achievement. It can be concluded that after the students learned English through listening to English songs, the students made a significant improvement on their
pronunciation. However, there are three students who can pronounce the entire words well and the number of poor pronunciation of each student are decrease.
The poor pronunciation happened on the words knight, know, orchid and note at the most. It was because the students got difficulties in pronouncing
cluster sounds and they did not know that there is difference on the distribution of the same phonetic features in both languages. After taking the program, the
students still have the same problem in giving stress words. However, they made improvement on several words.
4.4 Analysis of the Questionnaires
Answering the questionnaire was the last activity of the classroom action research. It was done at the same time when the writer gave a post test. The students were
asked to answer five questions. There are certain techniques to analyse the questionnaire items. They will be discussed in the following sections.
4.4.1. Grading the Items of the Questionnaire
The questionnaire consisted of five questions; each of them had these options namely: a, b, and c. Each option was given a score that indicated the quality of
each item. The score ranges were from 1 to 3 as shown in the table below:
Table 4.3 Score Per Item Option Point Meaning
a b
c 1
2 3
Low Medium
High
Scoring procedure of graded questionnaireArikunto, 1998: 215
The explanation of the point above is if the students choose a, the score is 1, it means that it is low, if the students choose b, the score is 2, it means that it is
medium, if the students choose c, the score is 3, it means that it is high.
4.4.2 Determining the Grade Score
After the students answered the questionnaire, the writer analyzed the result of the questionnaire to get the data. The result of the data analysis of each question can
be classified into a range of mean below: Table 4.4 Classification of Graded Scores
Range of Mean
Students’ interest
The Advantage
Students’ motivation
The Relevancy
Sustainabi lity
0.01-1.00 1.01-2.00
2.01-3.00 Low
Medium High
Do not help students
Help Help
students very much
Low Medium
High Not relevant
Relevant Very
relevant Not
necessary Necessary
Very necessary
4.4.3 Tabulating the Data of Questionaire
The purpose of tabulating the questionnaire is to make the result of grading clearly readable. The table consists of these coloumns: name and score per item, which is
presented in appendix 5 p.56
4.4.4 Finding the Mean
The formula used for computing the mean is as follows: M =
Σx N
1 students’ interest
M = 73 = 2.43 30
2 the advantage
M = 70 = 2.33 30
3 students’ motivation
M = 82 = 2.73 30
4 the relevancy
M = 63 = 2.10 30
5 sustainability
M = 66 = 2.20 30
4.4.5 Matching the Mean to a Criterion
To get additional information about the students’ response in getting the class action research, the students should answer a questionnaire. Then, the writer
matched the mean of the students’ response in answering the questionnaire to the
criterion above. Here is the analysis of the questionnaire result, which is based on the criterion above.
Table 4.5 Category of the Criterion Issue Mean Category
Students’ interest The adventage
Students’ motivation The relevancy
Sustainability 2.43
2.33 2.73
2.10 2.20
High Help students very much
High Very relevant
Very necessary
4.4.6 Concluding the Questionnaire Result
