setelah mendengarkan lagu dan meminta siswa untuk mencari pasangan belajar selama proses belajar mengajar

Guru menyampaikan tujuan kegiatan belajar kepada siswa dengan penggunaan lagu yang telah siswa dengarkan di awal.

2. Kegiatan Inti ( 30 ) Mengamati

Guru memulai memperdengarkan kembali lagu yang sama seperti di awal pembelajaran sebanyak 1x putaran.

Siswa mulai mendengarkan kembali lagu yang sudah disiapkan oleh guru kemudian diminta untuk mengenali setiap kata pada lirik sehingga mampu mengisi setiap lirik yang hilang sesuai dengan pendengaran mereka.

Guru meminta siswa untuk menerjemahkan setiap kata yang mereka isi pada lirik yang hilang.

Menanya

Dengan bimbingan dan arahan guru, siswa mempertanyakan seputar

pembahasan, mengecek pemahaman, menghargai kinerja yang baik, dan

meminta/ mengungkapkan pendapat serta responsnya dalam berbagai

konteks.

Mengeksplorasi

Siswa meminta perhatian, mengecek pemahaman, dan menghargai kinerja

yang baik, meminta atau mengungkapkan pendapat serta responsnya

menggunakan Bahasa Inggris dalam konteks simulasi, role-play, dan

kegiatan lain yang terstruktur

Mengasosiasi

Dalam kerja kelompok terbimbing siswa menganalisis fungsi sosial, mengecek pemahaman, menghargai kinerja yang baik, struktur teks, dan unsure kebahasaan, serta format penulisannya.

Siswa memperoleh balikan (feedback) dari guru dan teman tentang setiap yang diasampaikan dalam kerja kelompok.

Mengomunikasikan

Siswa meminta perhatian, mengecek pemahaman, menghargai kinerja yang baik.

Siswa menulis jurnal untuk mengungkapkan pengalaman yang mereka peroleh selama pembelajaran, hal-hal yang sulit dan mudah dipelajari dan strategi yang sudah atau akan dilakukan untuk mengatasinya.

3. Penutup (15 menit) - Peserta didik dengan bimbingan guru menyimpulkan materi yang telah

dipelajari. - Peserta didik memberikan umpan balik dengan mengajukanpertanyaan. - Guru menyampaikan informasi pembelajaran yang akan datang.

H. Penilaian No Indikator Teknik Bentuk Contoh 1 Menentukan kata serta

arti yang sesuai menurut lagu yang diperdengarkan

Test Peer Assessment

Fill in the blank

2 Menentukan penulisan kata dengan tepat pada setiap lagu yang diperdengarkan

Unjuk Kerja

Self-Assessment

No spelling problems

Scoring criteria:

Fill in the blank

No Criteria Grade Score 1 Complete knowledge of vocabulary. Excellent at

identifying word meaning. No spelling problems. Excellent 5

2 Good vocabulary knowledge. Good at identifying word meaning. No problems with word spelling.

Very good 4

3 General vocabulary knowledge. Able to identify word meaning. Some spelling problems without interfering understanding.

Good 3

4 Still acceptable vocabulary knowledge. Still able to identify word meaning. Some spelling problems without fully interfering understanding.

Fair 2

5 Lack of vocabulary knowledge. Misspelled words. Unable to identify word meaning.

Fail 1

� � � ℎ � ��� 100

APPENDIX D

The Data of Students‟ Individual Scores of Pre-test in Control group.

Students

Number of Questions Total

Scores Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 S1 3 2 3 3 2 2 5 2 2 1 25 S2 4 3 4 3 3 3 5 3 4 2 34 S3 4 3 3 3 3 3 5 3 3 2 32 S4 4 4 4 3 3 3 5 3 3 3 35 S5 4 4 4 3 3 3 5 3 3 2 34 S6 3 3 3 3 2 3 4 3 2 2 28 S7 5 3 3 3 2 3 5 3 2 2 31 S8 5 3 3 3 3 3 5 3 2 2 32 S9 3 3 3 3 2 3 5 3 2 2 29 S10 3 2 3 3 2 2 5 2 2 1 25 S11 3 4 4 3 3 3 5 3 4 2 34 S12 4 3 4 3 4 3 5 3 4 3 36 S13 4 3 3 3 2 3 5 3 3 2 31 S14 4 3 4 3 3 3 5 3 4 2 34 S15 3 3 3 3 2 3 5 3 3 2 30 S16 5 3 3 3 3 3 5 3 2 2 32 S17 3 3 3 3 2 3 4 3 2 2 28 S18 3 3 3 3 2 3 5 3 4 2 31 S19 3 3 3 3 2 3 5 3 2 2 29 S20 2 3 3 3 2 2 5 2 2 1 25

The Data of Students‟ Individual Scores of Pre-test in Experiment group.

