TEACHING SPEAKING THROUGH POPULAR ENGLISH SONG AT THE FIRST GRADE OF SMAN 14 BANDAR LAMPUNG

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ABSTRACT

TEACHING SPEAKING THROUGH POPULAR ENGLISH SONG AT THE FIRST GRADE OF SMAN 14 BANDAR LAMPUNG

Abdul Haris Adnan

The objectives of this research were to find out whether the popular English songs have positive effect in improving students’ speaking ability and to find out what the aspect which is improved the most on students speaking ability. The method used in this research was one group pretest-posttest design. The research was conducted from August 12th to September 11th 2014 in SMAN 14 Bandar Lampung. The sample was the students of class X. In this research, the researcher taught speaking using thematic theme of song as a material. The data were collected from the result of students’ speaking tests by the second rater. The research result shows that there was improvement 22.5 point from mean pretest score 41.5 and mean posttest score 64. The data was analyzed by using t-test value in which the significance was determined by p<0.05. Popular English song was able to improve the students’ speaking skill. Through English songs, students have much chance to practice speaking. It encourages students to speak and by practicing more they can speak English fluently. The English song is also able to improve the students’ motivation during teaching and learning process. Through English song the students were interested in joining the teaching and learning process due to the used of attractive and creative media in learning. The students participate in class actively. They were happy and enjoy in teaching learning process. The students were more active in asking and answering the questions and the class was so alive and also little noisy. Therefore, it can be concluded that English song have positive effect in improving students’ speaking ability and can make students active in learning process.

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THE FIRST GRADE OF SMAN 14 BANDAR LAMPUNG (A Script)

ABDUL HARIS ADNAN

A Bachelor Thesis

Submitted as a Partial Fulfillment of The Requirement for S-1 Degree

Language and Arts Education Department Faculty of Teacher Training and Education

LAMPUNG UNIVERSITY BANDAR LAMPUNG

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CURRICULUM VITAE

The writer’s name is Abdul Haris Adnan. He was born on July 3rd_{, 1992 in South}

Kalimantan. He is the second child in his family. His father’s name is Ir. Fauzan and his mother’s name is Siti Salmah. He has one sister and one brother. His sister’s name is dr. Cherrya Annurunnisa Adnan and his brother’s name is Ikhsan Kurniawan Adnan.

He began his formal education for the first time at TK Bhayangkara in 1995 and graduated in 1997. He continued his study at SD Negeri 2 Banjar Baru, Kalimantan Selatan and then in 2001 he moved to SD Negeri 4 Kotabumi, Lampung Utara and graduated in 2004. Then he continued his study at SMP Negeri 1 Kotabumi and graduated in 2007. After that he continued his study at SMA Perintis 1 Bandar Lampung and graduated in 2010. At the same year, in 2010 he was registered as a student of English Education Study Program, Language and Art Education Department of Teacher Training and Education Faculty at Lampung University.

From July 17th to September 29th 2013, he carried on Teaching Practice Program (PPL) at SMPN 2 Gunung Terang, West Tulang Bawang, Lampung.

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DEDICATION

This paper would proudly be dedicated to: My Beloved Parents

My Beloved Brother and Sister My Fabulous Friends

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MOTTO

~Never stop learning because life never stops teaching

_~

“A.H. Adnan”

So, with every difficulty there is relief; Indeed, with every difficulty there is relief. (Quran, Al Inshirah: 5-6)

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ACKNOWLEDGEMENT

Praise is merely to the Almighty Allah SWT for the gracious mercy and tremendeous blessing that enables the writer to accomplish this bachelor thesis entitled: “Teaching Speaking Through Popular English Song At The First Grade of SMAN 14 Bandar Lampung” is submitted as a compulsory fulfillment of the requirement for S-1 Degree at the Language and Arts Education Department of Teacher Training and Education Faculty of University of Lampung.

Gratitude and honor are addressed to all persons who have helped and supported the writer until the completion of this research. Since it is necessary to be known that this research will never have come into its existence without any supports, encouragements and assistances by several outstanding people and institutions, the writer would like to express his sincere gratitude and respect to:

1. Prof. Dr. Patuan Raja, M.Pd. as the first supervisor who have contributed and given his invaluable evaluations, comments, and suggestions during the completion of this script.

2. Drs. Sudirman, M.Pd. as the second advisor, for his assistance, ideas,

guidance and carefullness in correcting the writer’s script.

3. Drs. Herry Yufrizal, M.A, Ph.D. as the examiner and, for his support encouragement, ideas, suggestion and in supporting the writer.

4. Dr. Ari Nurweni, M.A. as the Chief of English Education Study Program and all lecturers of English Education Study Program who have contributed their guidance during the completion process until accomplishing this script.

5. Dr. Mulyanto Widodo, M.Pd as the chairperson of Language and Arts Education Department for his contribution and attention.

6. Dr. Bujang Rahman, M.Si as the dean of techer training and education faculty.

7. The writer beloved parents, Ir. Fauzan and Siti Salmah. My beautiful sister, dr. Cherrya Annurunnisa Adnan and my wonderful brother, Ikhsan Kurniawan Adnan, thank you so much for your guidance, advices, support, motivation, prayer and your love is beyond any words.

8. Dra. Rosidah Sembiring, M.M. as the Headmaster of SMAN 14 Bandar Lampung for giving the writer permit to conduct the research.

9. Yonathan Eko S. Budi, S.Pd. as the English teacher of SMAN 14 Bandar Lampung who has allowed to do the research there. Also all the students

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Erfan Saputra, S.Pd., Lucky Nugroho, Alexander Sitinjak, S.Pd., Rizky Kurnia Wijaya, Fadhil Arief Primadhi, S.Pd., Rahmat Pradikta, Ferdy Aryanda, S.Pd., Fajar Prayoga, S.Pd and all my partner in crime, thank you so much.

11.All of the ED seniors especially for Agung Sedayu Group’s members (ED

2007), Rumah Blogger Pelangi (2009) and also my juniors, thank you for your support and togetherness and all my friends that I can’t mention one by one.

Finally, the writer believes that his writing is still far from perfection. There may be weakness in this research. Thus, comments, and suggestions are always welcome for better research. Somehow, the writer hopes this research can give a positive contribution to the educational development, the readers and those who want to accomplish further research.

Bandar Lampung, Maret 2015 The writer,

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ABSTRACT ... i

CURRICULUM VITAE ... ii

DEDICATION ... iii

MOTTO ... iv

ACKNOWLEDGEMENTS ... v

CONTENTS ... vi

LIST OF TABLES ... vii

LIST OF APPENDICIES ... viii

Page I. INTRODUCTION 1.1 Background ... 1

1.2 Research Question ... 5

1.3 Objectives ... 5

1.4 Uses ... 6

1.5 Scope ... 6

1.6 Definition of Terms ... 7

II. LITERATURE REVIEW 2.1 Speaking ... 8

2.2 Types of Speaking ... 11

2.3 Teaching Speaking ... 14

2.4 Teaching by using Media. ... 15

2.5 Song . ... 19

2.6 Criteria of Selecting Songs ... 21

2.7 Teaching Speaking using Song ... 22

2.8 Procedure of Teaching Speaking by using Song ... 24

2.9 Advantages and Disadvantages ... 25

2.10 Theoretical Assumption ... 26

2.11 Hypothesis ... 27

III. METHODS 3.1 Research Design ... 28

3.2 Population and Sample ... 29

3.3 Data Collecting Technique ... 29

3.4 Research Procedures ... 31

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3.7 Data Analysis ... 41

3.8 Data Treatment ... 42

3.9 Hypotheses Testing .... ... ...43

IV. RESULTS AND DISCUSSION 4.1 Results ... 44

4.1.1 Implementation. ... 44

4.1.2 The Result of Students Speaking in Pretest ... 46

4.1.3 The Result of Students Speaking in Posttest ... 46

4.1.4 The Result Aspect of Speaking in Pretest ... 47

4.1.5 The Result Aspect of Speaking in Posttest ... 53

4.1.6 Hyphotheses Testing ... 58

4.2 Discussion ... 63

V. CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions ... 69

5.2 Suggestions ... 70 REFERENCES ... APPENDICIES ...

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TABLES

Table 3.1 Table of Rating Scale ... 34

Table 3.2 Table of Specifications... 36

Table 3.3 Table of Rating Sheet Score... 38

Table 4.1 Table Result of Pretest ... 46

Table 4.2 Table Result of Post test... 46

Table 4.3 Table of Distribution (Students’ Pronunciation Score in Pre Test) ... 48

