song. It can be used by a teacher to use songs as a media in teaching in order to get closer to them and also a media that students like.
Music may touch topics that people can relate to. Murphey 1992:8 writes that songs can be appropriated by listeners for their own purposes, largely because
most pop songs do not have precise people, place, or time references. For those who find them relevant, songs happen whenever and wherever one hears them and
they are, consciously or subconsciously, abo ut the people in one’s own life.
All of the above-mentioned arguments indicate that song is a subject of everyday communication and it is an important thing in people’s lives, which can
be very beneficial for the method of using songs to teach English vocabulary since it increases the possibility that students will come across the taught material.
Furthermore, almost all of students like songs, so it makes easier for the teacher to use the song as a media of teaching.
2.2.3 Effectiveness
The effectiveness of a strategy which used in teaching process can help the
teacher to achieve the goal of learning . The effectiveness itself has some
meanings as follows: According to Schillinger 2010:2, effectiveness refers to the
intervention’s ability to do more good than harm for the target population in a real world setting. Next, Seiler et al
2013:5 state that effectiveness is the ability to achieve stated goals.
From those definitions, the writer concludes that effectiveness is a successful way in achieving the aim which has been settled before.
In the present study, the writer tries to find out the effectiveness of subtitled English songs to improve the vocabulary mastery of junior high school
students. It is conducted to know which one is more effective between subtitled English songs and Grammar Translation Method in teaching vocabulary.
2.2.4 Quasi Experimental Research
In order to answer and prove the research hypothesis whether using English songs are significant for teaching vocabulary or not, a quasi-experimental research
design is chosen. The writer used quasi-experimental research design in the form of nonequivalent control group design. Nunan 1992:41 stated that quasi
experimental study has both pre- and post- tests and experimental and control groups, but no random assignment of subjects.
This study involves two groups: an experimental group and a control group. The first group is given the treatment using subtitled English songs and the
last group is taught with Grammar Translation Method. A pre-test is given to both groups before the treatment and a post-test is given after the treatment. The result
of the tests in both groups is analyzed using t-test formula to see the influence of the treatment.
There are mentioned two variables: dependent and independent variable. The independent variable is parameter that will be changed or manipulated to
reach the purpose of conducting research, proving the hypothesis, by measuring
the dependent variable. In this study, the independent variable is the use of subtitled English songs, while the dependent variable is the vocabulary mastery of
students.
2.3 Theoretical Framework
In conducting the present study entitled The Effectiveness of Subtitled English Songs to Improve the Vocabulary Mastery of Junior High School Students, the
