40 In a schematic model, the analysis was done as follows:
The result of the observation was transformed into
For inference and eliciting interview questions
Final verification of the findings found in the earlier levels
Figure 3.1: The Schematic Model of the Analysis
F. Research Procedures
The research was carried out based on these procedures: 1.
The researcher first selected two problems to investigate. 2.
After the problems had been found, the researcher chose the sample and the participant as the subject of his or her study. The participants were chosen by
using purposive sampling. 3.
Next, the researcher had a preparation of the observation and the interview. Before conducting the observation and the interview the researcher had some
preparations. The researcher asked permission letter from the secretary of the English Language Study Programme to do the research. Then the researcher
proposed a proposal to the Head Master of SMKN 2 Depok Sleman Yogyakarta to gain the participants of the research and do the research. After
Observational field research
Descriptive writing
Interview PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
41 the all permissions were acknowledged, the researcher tried to discuss how
the method was implemented by the teacher in the Otomotif and Analisis Kimia classes.
4. Then the researcher conducted the observation and the interview to gather the
data needed in the study. 5.
After the data were gathered, the researcher analyzed the findings from the interview and the observation to answer the research questions by
triangulating the data. The first and second questions were answered by doing an interview and an observation.
6. As the next step, the researcher interpreted the findings and related this to the
theory that was used as the reference of the study. Then, the researcher made conclusions based on the interpretation.
7. As the last step, the researcher would finally report the result of the research
based on the observation and the interview. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
42 The procedures could be described clearly in Figure 3.2 below:
The research preparation
Figure 3.2: Research Procedures of the Study
Research problems: 1.
How are songs implemented in listening class to help the students improve their
English vocabulary mastery?
2. To what extent does the use of songs help
the students improve their English vocabulary mastery in listening class?
Sampling: purposive sampling
Instruments: 1.
Observation 2.
Interview
Data Analysis Data
triangulation
Data interpretation and conclusion
Report of the results
Theory in implementing song
in teaching vocabulary
CHAPTER IV ANALYSIS AND DISCUSSION
This chapter presents the result and the discussion of the findings of the descriptive qualitative study. There are two discussions presented in this chapter. The
first is related to the descriptions of songs’ implementation in listening class. The second discussion is about to what extent the use of songs help the students of SMKN
2 Depok Sleman Yogyakarta improves their English vocabulary in listening class. This discussion includes several students’ progresses in their vocabulary mastery
through listening to songs.
A. The Description of Songs’ Implementation in Helping the Students Improve Their Vocabulary Mastery in SMKN 2 Depok Sleman Yogyakarta
To answer the first question related to the implementation of songs in improving the students’ vocabulary mastery, the researcher conducted an observation
and an interview as the source to gain the relevant data. In observing the teacher, the researcher discovered that in both classes the teacher gave similar tasks. Before
listening to a song, the teacher explained the listening task for the students related to improving the students’ vocabulary mastery. The tasks were: 1 the teacher would
play the song several times and the students were asked to listen to a song, 2 the students were asked to fill in the blanks with the correct words they heard in the song,
3 furthermore, the teacher asked the students to discuss the tasks and the song. If a student asked the meaning of an unfamiliar word, the teacher would give some clues
44 or invite the students to identify the part of speech of the unfamiliar word then asked
the student to predict the meaning of the word. With this technique, the students were encouraged to memorize the words better and develop their vocabulary mastery, such
as in terms of pronunciation. To improve the students’ pronunciation, the teacher often invited the students to practice pronouncing some unfamiliar words. If they still
made a mistake in pronouncing the words, the teacher would correct it. On the other hand, if the students could not hear the pronunciation correctly, they would ask the
teacher what the correct pronunciation was. In both classes, the teacher always gave opportunity for the students to practice their pronunciation. Repetition was necessary
in pronunciation practice since it would also help the students to remember the words better. It also appeared that the teacher could have given variations of tasks in
teaching vocabulary through songs. Nevertheless, the teacher was quite active in encouraging the students to
improve their vocabulary by asking questions related to the words learned in the previous meeting. Sometimes the teacher asked the students to explain the meaning
or to give the synonym of the words or the teacher asked them to make a sentence using the word spontaneously.
The teacher also informed that in the songs’ implementation, she usually would select the most appropriate songs for the students that were performed both by
a group or a band even by a soloist. The most important thing in selecting the song is in the pronunciation and the new vocabulary contained in the song. The teacher
would also select famous songs or sometimes she played songs in which the singer was famous among the students. Yet, in particular time the teacher selected an old