Table 4.4 Table of Distribution (Students’ Fluency Score in Pre Test)…. ... 49

Table 4.5 Table of Distribution (Students’ Grammar Score in Pre Test) ... 50

Table 4.6 Table of Distribution (Students’ Vocabulary Score in Pre Test) ... 51

Table 4.7 Table of Distribution (Students’ Comprehension Score in Pre Test) ... 52

Table 4.8 Table of Distribution (Students’ Pronunciation Score in Post Test) ... 53

Table 4.9 Table of Distribution (Students’ Fluency Score in Post Test) ... 54

Table 4.10 Table of Distribution (Students’ Grammar Score in Post Test) ... 55

Table 4.11 Table of Distribution (Students’ Vocabulary Score in Post Test)…. .... 56

Table 4.12 Table of Distribution (Students’ Comprehension Score in Post Test) ... 57

Table 4.13 Table of T – test Result of Pretest and Posttest ... 58

Table 4.14 Table of the gain of students speaking improvement ... 59

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APPENDICES

Appendix Page

1. Pretest ... 72

2. Posttest ... 73

3. Lesson Plan 1 ... 74

4. Lesson Plan 2 ... 81

5. Students’ Score in Pretest... 86

6. Students’ Score in Posttest ... 87

7. Students Transcriptions ... 88

8. Table of Comprehension in Pretest-Posttest ... 90

9. Table of Fluency in Pretest-Posttest ... 91

10. Table of Grammar in Pretest-Posttest ... 92

11. Table of Pronunciation in Pretest-Posttest ... 93

12. Table of Vocabulary in Pretest-Posttest ... 94

13. Table of T-Test ... 95

14. Reliability of Pretest ... 96

15. Reliability of Posttest ... 98

16. Second Rater Biodata ... 100 17. Surat Izin Penelitian

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I. INTRODUCTION

This chapter tells about the problem of this research. It consists of background of the problem, research questions, objectives of the research, uses of the research, scope of the research and definition of terms that are used in this research.

1.1 Background

Speaking is communication process between at least two people and speaking is a way

to express someone’s idea. The function of language is to communicate with others, so

how students can communicate with others in English while they can not speak English. This is the chance for the teacher to overcome this problem by providing some creative activities in the classroom. However, today’s world requires that goal of teching

speaking should improve students’ communicative skill, because only on that way

students’ can express themeselves by their argument and opinion, and learn how to

follow the social and cultural rules appropriate in each communicative cirumstance.

The demand in English based on KTSP curriculum of SMA states that SMA/MA students should be able to use language in informational level. Arriving at informational level means that the students are expected to be able to access knowledge and information from the target language (English) by their language skills. There are four skills of language to be taught by English teachers of SMA/MA, i.e., listening, speaking, reading, and writing (Depdiknas, 2006:307). There are many problems that

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make students can not speak English, such as: students’ lack of vocabularies, lack of grammar, lack of pronunciations, lack of practice and also they are afraid to speak English. They need strategies in speaking to help them speak grammatically, fluently and communicatively.

The fact that English has been taught for years, we can say the capability of speaking English in Indonesia is still unsatisfactory. The students in class are often embarrassed when they make mistakes or laughed at in class. They still hesitate to try to interact with their friends or with their English teacher in target language or English. These situations tend to happen because the students’ are afraid to make a mistake, lack of practice and have no idea to express what on their thought when they try to speak with the target language (Engish). But we must realize if there is no bad students, if the teacher teach them well. So the good way teachers deliver their material, the good way students learn the language.

In line with the problems faced by the students in speaking above, the researcher is interested to use an enjoyable approach that can motivate and give the students opportunity to speak or express their ideas. One of the media is by using Popular

English Song. According to Jamalus (1975), song is art to express people’s feeling

through words and tone. Song consists of several sentences. A simple song usually consists of four sentences (Jamalus, 1988). By singing a song students have a chance to express their feeling.

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The previous study done by Setiyawan (2013) concludes that song can be used to

improve students’ listening ability in identifying the specific information from the song lyrics for Senior High School students. It makes the students aware of their purpose of listening and can motivate them to identify the specific information in the song lyric, and also makes them enjoy the listening activity.

In this quantitative research, the researcher focused on the speaking skill of the students. There are so many factors influencing the students’ ability in speaking. Alexander in Subaikan (1995) states that the teaching qualities, particularly approach, method and techniques used in teaching process are important. It is the English

teacher’s responsibility to create and to determine techniques that may provoke the

students to keep speaking.

Considering to the statement above, the researcher want to use an enjoyable approach that can motivate and give students the opportunity to speak or express their ideas in the kind of situation they are likely to encounter outside the classroom. It is by using song.

The researcher tries to help them to make them fun in learning speaking through popular English song. Song contains authentic language, easily obtainable, provide vocabulary, grammar and cultural aspects and also it is fun for the students. They provide enjoyable speaking, listening, vocabulary and language practice both in and out of the classroom. In the previous research, song usually used as a media in other to

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improve students listening skills. The learning via music or song appears to be an attractive approach. The current English language books for students that are available in the market do not really attract students to read them. People especially students have easily bored when reading this kind of material that only serve text and some graphical objects.

Song proposes an innovative way of knowledges to students. Through song, the boring books can be transformed into an interesting and attractive learning, not only for motivating students but also a very effective way to improve acquired knowledge about English language. Teachers can also use this system to explain the material. The system tends to be an easier method of learning the language with the combination of musics elements such as text lyric, audio or sounds and also audio visual.

The researcher hopes that by using song as the media, the students will be enthusiastic in teaching learning process as the result they will pay attention to the material that will be given by the teacher, and also researcher hopes that song will be able to give positive impact on students’ speaking ability. It hopes that the result of students’ speaking is not only to make them speak fluently, grammatically, right in responding, and acceptable pronunciation but also they will be more confident in speaking English.

For this reason, the researcher is interest in using song as the learning media to find out the impact on students’ speaking ability. In this case the researcher will focus on whole parts of song such lyric, rhytm, history and others as the media that can give positive

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impact on students speaking skill at their level on Senior High School. The use of song is supposed to develop the students’ speaking ability and to motivate them to speak up and also built students’ confidence in speaking English. Because the researcher believes that the students will not be afraid to speak up when they feel relax, enjoyeable and also familiar with the topic that they want to learn. In learning process, the students focus on the whole parts of song that delivered by the researcher and the each students’ will response to express what on their thought. The process of learning speaking by taking communication by using song as a media hopes will be given positive effect on students’ speaking ability.

