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In other word, the interview was aimed to acquire the answer to the second research questions.
B. Research Setting
This research was conducted in class VIII A and VIII B SMP Pangudi Luhur 1 Kalibawang starting from October 2012 until November 2012. The
researcher conducted the observation on November 5
th
, 2012 in both classes during the listening class. The observation started from 8.30 a.m. to 9.45 a.m. at
class VIII A and it is continued to class VIII B from 10.00 a.m. to 10.45 a.m. The distribution of the questionnaires was done after the end of the listening class.
Moreover, on November 12
th
, 2012, the researcher conducted the personal interview to 9 students.
C. Research Participants
The participants in this research were the eighth grade of Junior High School students of SMP Pangudi Luhur 1 Kalibawang. The total number of eighth
grade students in SMP Pangudi Luhur 1 Kalibawang was 54 students involved with 27 persons from class VIII A and 27 persons from class VIII B.
The eighth grade students were chosen since the researcher considered that they have learned listening using songs in the previous grade. It means that they
already had experienced about it so they perception on the use of songs in listening class can be formed easily. Moreover, these classes were accessible to
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conduct the research and there was time compatibility between the English lesson and the researcher.
D. Instruments and Data Gathering Technique
This research used three instruments to gather data. The instruments were observation forms, questionnaire and interview. Observation forms and
questionnaire used to obtain data which could answer the first research questions about students’ perception. Furthermore, the researcher used interview as the
instruments to get deeper information and to strengthen the result data from the previous instruments.
1. Observation Form
The first instrument was an observation form. Nunan 1992 states “Observation is commonly used in education as a tool to support understanding
and development” p.17. It means that observation was type of research instrument that was often used in researches. In addition, according to Morrison
2000, by using observation, the researcher was helped to gather data in every setting such as, physical setting, human setting, interactional setting and program
setting. The researcher used observation to find additional information to answer
the first research question. The observation helped the researcher to observe students’ behavior in the learning process through songs. The observation forms
in this research consisted of three parts and there were 15 points in the observation form. The first part was about students’ attitude before learning through songs.
This part consisted of 5 points. The second part was about students’ attitude
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during learning using songs and there were 5 points in this part. The third part was about students’ attitude after learning through songs. This part consists of 5
points. In this research, the researcher used nonparticipant observation. It means
that the observer did not participate in the activities and observed the students in the classroom. Through the nonparticipant observation, the teaching and learning
process would not be disturbed so the teacher and the students could act naturally. Moreover, this observation was very helpful to get the truthful data because the
researcher could purely observe the process and could really concentrate on it.
2. Questionnaire
The second instrument employed in this research was questionnaire. Ary et al. 2002 describe, “Questionnaire is an instrument in which respondents
provided written responses to questions or mark items that indicated their responses” p.566.
There are two types of questions in questionnaire: close-ended questions and open-ended questions. Fraenkel and Wallen 2008 state that close-ended
questions are easy to use and to score because all subjects respond to the same options and standardized data are provided p.396. However, the open-ended
questions could gather more information and allowed the students to give their opinion. This research used both types of close-ended questions and open-ended
questions. There were fifteen close-ended questions and five open-ended questions to
answer the research problem and to find the students’ perception on the use of
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songs listening class. The closed-question questionnaire’s consist of three parts. The first part was about the students’ perception on the use of songs in listening
activity. There were four questions in the first part. The second part consisted of six questions and it was about the students’ perception on their motivation in
learning English using songs. The third part consisted of five questions. This questions gathered information about the students’ perception on the effect of
using songs in listening class. The five open-ended questions were used to obtain further information on
the students’ perception on the use of songs in listening class. Furthermore, they were also used to find the advantages and disadvantages of using songs in
listening class. The questionnaire was in Indonesian to make it easier for the partipants to answer it.
The questionnaire used Likert Scale that is a scale with a number of points which provides ordinal scale measurement. The rank was one to four and the
responses values from “strongly disagree, disagree, agree, strongly agree.” In this research, the Likert Scale was used to analyze the questionnaire.
Table 3.1 Questionnaire Blueprint
Questions Number Description
A. Closed-ended Questions 1 to 4
These four questions gathered information about the students’ perception on the use of songs in listening
activity.
5 to 10 These six questions gathered information about the
students’ perception on their motivation in learning English using songs.
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