The Effect of Using Slow Beat English Songs on the Eight Year Students’ Listening Comprehension Achievement at SMPN 3 Jember in The 2011/2012 Academic Year

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The Effect of Using Slow Beat English Songs on the Eight Year Students

Listening Comprehension Achievement at SMPN 3 Jember in The 2011/2012

Academic Year

Thesis

Composed as One of The Requirements to Obtain S1 Degree at The English

Education Study Program of Language and Arts Education Department of

Teacher Training and Education Faculty of Jember University

By:

FIFING ESPRADINA

070210401113

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

LANGUAGE AND ARTS EDUCATION DEPARTMENT

TEACHING TRAINING AND EDUCATION FACULTY

JEMBER UNIVERSITY

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DEDICATION

This thesis is honorably dedicated to:

1. My beloved parents; my father Mat Heri and my mother Poni Rahayu,

thanks for your endless love,

2. The only my adorable sister, Wulan Pangestu, thanks for giving me

annoying and beautiful days,

3. My sweetheart, Eko Riswanto, thanks for standing next to me in all

weather,

4. My extended family in Jember, Banyuwangi, Bondowoso and Bali for

everything all of you have given to me,

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CONSULTANTS APPROVAL

The Effect of Using Slow Beat English Songs on the Eight Year Students

Listening Comprehension Achievement at SMPN 3 Jember in The 2011/2012

Academic Year

Thesis

Composed as One of The Requirements to Obtain S1 Degree at The English

Education Program of Language and Arts Education Department of Teacher

Training and Education Faculty of Jember University

Name

: Fifing Espradina

Place/Date of Birth

: Jember, 19 Juni 1990

NIM

: 070210401113

Program

: English Education

Department

: Language and Arts Education

Faculty

: Teacher Training and Education

Approved by

Consultant I

Consultant II

Drs. Sudarsono M.Pd.

Drs. Annur Rofiq, M.A., M.Sc.

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ACKNOLEDGMENT

First and foremost, I have to say thank you so much to the Only Greatest

God that give me unbreakable days and everything I need and want and guide me

through everything smells good, so I can have and finish this thesis.

In relation to the writing and finishing of this thesis, I would like to

express my great appreciation and sincerest gratitude to the following people:

1. The Dean of Faculty of Teacher Training and Education.

2. The Head of Language and Arts Education Department

3. The Head of English Education Program.

4. My Consultants, Drs. Sudarsono M.Pd. and Drs. Annur Rofiq, M.A.,

M.Sc. I do really thank for your time, guidance, valuable advice, patience,

and motivation that had led me compile and finish my thesis.

5. The Examination Committee and the Lecturers of the English Education

Program.

6. The Head Master, the English Teacher, the Students of VIII A, VIII B,

VIII D of SMPN 3 Jember that give me permission and help me in

conducting this research

Finally, I do hope that this thesis will be a useful contribution for the sake

of the improvement of English teaching, especially the teaching of listening. Any

criticism and valuable suggestion would be appreciated.

Jember, Oktober 2011

The Writer

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ix

2.12 Research Hypothesis

...

15 III. RESEARCH METHODOLOGY

3.1 Research Design

...

16 3.2 Area Determination Method

...

17 3.3 Respondent Determination Method

...

18 3.4 Data Collection Method

...

18 3.4.1 Test...

18 3.4.2 Documentation ...

25 3.4.3 Interview ...

25 3.5 Data Analysis Method

...

25 IV. RESEARCH RESULTS AND DISCUSSION

4.1 The Description of Treatment

...

27 4.2 The Result of Supporting Data

...

28 4.2.1 The Result of Interview

..

28 4.2.2 The Result of Documentation

.. 28

4.3 Homogeneity Analysis of English Score

From The English Teacher

...

29 4.4 The Analysis of the Try Out

...

31 4.4.1 The Analysis of Reliability Coefficient ...

31 4.4.2 The Analysis of Difficulty Index ...

33 4.5 The Result of Post Test

...

36 4.6 Hypothesis Verification

...

37 4.7 DRE (Degree of Relativeness)

...

37 4.8 Discussion

...

38 V. CONCLUSION AND SUGGESTION

5.1 Conclusion

...

41 5.2 Suggestions

...