1.2 Research Questions

Based on the background problems, the researcher formulates the research questions as followed:

1. Is there any significant difference on students’ speaking score after being taught by using popular English song at the first grade of SMAN 14 Bandar Lampung?

2. Which aspect of speaking is improved the most on students’ speaking score after being taught by using popular English song?

1.3 Objectives

1. To find out there is significant difference on students speaking score after being taught by using popular English song.

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2. To find out the aspect which is improved the most on students’ speaking score after being taught by using popular English song.

1.4 Uses

The uses of this research are:

1. Theoretically, the result of this research is expected can enrich our understanding about teaching English as foreign language and as empirical information for the English teachers about using media in teaching speaking.

2. Practically, it is hopes that this study will be used as information and knowledge to find a creative activity for teachers in order to develope the students’ language in a joyful way.

1.5 Scope

This research was conducted at the first grade of SMAN 14 Bandar Lampung of academic year 2013/2014. There are some media that can help the teacher to reach the aim of teaching learning process, so in this case, the researcher used popular English song as a media in teaching speaking. In selecting popular English song there are two criteria that followed by the researcher, there are what to look for and what to avoid. The material has given in from of transactional dialogues based on KTSP curriculum of senior high school, which considered suitable pronunciation, vocabulary, fluency, comprehension and grammar for their level. For example, the dialogues are conducted

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in the topic of song title and the students are able to express the meaning, ask for clarification and make an opinion. This research focused on students speaking ability. There are five aspects of speaking has been measured in this research they were pronunciation, vocabulary, fluency, comprehension, and grammar.

1.6 Definition of Terms

Teaching is showing and helping someone to learn how to do something by giving instruction, guiding in the study of something with knowledge causing to know or understanding (Brown, 1987:7).

Speaking is oral communication. It is a two ways process between speaker and listener involve productive and reactive skill of understanding (Byrne : 1984)

Song is a short poem or verses set to music and intended to be sung.

Teaching Speaking is to give exercises and activities which allow the students to develop their ability to initiate and sustain conversation.

English Song is a song that sing and write in English.

Popular Song isModern popular songs are typically distributed as recordings and are played on the radio, though all other mass media that have audio capabilities are involved. Their relative popularity is inferred from commercially significant sales of recordings, ratings of stations and networks that play them, and ticket sales for concerts by the recording artists. Songs that are popular may be called pop songs for short, although pop songs and/or pop music may instead be considered a more commercially popular genre of popular music as a whole.

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II. LITERATURE REVIEW

This chapter discusses about speaking, types of speaking, teaching speaking, multimedia, multimedia is an effective tool for learning, song, teaching speaking using song, procedure of teaching speaking by using song, advantages and disadvantages using song in learning speaking, theoretical assumption and hypothesis.

2.1 Speaking

According to Byrne (1984) speaking is oral communication. It is a two ways process between speaker and listener which involve productive and receptive skill of understanding. Richards (1986) says that speaking is the main skill in communication. Based on this idea we can understand that by speaking, someone can communicate or express what they want in order to understand one another.

When students talk about their ideas, they clarify their thinking. Matthew (1994:45)

says: “speaking is any process in which people share information, ideas and feeling, it

involves all of body language mannerism and styles anything that adds meaning to a

message”. It means that speaking is the way to deliver our intention and purpose for

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Lado (1976: 240) defines speaking as an ability to converse or to express a sequence of ideas fluently. It means that in process of speaking there must be at least two persons, one is the speaker and the other one as the listener. In communication, the speakers must be able to deliver the ideas clearly, as the result the listener can receive and understand what the speaker means. According to Doff (1987: 2) in all communication or conversation two people are exchanging information or they have a communication or conversation need. It means that the purpose the people communicate with the other is to tell what people think, which they do not know, or to get information from other people. From the literature above the researcher defines that speaking is an ability to express ideas, feelings and emotions toward the other people. The language is used to express what we want in order to be understandable by the other people. Therefore speaking is a skill in transferring the message to others in spoken language. The use of speaking is important in daily activity in which people need to communicate with others to fulfill the need of live and socialization. Speaking aspect is very important in the classroom because it should be used for scoring speaking student’s ability. Harris says that there are five aspects must be fulfilled in speaking classroom, they are;

1. Fluency

Fluency can be defined as the ability to speak fluently and accurately. Signs of fluency include a reasonable fast speed of speaking and only a small numbers of pauses. Fluency refers to the ease and speed of the flow of the speech (Harris, 1974: 81). Fluency is the smoothness or flow with which sounds, syllables, words and phrases are

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join to other when speaking. It means that when a person makes a dialogue with another person, the other person can give respond well without difficulty.

2. Grammar

Heaton (1978:5) states that grammar as the students’ ability to manipulate structure and

to distinguish appropriate grammatical form in appropriate ones. Meanwhile, Syakur (1978) defines grammar as a correct arrangement sentence in conversation.

3. Vocabulary

The speaker can not communicate well if he/ she does not have sufficient vocabulary. Therefore, vocabulary means the appropriate diction which is used in communication as what stated by Syakur (1987).

4. Pronunciation

Pronunciation is the ability to produce easily comprehensible articulation (Syakur: 1987). Meanwhile Harris (1974: 81) defines pronunciation as the intonation patterns.

5. Comprehension

Comprehensibility denotes the ability of understanding the speaker’s intention and general meaning (Heaton, 1991: 35). Defines comprehension for oral communication that requires a subject to respond to speech as well as to initiate it (Syakur: 1987). This idea means that if a person can answer or express the sentence well and correctly, it shows that he/ she comprehends or understand well.

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In brief, speaking is the ability to produce articulation of sounds or words to express feeling, ideas and opinions. It means that people try to communicate with each other and use the language to make the listener understand. Therefore, the people can interact with others.

2.2 Types of Speaking

Brown (2001: 250) says that much of our language teaching is devoted to instruction in mastering English conversation. He classifies the types of speaking classroom activities as follows:

Imitative

A very limited portion of classroom speaking time may legitimately be spent

generating” Human tape-recorder” speech, where for example, learner practice an intonation contour or try to pinpoint a certain vowel sound. Imitation of this kind is carried out not for the purpose of meaning full interaction, but for focusing on some particular element of language form.

Intensive

Intensive speaking goes one-step beyond imitative to include any speaking performance that is design to practice some phonological or grammatical aspect of the language. Intensive speaking can be self-imitated or it can even from part of some pair

work activity, where learners are “going over” certain forms of language.

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A good deal of student speech in the classroom is responsive short replies to teacher students and initiated questions or comment.

Transactional (dialogue)

Transactional dialogue, which is carried out for the purpose of conveying or exchanging specific information is an extend form of responsive language. Conversation, for example, may have more of a negotiate nature to them than does responsive speech.

Interpersonal (dialogue)

Interpersonal dialogue carried out more for maintaining social relationship than for transmission of the facts and information. Interpersonal communication includes message sending and message reception between two or more individuals. It can involve one on one conversations or individuals interacting with many people within a society. It helps us understand how and why people behave and communicate in different ways to construct and negotiate a social reality.

Example:

A: Hi, what is your name? B: My name is Mamat and you?

A: My name is Wawan, what is your hobby? B: My hobby is play football and you?

A: My hobby is football too, and where is your favourite football player?

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A: Oh CR7, I see. He is the best player in the world right now, but my favourite is Iker Cassilas, the goal keeper of Spain national team and also Real Madrid FC too. Where do you live?

B: I live in Kaliawi, and you? A: I live in Kedaton.

A: Nice to meet you B: Nice to meet you too A: Thank you

Extensive (monologue)

Students at intermediate to advance level are called on to give extended monologues in the form of oral reports, summaries, or perhaps short speeches. In this, the register is more formal and deliberative. This monologue can be planned or impromptu.

