Other Findings ANALYSIS AND DISCUSSION
66 In teaching using songs in the classroom, the teacher did not fully implement
songs for the whole two hours. The song was implemented as a supplementary technique to regain the students’ learning motivation or to invite the students’
attention during the learning process. It was a good technique in avoiding the students’ boredom in classroom. Nevertheless, the researcher found that there were
several considerations in choosing the most appropriate song to be implemented in the classroom.
The answer to the second research question revealed that learning using songs were able to improve the students’ vocabulary mastery; it was measured from the
ability of the students to know the meaning of the words, to memorize the words, to pronounce the words correctly, and to use the words in context. It appeared that
learning vocabulary using songs can be employed in an Indonesian classroom since there were many benefits acquired through this technique. However, in fact, it
required several considerations from the teacher in selecting the most appropriate song as a material and in conducting the classroom activities related to the
implementation of songs in improving the students’ vocabulary mastery. From the study, it was revealed that learners gained an improvement in their
vocabulary mastery and in their listening proficiency. It was obvious that songs help the students memorize the meaning of the words better. The result showed that most
students admitted that they were able to memorize the words better appeared in a song. Students were motivated in learning vocabulary using songs; their
memorization improved through listening to a song. Songs were able to actively relax PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
67 their mind to remember the words better. In terms of practicing pronunciation, most
of the students practiced their pronunciation with the help of songs. It was also investigated that the implementation of learning using songs also had its influence in
developing students’ motivation to learn produce the new words actively. The students practiced using the new words in writing or speaking during the learning
process in the classroom. Several students revealed that they were able to apply the new words in a real context. Songs gave the students a good example of how the
words used in terms of communication since the words used in songs were often used in daily conversation so the students later on were able to produce words and
sentences in real context. The result exhibited that eight students used the new vocabulary in speaking, the other students liked using the new vocabulary in writing,
while the rest students often used the new vocabulary in writing and speaking. From this study, it was also discovered that several students liked using the
new words spontaneously, such as in making a sentence directly, while the others liked using them in written form. Moreover, the students were required to be familiar
with the implementation of the new words. It indicated that the students were quite active during the learning process. The possible explanation of this finding is that
song provides support, motivation and learning resources to the learners. However, the result also showed that there were some passive students who talked a little due to
their lack of L2 proficiency, hence they did not know how and what to say about the song.
68