Students

Number of Questions Total

Scores Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 S1 3 2 3 3 2 2 5 2 2 1 25 S2 4 3 3 3 3 3 4 3 4 2 32 S3 4 3 4 3 3 3 5 3 3 2 33 S4 3 2 3 3 2 2 5 2 2 1 25 S5 3 2 3 3 2 3 5 3 3 1 28 S6 5 3 4 4 4 5 5 3 3 3 39 S7 3 2 3 3 2 2 5 2 2 1 25 S8 5 3 4 4 4 3 5 3 3 2 36

S9 3 2 3 3 2 3 5 3 3 1 28 S10 3 2 3 3 2 2 5 2 2 1 25 S11 3 2 3 3 3 2 5 2 2 1 26 S12 5 3 4 4 4 3 5 3 3 3 37 S13 3 3 4 3 3 3 5 3 3 2 32 S14 3 3 3 3 2 3 5 3 3 1 29 S15 5 3 5 4 4 3 5 3 3 5 40 S16 3 3 3 3 3 2 5 2 2 1 27 S17 3 3 3 3 2 3 5 3 3 2 30 S18 3 3 4 3 3 3 5 3 3 2 32 S19 5 3 4 3 3 3 5 3 3 2 34 S20 3 2 3 3 2 2 5 2 2 1 25

The Data of Students‟ Individual Scores of Post-test in Control

group.

Students

Number of Questions Total

Scores Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 S1 3 3 4 3 2 2 5 3 3 2 30 S2 3 2 3 3 3 3 5 3 4 2 31 S3 4 4 4 3 3 3 5 3 3 2 34 S4 4 4 4 3 3 3 5 3 3 2 34 S5 5 4 4 3 3 3 5 3 3 2 35 S6 3 3 3 3 3 3 4 3 3 2 30 S7 5 3 3 3 2 3 5 3 2 1 30 S8 5 3 3 2 3 3 5 3 2 1 30 S9 5 4 3 3 3 3 5 3 3 2 34 S10 3 2 3 3 2 2 5 3 3 1 27 S11 3 4 4 3 3 3 5 3 4 2 34 S12 4 3 4 3 4 3 5 3 4 3 36 S13 4 3 3 3 3 3 5 3 3 2 32 S14 4 3 4 3 3 3 5 3 4 2 34 S15 5 3 3 3 3 3 5 3 3 2 33 S16 5 3 3 3 3 3 5 3 2 1 31 S17 5 3 3 3 2 3 4 3 2 2 30 S18 3 3 3 3 2 3 5 3 4 2 31 S19 4 3 3 3 2 3 5 3 2 2 30 S20 4 2 3 3 2 2 5 2 2 1 26

The Data of Students‟ Individual Scores of Post-test in Experiment group.

Students

Number of Questions Total

Scores Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 S1 3 2 3 3 2 2 5 2 2 5 29 S2 4 3 3 3 3 3 4 3 4 5 35 S3 4 3 4 3 3 3 5 3 3 3 34 S4 3 3 3 3 3 2 5 2 2 4 30 S5 3 2 3 3 2 3 5 3 3 4 31 S6 5 3 4 4 4 5 5 3 3 5 41 S7 3 2 3 3 3 3 5 2 2 4 30 S8 5 3 3 3 3 3 5 3 3 4 35 S9 3 2 3 3 2 3 5 3 3 4 31 S10 3 2 3 3 2 2 5 2 2 5 29 S11 3 3 3 3 3 2 5 2 3 5 32 S12 5 4 4 4 4 3 5 3 3 5 40 S13 3 3 4 3 3 3 5 3 3 3 33 S14 3 3 3 3 2 3 5 3 3 3 31 S15 5 3 4 4 4 3 5 3 3 3 37 S16 3 3 3 3 3 2 5 2 2 5 31 S17 3 3 4 3 2 3 5 3 3 5 34 S18 3 3 4 3 3 3 5 3 3 4 34 S19 5 3 4 3 3 3 5 3 3 3 35 S20 3 2 4 3 2 2 5 2 2 5 30

APPENDIX E

APPENDIX F

Name of Students of Experiment Group

No Name of Students Gender 1 Antoni Irwandi M 2 Ayu Liani F 3 Bq. Gustina Luffiana F 4 Fauzan M 5 Fitriani F 6 Istiqamah F 7 Junaidi M 8 Kafiyatul Hikmah F 9 Matlaul Atwari F 10 Moh. Handri M 11 Novia F 12 Putri Puspita W. F 13 Raihul Hasni F 14 Riri Hayana F 15 Ririn Hasyifah F 16 Satria Alimudin M 17 Sayyid Abdi M 18 Suandi Yusuf M 19 Suhardi M 20 Eka Putrawan M

Name of Students of Control Group

No Name of Students Gender 1 Agustika F 2 Arlin Asriani F 3 Aziadatul Maurida F 4 Azman Rozi M 5 Dicky Setiawan M 6 Doni Alfiandi M 7 Ema Intan Lestari F 8 Era Zakiaris S. F 9 Fauzi M 10 Fitriani F 11 Herianto M 12 Ilma Puspitasari F 13 Ispi Amni F

14 Lisa Wati F 15 M. Agus Irawan M 16 Meliani Oktaviani R. F 17 M. Roja‟i M 18 Ratni F 19 Siti Mutawakillah F 20 Wina Maulida F

APPENDIX G