From all the types of speaking above, the researcher choose transactional dialogue to conduct the research in pretest and posttest. The teacher will ask the students’

to take conversation by asking some question relates to the topic. It means that when treatments, the students’ will respond the aspects of song or taking conversation with popular English song as media of this research. Transactional dialogue uses in the pretest and posttest. In this process students will take conversations with their partner by answering the questions from the teacher by using the aspects of song that are available in this research.

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2.3 Teaching Speaking

Teaching speaking is teaching the students how to use the language for communication, for transferring idea, thought or even feeling to other people. The goal of teaching speaking skills is to communicate efficiency (Brieger: 1990). It means that by mastering speaking we can express the ideas, transfer our feeling even emotion to the other people.

Teaching speaking is to teach English language learners to: 1. Produce the English speech sounds patterns.

2. Use word and sentences stress, intonation patterns and the rhythm of the second language.

3. Select appropriate words and sentences according to the proper social setting, audience, situation, and subject matter.

4. Organize their thoughts in a meaningful and logical sequence. 5. Use language as mean of expressing values and judgements.

6. Use the language quickly and confidently with few unnatural pauses, which are called as fluency (Nunan, 2003 in Kayi, 2006).

It is clear that speaking is the ability to express one’s thougt and it is one of the suitable forms of communication. According to Harmer (1991) the aim of teaching speaking is to train students for communication. Spoken language is permitted people to communicate with the others. It is clear that spoken language is very important for communication in social life and also the main goal for EFL and ESL learners. Richards

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and Rodgers (1986:10) say that speaking was made the primary aim of language teaching when the Direct Method came. In the era of this method oral communication became the basis of grading the language teaching programs.

However, in teaching speaking teacher can not only teach what will be spoken but also based on the situation what we deal with. The teacher should teach speaking by carrying out the students in certain situation when the topic is being talked about. The topic and media must be familiar to the students, so that students will be easy in receiving the material and teacher will be easy in giving instruction if the topic and situation in teaching learning speaking are common for the students.

From the definition above, the researcher assumes that in teaching speaking, teacher should choose good media and topic conversation in order to deliver the material to obtain the goal of learning. In learning speaking the students should not ashamed and afraid of make mistakes in communicating as long as it do not hinder communication. Based on this assumption, the researcher proposes the teaching speaking by using song as a media of learning.

2.4 Teaching by using Media

Definition of Media

The meaning of media is often related with means of communication. The term media often refers of any device that brings information from the source of message to the destination. In our daily life, we can see some examples. They are television, radio,

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book, record, and picture. Media are any devices that assist an instructor to transmit to learner facts, skills, attitudes, knowledge and appreciation

or additional materials used when using a particular teaching method to make learning easy, as it intends to help both the teacher to teach more reflectively and

the learner to grasp the concepts more effectively. Roblyer et al (2010) states media such as slides and films delivered information in more concrete and therefore more effective ways than lectures and books did.

According to Kamaludin (2009) media is facilities, resources or tools to utter expressions of art, the line form that is used by people to produce message or information. Any components around the students that can convey messages that motivated the students to learn. Any forms of communication whether printed or audio visual, as well as their instrumentation are a means that transmits message from transmitter to receiver and enables human being to influence other people who do not have contact with him or her immediately.

Media are part of communication. Wherever communication is held, media is always used. The use of media is needed to ensure effective communication in order to improve the effect of instruction. In the teaching and learning process, media is the way of teacher to communicate with the students. It is not only helping the teacher to communicate and send a message to the students but also to give some responses so the students can carry meaningful learning experiences.

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Functions of Media in Teaching and Learning Process

The function of using media is meaningful and clear for the students. Teaching and leaning methods are various. The students become more creative to do various activities, for example, creating an interesting learning atmosphere and solving limited space which increase students’ motivation. Students develop based on their interest and speed conveying direct interaction with the environment, andhaving the same experience.

Smaldino et al (2007: 12) explains five roles of media in learning as follows: a. Thematic Instruction

Thematic instruction is known as the teachers’ ways on organizing their instructions

around topics. Elementary teachers in particular are integrating content and skills from many subjects. At the secondary level, teams of teachers from different content areas are working together to show the overlap of their course content. These units provide a rich environment of focus within which learning takes place. A good theme must

capture and hold students’ attention, provide problem solving experiences, support interdisciplinary activities, and include a variety of media and technology.

b. Portfolios

A portfolio is a collection of students’ work that illustrates growth over a period of

time. Portfolios often include such artifacts as students-produced illustrated books,

videos and computer multimedia projects. Students’ ability to prepare mediated

presentations that summarize their own understandings of thematic topic is central to the schooling experience under the concept of portfolios.

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c. Distance Education

A rapidly developing approach to instruction worldwide is known as distance education. The distinguishing characteristic of distance education is the separation of the instructional team and students during learning. As a consequence, the course content must be delivered by instructional media.

d. Instructor-directed learning

A common use of media in an instructional situation is for supplemental support of the

“live’ instructor in the classroom. Certainly, properly designed media can enhance and

promote learning and support teacher-based instruction. Advance organized can be effective instruments for ensuring that media play their proper role as supplemental supporters of instructions.

e. Learner-directed learning

Media can also be used effectively in formal education situations where a teacher is not

available or is working with other students. Media are often “packaged” for this

purpose; objectives are listed, guidance in achieving objectives is given, materials are assembled, and self evaluation guidelines are provided.

Based on the statement above, it can be concluded that media play an important roles in teaching and learning of English. Media are not only able to be the teacher’s language but also to help add elements of reality and motivate the students by bringing the slice of real life into the classroom. Besides, media provide clear context, meaning and guidance that can make students enthusiastic in learning English. It is clear stated that media are very useful and really needed for the teaching and learning process.

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Relize that there are various kinds of media which can be used in the teaching and learning process. The teachers should know what kind of media those are suitabke to the students. However, the researcher chooses songs as a media in the teaching and learning process. The use of songs in the teaching and learning process can be more

communicative than long explanation, or it can supplement the teacher’s explanation.

Besides, songs can make students motivated and attracted to the teaching and learning process.

2.5 Song

Song is very helpful in the language learning process. They are good not only for audio visual but also for kinesthetic learners. They can give good training in listening and speaking activities. They are the best means to learn different accent and improve pronounciation, enrich vocabulary, and speaking skill.

Song consists of lyrics or poetic text. The lyrics and the text are various. Redlich (1975: 28) adds that song is short composition usually for one voice, based on lyrics poem. According to Weikart (1988: 12) that song is a short poem or a sequence of verses which is composed with music and intended to sing. Song, which belongs to genre including both lyrics and music, can be added to list. They are marked by richness of content, poetical metaphor and symbol that emotionally reflect the world we live in. songs can motivate a positive emotional influence on listener and then the listener, in

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this case young students, try to express what on their tought in spoken form after they listen and comprehand the lyric of the song.

The lyrics in the songs that are sung by the singer can be heard and imitated by the listener, and actually it is considered good in English language teaching speaking especially in improving their pronunciation and comprehension. Because when students are accustomed to listen to English songs they will be easily recognize the utterances of the singer and also know about the topic or the message that the singer want to deliver by its song, and that ability can be implied when they have a speaking test. That’s why the researcher used songs to find out the effectiveness of English song in teaching speaking.