41

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II. THE LIST OF APPENDIXES

APPENDIX A. Research Matrix

APPENDIX B. Research Instrument

APPENDIX C. Lesson Plan Meeting I

APPENDIX D. Lesson Plan Meeting II

APPENDIX E. Lesson Plan Meeting III

APPENDIX F. Pilot Test

APPENDIX G. Post Test

APPENDIX H. The Teacher Score

APPENDIX I. The Names of Research Respondent

APPENDIX J. The Distribution of Odd and Even Numbers

APPENDIX K. The Division of Odd and Even Numbers

APPENDIX L. t-test analysis with SPSS 11.5 for windows

APPENDIX M. t-test table with 5% significant level

APPENDIX N. Research Permission Letter from the Dean of Faculty of Teacher

Training and Education of Jember University

APPENDIX O. Research Permission Letter from the Head Master of SMPN 3

Jember

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SUMMARY

The Effect of Using Slow Beat English Songs on the Eighth Grade Students

Listening Comprehension Achievement at SMPN 3 Jember in The 2011/2012

Academic Year;

Fifing Espradina, 070210401113; 2011:46; English Education

Program, Language and Arts Department, Faculty of Teacher Training and

Education, Jember University

Listening is one of the language skills that should be mastered by the

students in Junior High School. Unfortunately, EFL students still have difficulties

in listening comprehension. Further, it makes difficult for them to gain better

score for other language skills and components. When a teacher gives listening

test to the students, they still make some mistakes mostly in catching what the

speaker says. It is caused by unfamiliar English words they have.

One solution to solve this problem is using interesting media appropriate

for students named slow beat English songs. Supporting this solution, Davies

(2000) suggests that we can use songs to capture students interest or to reinforce

content. Besides through music, children can keep information permanently

because normally, children s mind is good in catching information through songs.

Further, an experimental research on listening skill by using songs had

been done by Saputri (2003) at SMU PGRI 1 Lumajang in the 2002/2003

academic year. Based on the calculation, the result showed that the value of t-test

of the post test was 4,148 while the critical value of t-test with the significant level

of 5% and the degree of freedom 88 was 1,980. Since 4.148 was higher than

1.980, therefore the major hypothesis of the research was accepted.

Based on the interview with the English teacher at SMPN 3 Jember it was

known that she rarely gave listening practice to the students. Although the school

had already had good facilities as it is an RSBI school, but still she rarely used it.

It was because she thought that bring them to multimedia room was wasting time.

However, when she teaches listening, she speaks orally to the students. So the

English teacher had never used slow beat English songs in teaching listening.

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contrast, the alternative hypothesis (Ha) that there was a significant effect of slow

beat English songs on the eight year students listening comprehension

achievement at SMPN 3 Jember in the 2011/2012 academic year was accepted.

Besides, the degree of effectiveness was 7.72%. It meant that the degree of

relative effectiveness of using slow beat English songs in teaching listening

comprehension applied to the experimental was 7.72% more effective than

teaching listening without using slow beat English songs applied to the control

group.

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83.93

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82.33

85.53

74

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3

29

85.59

3.397 .631

84.29

86.88

80

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4

29

83.86

6.781

1.259

81.28

86.44

56

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5

29

88.83

4.124 .766

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80

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6

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85.38

5.858

1.088

83.15

87.61

72

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84.55

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34 Table 3. Difficulty Index of Test Items

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é ë äéíæî ïìäåæìäð

1

28

1

æðè ñ

2

28

19

0.68

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3

28

26

0.93

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4

28

1

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5

28

27

0.96

æðè ñ

6

28

20

0.71

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7

28

27

0.96

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8

28

4

0.14

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9

28

27

0.96

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10

28

0

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28

11

0.39

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12

28

20

0.71

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13

28

1

æðè ñ

14

28

7

0.25

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15

28

25

0.89

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16

28

9

0.32

òðäì

17

28

20

0.71

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18

28

27

0.96

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19

28

11

0.39

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20

28

1

æðè ñ

21

28

17

0.61

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22

28

1

æðè ñ

23

28

26

0.93

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24

28

24

0.86

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25

28

20

0.71

æðè ñ

26

28

1

æðè ñ

27

28

23

0.82

æðè ñ

28

22

0.78

æðè ñ

29

28

24

0.86

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(26)

36

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20 2011

21 2011.

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Table 4. Listening Score of Post Test

.

!"# $ %&' ! ( ) $ !&'! (

1

72

80

2

76

50

3

74

70

4

74

60

5

72

56

6

80

7

72

8

72

84

9

64

10

76

56

11

80

68

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