98 From those tables above, it can be seen that before the actions 10
students 40 were on disagree, 14 students 56 were on Neutral, and 1 student 4 was on Absolutely Disagree. Most of the students voted on
Neutral while some other more were on Disagree. The Reseacher presented the chart below to compare the students‘ condition before and after the action.
Figure 10 : Students’ Feeling toward Speaking During the Action
c. After The Implementation
1 Students’ feeling toward speaking activities after the
Implementation
The students felt comfortable after the implementation of using alternative rock songs in the class, they enjoyed the lesson. The transcript
below supports the statement.
20 40
60 80
100 Before
After
Co paratio of Stude ts’ Feeli g toward Speaki g After and Before The Actions
Absolutely Disagree Disagree
Neutral Agree
Absolutely Agree
99 S
: Enaknya lebih enjoy mas,apalagi yang mas pake tadi lagunya enak buat didenger.
We enjoyed the lesson sir, and the song used was easy listening.
Appendix HInterview 8
The teacher also stated that the use of alternative rock songs made the students got more enthusiastic in following the lesson as can be seen in
the interview transcript below. T
: Kalau menurut saya mereka kelihatan lebih antusias mas,
selain itu juga waktu kegiatan pembelajaran pada mau memperhatikan juga, ndak ada yang ngomong sendiri,
mungkin ada satu dua, tetapi habis itu juga mereka mau mendengarkan.
In my opinion the students looked more enthusiastic during the lesson, only one or two students talked with their friend
but they followed the lesson after.
Appendix H Interview 6
Furthermore, the implementation of using alternative rock songs can improve the students‘ motivation. To make data clearer, the researcher
presents the result of questionnaire below.
100
2 Students’ ability in speaking after the implementation
After the implementation, the students‘ understanding of English was improved, and also their vocabulary and pronunciation. Based on the
students‘ response in speaking through alternative rock songs, there were 79 on the Agree, then 17 on Absolutely Agree, and 4 on Neutral. To
make data clearer, the researcher presents in the figure below.
Figure 11 : Students’ feeling toward speaking after implementation
Figure 12 : Students Ability After The Implementation
4 96
0.00 0.00
20 40
60 80
100 120
Absolutely Agree
Agree Neutral
Disagree Absolutely
Disagree Precentage
17 79
4.00 0.00
10 20
30 40
50 60
70 80
90
Absolutely Agree
Agree Neutral
Disagree Absolutely
Disagree Precentage
101 Overall, based on the students‘ response in speaking through
alternative rock songs, there were 23 students on the Agree, then 2 students were on Absolutely Agree, and no student on the others
categories. The result can be seen on the table below.
Table 22 : The Result of Questionnaire after implementing the actions
Score Frequency
Percentage Category
65-80 2
8 Absolutely Agree
49-64 23
92 Agree
33-48 Neutral
17-32 Disagree
1-16 Absolutely Disagree
To make the data clearer, the researcher presents the data in the following chart.
Figure 13: The Chart of Questionnaire Result 2
The result of the questionnaire above showed that almost of the students were responding agree in speaking through alternative rock songs.
The data above strengthened the fact that indicated that the students‘
8.00 92.00
0.00 20.00
40.00 60.00
80.00 100.00
Absolutely Agree
Agree Neutral
Disagree Absolutely
Disagree
The Students Responses After the Actions
Precentage
102 speaking skills were improved. In addition, it was proved that there were
not any hesitantly about the result of the actions.
B. Discussions
This research resulted improvement in both the students‘ speaking skill and the teaching and learning process of speaking. The improvement was achieved by
using songs, alternative rock songs to exact, which is defined by Rosova 2007 an an approach in teaching English using music. Based on different types of using
music in teaching English proposed by Medina 2002, the researcher used Dialogue From Songs as an activity in teaching speaking. The procedure of this
strategy included discussed the lyric, listen to the song, and made a dialogue based on the song.
Based on the findings of this research, the use of music in teaching speaking was an effective way to improve students‘ speaking skills because students‘
vocabulary, pronunciation, and grammar were improved in the end of the lesson, the students‘ also got more enthusiastic in following the lesson. This finding was
in line with Brewster 2003 statement that by using music new language was allowed to be intorduced and vocabulary to be reinforced. Furthermore, music
also could motivate and help to develop positive attitude toward the language. In connection with the aim of the research that was improving speaking skill
of XI Grade Students of SMA N 1 Pleret through alternative rock songs; the actions applied were done to attain the goal.