It is generally known that students mostly have special interest in the lyric and the message of English songs. The facts are in line with Doren (1980: 220) who stated that song is short musical work set to a poetic text with equal importance given to the musical and in the words. Poems and songs can be used as interesting material for speaking. They should contain common words and sentence pattern, and should follow the stress patterns of ordinary spoken English (Coe, 1972). It agree with the point of teaching speaking that teach the students to use word and sentence stress, intonation pattern and the rythm of the second language. Songs also can motivate a positive emotional influence on listener. It is noticed that students will often recite the words of the song while singing it; it makes the students unconsciously organize their thought in a meaningful and logical sequence and use the language as mean of expressing values

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and jugments in order to understand the content of the songs. It eventually developed their active understanding of the songs. According to Grifee (2001:10) says that “song is a part of music that you sing through words”. It closely related to speaking, because speaking is an action of having a communication with the others in using oral language. Oral language can be define simply just an activity of combining the words together into something understandable.

2.6 Criteria of Selecting Songs

The researcher realizes that not all kinds of song are appropriate to be used in teaching English to students of Senior High School. Coromina (1993) suggests that there are two main principles in choosing songs in teaching learning process.

The principles are “what to look for” and “what to avoid”, which can be explained as

follows:

What to look for

It means that in selecting the songs to be presented, the teacher must be careful and consider some requirements as follows:

a. The song must carry some sort of massage or at least tell an interesting story. b. The words of the song should be simple.

c. Each word must be clearly pronounced.

What to avoid

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a. Songs that are too fast paced

b. Songs in which the lyrics are too long

c. Songs in which the music burned the singer’s voices

d. Songs in where there is no substance in the lyrics

e. Songs that verge on obscene or that include lyrics that are discriminatory (for instance, song that mock religious beliefs)

Based on the explanation above, in choosing song, the researcher’s consideration is that the song should be simple enough for the students to practice not only how to pronounce well but also how they can learn to speak up and dare to express what they get from the song as well as individuals performance.

2.7 Teaching Speaking using Song

Teaching speaking is teaching the students how to use the language for communication, for transferring idea, thought or even feeling to other people. When using popular English song as a teaching media, the teachers have to choose carefully what type of songs that can use for teaching speaking.

Furthermore, in using song as the media of teaching the teacher has to use a proper

approach and method for developing students’ ability containing the language. In this

research, the researcher use Communicative Language Teaching (CLT) as a technique

in order to deliver the material to the students’. The aim of this research is that the students are able to transform the knowledge that they have achieve from the song and

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develop it to the spoken form in order to express their ideas. Through song, the students will get to know how to pronounce well, comprehend the message, making sentence, giving opinion and also use the language for communication.

Song includes different types of learning processes and it is suited for process teaching speaking. Teaching speaking by using Song will include the following:

1. Communications: The students response or communicate with the title of song that ask to them by spoken form. Ex:

Mariah Carey - Hero A: What is hero?

A: Who is the hero in your life? Give the reason why?

2. Idea, story: after students listen the song and they have to retell what they got after listening to the song by spoken form.

3. Synopsis: the students can tell the synopsis of the song story in front of class by spoken form.

4. Genre: the students understand and can describe the genre of the song by spoken form.

5. Telling: the student tell what the message of the song by spoken form. Ex: the message of the song is to be a better man we should grow up through every pains in life because Lord knows the best for us depend on our effort.

In using song as the media of teaching, the teacher should provide with the basic knowledge about whole aspects of song and how to use it as a material in teaching. As

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the result, the teacher will feel comfortable and secure about using song in the teaching learning process.

2.8 Procedures of Teaching Speaking by using Song

In practicing speaking by using popular English song, the researcher follows the following procedure:

Previewing

Any pre viewing activity will be associated with developing learner’s comprehension strategies or stimulating student’s background. Teacher tell to the students that they are going to discuss about popular English song then the teacher ask them about what is the most favourtie singer that they are like to listen and why they like it.

While viewing

In this step, song play more than once. The aims for listening song in the first time and further time will be different. First viewing is global understanding. Playing the song once and the teacher ask the students to response. In this step, the teacher asks the student to response what on their thought about the title of the song by their own answer. Ex: Song by Westlife – I have a dream. A: what is you dream?

Second viewing is presentation of language. The teacher asks them to make a group discussions and discusses about the lyric, difficult words and message of the song. After the student reads the lyric and discusses with their friend for the second time and also answer the teacher questions that relating to the topic. Then, the teacher asks all

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students in pairs to come in front of the class to perform their speaking in form of transactional dialogue.

Post viewing

Post viewing activities are connected the way of using language that came from the students. The teacher asks their opinion one by one about that song in order to make the students’ express their ideas and also check the students’ comprehension about the meaning of vocabulary, verse or sentence, story and message that includes on song in oral form and also it is recorded by the researcher. The teacher comments on students’ performance especially in five aspect of speaking and also ask the students difficulties and discusses the ways to solve the difficulties together with the students.

Based on procedure above, the researcher surely it can help the teacher and the students more active, creative and also enjoyeable in delivering and accepting the material by using song as a media in teaching-learning process.

2.9 Advantages and Disadvantages Using Song

There are several advantages and disadvantages of teaching speaking by using song. Advantages

The following advantages:

1. Song makes teaching learning process fun and enjoyable. 2. Song is familiar among students.

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3. Song makes it possible to be in control of the visual, because the teacher and students can reflect and analyze every question from visual lyric by pausing the video clip.

4. Students can listen to the songs at home and revise the language by them self. 5. Song makes “moving in time” easy.

Disadvantages

The following disadvantages:

1. Teaching Speaking by using Songs takes an extra time in the regular meeting. It can be an ineffective time for the learning process while the teachers want to give the materials appropriate their syllabus.

2. It is also seen an enjoyable activity for student, it might create a threat to classroom atmosphere which can lead to destruction of normal discipline of the classroom.

As a matter of fact, every strategy, media, technique, or step bears some advantages and disadvantages. Therefore, it is important for the teacher to consider each of advantages and disadvantages in order to make the implementation of the strategy in teaching process more effective and successful.

2.10 Theoretical Assumption

In teaching speaking, there are some media that can help the teacher to reach the aim of teaching learning process. There are many ways in teaching speaking and teacher

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should have the ability to choose the appropriate way and implement it in the teaching learning process to obtain the goal. The use of interesting aid is necessary for teaching speaking. Popular English song is use in teaching speaking because it made students enthusiastic and active in the teaching learning process. Many senior high school students are familiar and like sing a song. Popular English song can attract the students and also get their understanding about language via entertainment.

Therefore, Popular English song can be an effective and interesting way in teaching speaking. Speaking is any process in which people share information, ideas and feeling, it involves all of body language mannerism and style that add meaning to give a message. The objective of teaching speaking is to help the students to understand the meaning, mastery the grammar, vocabulary and also how to pronounce and how to use it in communication in daily activities.

Furthermore, the researcher believes that teaching speaking using song creates good atmosphere in the classroom, so that the students not got bored in teaching learning process and this condition is expect to help students improve their speaking ability.

2.11 Hypotheses

The researcher propose the following hypotheses:

1. “There is significant difference on students’ speaking score after being taught by using popular English song”

2. Vocabulary is the aspect of speaking that improve most on students’ speaking ability after being taught by using popular English song”

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III. METHODS

This chapter discusses about the methods of the research, such as: research design, population and sample, research instruments, criteria of evaluating students’ speaking, data collecting technique, research procedures, analyzing the data, data analysis, and hypothesis testing.

3.1 Research Design

The research was quatitative research. The aimed of this research was to find out whether there was possitive impact of using song on teaching speaking and to find out what the aspects of speaking that improved the most on students speaking ability after being taught by using popular English songs. The design in this research was one group pretest-posttest design. It means before the first treatment, pretest was carried out and after third treatmeant, a posttest was conducted. The research design is presented as follows:

T1 X T2

T1 : Pre-test

T2 : Post-test

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( Hatch and Farhady, 1982:20 in Setiyadi 2006:44)

In conducting this research, the researcher used inter-rater reliability and computed the average score of the oral test from the pre-test and post-test.

3.2 Population and Sample

The population in this research was the first grade students of SMAN 14 Bandar Lampung. One class was taken as the sample of this research. In determining the experimental class the researcher used the simple random sampling technique by using lottery. So those all the first grade class got the same chance to be the sample. The sample of this research was class X, second semester in 2013/2014 academic year, the pre test and post test were administered in this class.

3.3 Data Collecting Technique

The purpose of the research was to gain the data of students’ speaking ability score before the treatment (pretest) and after treatment (posttest). The students’ performance was organized as transactional dialogue concerning on five aspects of speaking namely pronunciation, vocabulary, fluency, comprehension, and grammar. It based on the rating scale by Harris (1978: 84).

Table of rating scales

Aspects of speaking Rating scales Description

Pronunciation 5 Speech is fluent and effortless as that native

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4 Always intelligible though one is conscious of a definite accent.

3 Pronunciation problems necessitate concentrated listening and Occasionally lead to understanding. 2 Very hard to understand because of pronunciation

problem most Frequently be asked to repeat. 1 Pronunciation problem so severe as to make

speech unintelligible.

Vocabulary

5 Use of vocabulary and idiom virtually that is of native speaker.

4 Sometimes use inappropriate terms and must rephrase ideas, because of inadequate vocabulary. 3

Frequently use the wrong word, conversation somewhat limited because of inadequate

vocabulary.

2 Misuse of words and very limited vocabulary make comprehension quite difficult. 1 Vocabulary limitations so extreme as to make

conversation virtually impossible.

Fluency

5 Speech is fluent and effortless as that of native speaker.

4 Speed of speech seems rather strongly affected by language problems.

3 Speed and fluency are rather strongly affected by language problems.

2 Usually hesitant often forced into silence by language problems.

1 Speech is so halting and fragmentary as to make conversation virtually impossible.

Comprehension

5 Appear to understand everything without difficulty.

Understand nearly everything at normal speed although occasionally repetition may be

necessary.

Understand most of what is said at slower that normal speed with repetition.

Has great difficulty following what is said can comprehend only" social conversation" spoken

slowly and with frequent repetition. 1 Can not be said to understand even simple

conversation in English.

Grammar 5

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4 Constant errors control of very few major patterns and frequently preventing communication.

Frequent errors showing some major patterns uncontrolled and causing occasional irritation and

misunderstanding.

2 Few errors, with no patterns of failure. 1 No more than two errors during the dialogue.

3.4 Research Procedures

a) Selecting Speaking Material

In selecting the speaking material, the researcher used the syllabus of the first year of SMA student based on school based curriculum or KTSP, which was the curriculum used by the school.

b) Determining the Instruments of the Research.

The instrument in this research was speaking test. The aim of this research was to find out the improvement of students’ speaking ability. The researcher conducted the speaking test for the pretest and posttest. The purpose of these test was for gaining the data. The data was the students’ speaking ability score before and after the treatment in performing paired conversations in terms of transactional dialogue. The test coverss on five aspects of speaking namely pronunciation, vocabulary, fluency, comprehension and grammar.

c) Conducting Pre-test.

Pretest was given before the treatment (teaching speaking by using popular English song). The test was speaking test in the forms of transactional dialogue. The material

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of the test was related to the KTSP curriculum which is suitable with their level. Pretest was administered to the students before the treatment of teaching speaking through popular English song, to find out how far the competence of the students in speaking skill before the treatment. Meanwhile, before administered pretest, the researcher explained about the topic that would be tested. The test was focused on oral test. The researcher explained generally the material and asked the students to make a group that consisted of two person. The researcher gave the students situational dialogue, gave the topic to discuss and then they perform it in front of class. In performing the test, the students were asked to speak up clearly since the students’ voice was recorded. The test was held for 90 minutes. The scoring system based on the rating scale by Harris.

d) Giving Treatment.

The researcher present the material for treatment in experimental group by using popular English song. The students’ would commanded by teacher to respond or answer the questions. There was three times treatments in this research. Each treatment was held for 90 minutes. And then, the researcher asked the students to make a group discussion that consist of two person. The procedure of teaching speaking through popular English song as follows:

a. Pre Activities b. While Activities c. Post Activities

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The posttest was administered after treatment. It was to found out the progress of the

students’ speaking ability after being given the treatment using popular English song.

The scoring system was based on the rating scale by Harris.

In conducting the posttest the students’ was provided some topics to take a conversation in pairs. The test was oral test, and directly the teacher called the group one by one to come in front of the class to perform their dialogue or to answer the question from the teacher in order to knew how far the improvement on students’ speaking ability after being taught through popular English song. The students’ were asked to speak clearly since their voice was recorded during the test. The form of the test was subjective test since there was no exact answer.

f) Analyzing, Interpreting and Concluding The Data.

After collecting the data that was students’ utterances in performing the dialogue, the recorded data was listened carefully by the two raters. The data were analyze was referring the rating scale namely pronunciation, vocabulary, fluency, comprehension and grammar.

First, scoring the pretest and posttest, and then tabulating the result of the test and calculating the mean of the pretest and posttest for experimental class. Finally, drawing the conclusion from the result of the pretest and post test, that used Repeated Measures T-Test of SPSS (statistical package for social science) version 17.0 for windows. The

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data was gained from one group and the researcher intends to find out whether there was improvement of students’ speaking ability.

3.5 Research Instruments

The instrument in this research was speaking test. The researcher was conducted the speaking test for the pretest and posttest. The purpose of the test was for gaining the data. The data was the students’ speaking ability scores before and after the treatment in performing paired conversation in terms of transactional dialogue. The test focused on five aspects of speaking namely pronunciation, vocabulary, fluency, comprehension and grammar.

3.6 Criteria for Evaluating Students’ Speaking Ability

The consideration of criteria for evaluating students’ speaking ability was based on the oral rating sheet from Harris (1974; 48). There are five aspects to be tested: pronunciation, vocabulary, fluency, comprehension, and grammar.

In evaluating the students' speaking scores, the researcher and the second rater listened to the students' recorded voice. The students' utterance was recorded because it can help the raters to evaluate more objectively. Based on the oral rating sheet from Harris (1974:84).

3.1 Table of specification

Aspects of speaking Rating scales Description

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4 Always intelligible though one is conscious of a definite accent.

3 Pronunciation problems necessitate concentrated listening and Occasionally lead to understanding. 2 Very hard to understand because of pronunciation

problem most Frequently be asked to repeat. 1 Pronunciation problem so severe as to make speech

unintelligible.

Vocabulary

5 Use of vocabulary and idiom virtually that is of native speaker.

4 Sometimes use inappropriate terms and must rephrase ideas, because of inadequate vocabulary. 3 Frequently use the wrong word, conversation

somewhat limited because of inadequate vocabulary. 2 Misuse of words and very limited vocabulary make

comprehension quite difficult.

1 Vocabulary limitations so extreme as to make conversation virtually impossible.

Fluency

5 Speech is fluent and effortless as that of native speaker.

4 Speed of speech seems rather strongly affected by language problems.

3 Speed and fluency are rather strongly affected by language problems.

2 Usually hesitant often forced into silence by language problems.

Speech is so halting and fragmentary as to make conversation virtually impossible

Comprehension

5 Appear to understand everything without difficulty. 4 Understand nearly everything at normal speed

although occasionally repetition may be necessary. 3 Understand most of what is said at slower that

normal speed with repetition. 2

Has great difficulty following what is said can comprehend only" social conversation" spoken slowly and with frequent repetition.

1 Can not be said to understand even simple conversation in English.

Grammar

5 Grammar almost entirely in accurate phrases. 4 Constant errors control of very few major patterns

and frequently preventing communication. 3

Frequent errors showing some major patterns uncontrolled and causing occasional irritation and misunderstanding.

2 Few errors, with no patterns of failure. 1 No more than two errors during the dialogue.

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A test can be considered valid if the test measure the object to be measured and suitable with the criteria (Hatch and Farhady, 1982: 250).According to the Hatch and Farhady (1982: 281) there are two basic types of validity; content validity and construct validity. Extend validity of the pretest and posttest in this research relate to the content and the construct validity of the test.

Content validity is concerned with whether the test is sufficiently representative and comprehensive for the test. In the content validity, the material was given suitable with the curriculum. Content validity is the extend to which a test measures a representative sample of the subject meter content, the focus of content validity is adequacy of the sample and simply on the appearance of the test. It is correlated the test with the educational goal stated on 2006 English curriculumn and the syllabus for the first year

of SMA’s students. It means in pretest and posttest the material suitable with their level in first grade of senior high school. Therefore, since the test instrument is conducted to get the data of the students’ speaking ability, the content validity of the test was conducted by including authentic materials, in this case, the researcher used part of song as a material.

Construct Validityis concerned with whether the test is actually in line with the theory of what it means to know the language that is being measured, it will be examined whether the test actually reflect what it means to know a language. In this research the researcher focused on speaking ability in forms of interpersonal dialogue. It means that the pretest and posttest measured certain aspect based on the indicator. It is examined

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by referring the aspect that measured with the theories of the aspect namely, pronunciation, vocabulary, fluency, comprehension, and grammar. A table of specification was an instrument that helps the raters plan the test.

3.2 The table of specification

Aspects of speaking Rating scales Description

Pronunciation

5 Speech is fluent and effortless as that native speaker.

4 Always intelligible though one is conscious of a definite accent.

3 Pronunciation problems necessitate concentrated listening and Occasionally lead to understanding. 2 Very hard to understand because of pronunciation

problem most Frequently be asked to repeat. 1 Pronunciation problem so severe as to make speech

unintelligible.

Vocabulary

5 Use of vocabulary and idiom virtually that is of native speaker.

4 Sometimes use inappropriate terms and must rephrase ideas, because of inadequate vocabulary. 3

Frequently use the wrong word, conversation somewhat limited because of inadequate vocabulary.

2 Misuse of words and very limited vocabulary make comprehension quite difficult.

1 Vocabulary limitations so extreme as to make conversation virtually impossible.

Fluency

5 Speech is fluent and effortless as that of native speaker.

4 Speed of speech seems rather strongly affected by language problems.

3 Speed and fluency are rather strongly affected by language problems.

2 Usually hesitant often forced into silence by language problems.

Speech is so halting and fragmentary as to make conversation virtually impossible

Comprehension

5 Appear to understand everything without difficulty. 4 Understand nearly everything at normal speed although occasionally repetition may be necessary. 3 Understand most of what is said at slower that

normal speed with repetition. 2

Has great difficulty following what is said can comprehend only" social conversation" spoken slowly and with frequent repetition.

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1 Can not be said to understand even simple conversation in English.

Grammar

5 Grammar almost entirely in accurate phrases. 4 Constant errors control of very few major patterns

and frequently preventing communication. 3

Frequent errors showing some major patterns uncontrolled and causing occasional irritation and misunderstanding.

2 Few errors, with no patterns of failure. 1 No more than two errors during the dialogue. The scores of each point are multiplied by four;

Hence, the highest score was 100 Here the identification of the scores If the students get 5, so5 X 4 = 20

4, so 4 X 4 = 16 3, so 3 X 4 = 12 2, so 2 X 4 = 8 1, so 1 X 4 = 4 For instance:

A student got 4 in Pronunciation, 3 in Vocabulary, and 3 in Fluency, 4 in comprehension and 3 in grammar.

Therefore, the student’s total score will be: Pronunciation 4 X 4 = 16

Vocabulary 4 X 4 = 12

Fluency 3 X 4 = 12

Comprehension 4 X 4 = 16

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Total 68 It means he or she got 68 for speaking.

The score of speaking based on five components can be compared in the percentage as follows:

Grammar 20%

Vocabulary 20%

Fluency 20%

Pronunciation 20% Comprehension 20% Total = 100%

3.3 Table of Rating Sheet Score

S’s Codes Pron. (1-20) Fluen. (1-20) Gram. (1-20) Voc. (1-20) Compr. (1-20) Total (1-100) 1. 2. 3. 3.6.2 Reliability

Reliability refers to extend to which the test is consistent in its score and gives us an indication of how accurate the test score are (Shohamy, 1985:70). In achieving the reliability of the pretest and posttest of speaking, inter rater reliability was used in this study. The first rater is the researcher himself and the second rater is the English teacher from SMAN 14 Bandar Lampung.

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In achieving the reliability of pretest and posttest of speaking test, first and second raters discussed and put mind of the speaking criteria in order to obtain the reliable result of the test.

Figure of Interaction in Performance Assessment of Speaking Skills

Raters

Scale/Criteria Score

Performance Task

Students

McNamara (1995)

Besides inter rater reliability that used in this research. The researcher also used the statistical formula for counting the reliability score between the first and second raters. The statistical formula of reliability is as follow:

R= 1− 6 Σ�2

� �2−₁

R = Reliability

N = Number of students

D = the different of rank correlation 1-6 = Constant number

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After finding the coefficient between raters, the researcher analyzed the coefficient of reliability with the standard of reliability below:

a) A very low reliability (range from 0.00 to 0.19) b) A low reliability (range from 0.20 to 0.39) c) An average reliability (range from 0.40 to 0.59) d) A high reliability (range from 0.60 to 0.79) e) A very high reliability (range from 0.80 to 0.100) (Slameto,1998: 147 in Hayanti, 2010:38)

After calculating the data, the result of the reliability can be seen as the following table:

Rater’s Reliability

Reliability

Pretest Posttest Criteria

0.97 0.90 Very high reliability

From the calculating and the criteria of reliability above, it can be concluded that the

reliability of the rater is high, in which it means that the way of the second’s rater of

scoring was similar to the researcher’s. They have the same scoring system.

3.7 Data Analysis

To analyze the data of the students' mean score in the pretest and posttest, the researcher was computed them by using the formula as follows:

N X

M 

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M = Mean (the average score) X = Students score

N = Total number of students (Arikunto, 1999:68)

Then the mean of pre-test was compared to the mean of post-test to see whether popular English song has positive impact toward students’ speaking ability. In order to find out whether the students get an improvement, the researcher used the following formula.

I=M2-M1

Notes:

I = the improvement of students’ speaking achievement.

M2 = the average score of post-test M1 = the average score of pre-test

After the data were collected, the researcher treated the data by using the following procedures:

Putting the data of score of pretest (T1) and posttest (T2) on table below:

S’

code Pronunciation Vocabulary Fluency Comprehension Grammar Total

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1 2

Row data of oral test

No Students’ code Rater 1 Rater2

Pre-test Post-test Pre-test Post-test

1 A

2 B

3 C

….

3.8 Data Treatment

In order to find out the improvement of students’ speaking ability after being taught by using popular English song, the researcher used statistical calculation to analyze the data using the statistical computation i.e. repeated measures T – Test of SPSS version 17.

According to Setiyadi (2006:168-169), using Repeated Measures T-Test for hypothesis testing has 3 basic assumptions, namely:

1. The data is interval or ratio

2. The data is taken from random sample in population (not absolute) 3. The data is distributed normally

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The hypothesis testing was used to prove whether the hypothesis proposed in this research was accepted or not. The hypotheses were analyzed by using repeated measures T-test of Statistical Package for Social Sciences (SPSS) windows version 17. The researcher used the level of significance 0,05 in which the hypothesis was

approved if α < 0,05. It means that the probability of error in the hypothesis was only 5%.

The hypothesis testing stated as follow:

Ho : There is no significant difference on students’ speaking score before and after pretest and posttest through popular English song. The criteria Ho is accepted if alpha level is higher than 0.05 (α > 0.05).

H1 : There is significant difference on students’ speaking score before and after

pretest and posttest through popular English song. The criteria H1 is accepted

if alpha level is lower than 0.05 (α < 0.05). And also

Ho : Vocabulary is not the most improve on students’ speaking score before and after pretest and posttest through popular English song. The criteria Ho is

accepted if alpha level is higher than 0.05 (α > 0.05).

H1 : Vocabulary is the most improve on students’ speaking score before and after pretest and posttest through popular English song. The criteria H1 is accepted

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V. CONCLUSION AND SUGGESTION

This chapter is the final chapter of this research report. This chapter presents the conclusion of the research findings and suggestions for English teacher who want to try to use Ppular English Song as the alternative media to teach speaking and for those who want to conduct similar research using Popular English Song as the media.

5.1Conclusions

Referring to the discussion of the research findings on the previous chapter, the researcher comes to these following conclusions. The purpose of this research was to find out that popular English song can improve students’speaking ability. Based on the research, it was concluded that:

1. There is significant difference on students’ speaking score found in this research. It can be seen from the total score of students’ speaking in the pretest and posttest, from 1244 up to 1924 and the improvement of mean was 54%. Specfically, Poupular English Songs can improve in all aspects of speaking, namely: Pronunciation, Fluency, Grammar, Vocabulary and Comprehension. It can be seen from the t-table of every aspect which has bigger value than t-table (2.042) and the significance was less than α (0.00 < 0.05).

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2. The most significant improvement among all aspects was vocabulary. It can be seen from the gain of each aspect. Vocabulary became the aspect which is most significantly improved from 8.3 up to 13.2 by 4.9 gains.

5.2Suggestions

Referring to the conclusion above, the researcher’s suggestion can be listed like the followings:

5.2.1 Suggestions for English Teachers

-

The English teachers who want to apply Popular English Song as a media are suggested to focus on certain aspects of ability to improve. It is done in order to ease the students. If the teachers do not focus on certain aspects of ability, the students will get confused since there are aspects of ability that they have to look for.

5.2.2. Suggestion for further researcher

- Choose the right sample and population will help us in conducting the research using Popular English Song as amedia in it.

- Since there is positive effect in improving students’ speaking ability after being

taught by using popularEnglish song, English teachers are suggested to use English song in teaching speaking. Speaking is essential that most students considered as difficult skill. In order to make the lesson was easy and interesting, the teacher have to clever in using an interesting way or strategy that attract the students

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attention and interest. They should also use any media in teaching. Popular English song is one of effective media that can be used in teaching speaking. The teacher should be able to select the appropriate topic or theme for their students. Teacher can find it from any sources or make it by themselves. Then, it brings into the class and uses it as teaching media collaboratively with any interesting techniques and activities. By doing this, the students are motivated in joining the class. They also will not get bored in teaching learning process.

- Make sure that you can control the whole class. Don’t let the students to make a

noise in the class and make sure that all of the students in the class are under your observation.

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Depdiknas. 2006. Curriculum for Senior High School Students. Jakarta: Depdiknas.

Doff, Adrian. 1987. Teaching English. Cambridge: Cambridge University Press. Fries, Charles. C. 1974. Teaching English as Foreign Language, Michigan:

Michigan University Press.

Grifee, Dale T. 1992. Song in Action (Language Methodology Series). United States: Prentice Hall

Hamalik, Oemar. 2001. Proses Belajar Mengajar. Bumi Aksara. Jakarta. Harmer, Jeremy. 1991. The Practice of English Language Teaching. Longman

Handbook for Language Teachers: New Edition Longman Publishing, New York.

Harris, David. P. 1969. English as a second Language. London: McGraw- Hill, University Press.

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Hatch, Evelyn and H. Farhady. 1982. Research Design and Statistics for Applied Linguistic. London: New Burry House, Inc. Rowley.

Huebner, Theodore. 1960. Audio Visual Technique in Foreign Language. New York: Cambridge University Press.

Jamalus, Drs. 1975. Music 11. Jakarta: N.U. Masa Baru.

Jamalus, Drs. 1988. Pengajaran Music Melalui Pengalaman Music. Jakarta: Departemen Pendidikan dan Kebudayaan.

Kayi, Hayriye. 2006. Teaching Speaking: Activities to Promote Speaking in a Second Language. The Internet TESL Journal, Vol. XII, No. 11, November 2006.

Lado, Robert. 1976. Language Testing. London: Longman.

Lozanov, Georgi and Evalina G. 1988. The Foreign Language Teacher’s Suggestopedic Manual. New York: Gordon and Breach Publisher

Matthew, Candace. 1994. Speaking Solutions. New York: Prentice Hall Regents, Pearson Education.

Mayer, R. E. 2001. Multimedia Learning. Cambridge, United Kingdom: Cambridge University Press.

McNamara, T. F. 1995. Measuring Second Language Performance. London: Longman.

Redlich, Hans F. 1975. Song: Enclycopedia International. Grolier Incorporated: New York.

Richards, Jack C. and Theodore S. Rogers. 1986. Approaches and Methods in Language Teaching. Cambridge: University Press.

Richards, Jack C. and Renandya. W. A. 2002. Methodology in language. Cambridge: University Press.

Roblyer et all. The Internet and Higher Education. Science Direct, Vol. XIII, Issues. 3 (pages: 101-176) June 2010.

Smaldino, E. S., Lowther, L., D and Russell, D. J., 2007. Instructional Technology and Media for Learning. New Jersey: Pearson Prentice Hall.

(1)

V. CONCLUSION AND SUGGESTION

5.1Conclusions

(2)

5.2Suggestions

Referring to the conclusion above, the researcher’s suggestion can be listed like the followings:

5.2.1 Suggestions for English Teachers

-

5.2.2. Suggestion for further researcher

- Choose the right sample and population will help us in conducting the research using Popular English Song as amedia in it.

- Since there is positive effect in improving students’ speaking ability after being taught by using popularEnglish song, English teachers are suggested to use English song in teaching speaking. Speaking is essential that most students considered as difficult skill. In order to make the lesson was easy and interesting, the teacher have to clever in using an interesting way or strategy that attract the students

(3)

- Make sure that you can control the whole class. Don’t let the students to make a noise in the class and make sure that all of the students in the class are under your observation.

(4)

REFERENCES

Alsa, Asmadi. 2006. Hubungan Antara Dukungan Sosial Orang Tua Dengan

Kepercayaan diri remaja Penyandang Cacat Fisik. Semarang. Jurnal

Psikologi. No.1. 47-48.

Arikunto, Suharsimi. 1999. Dasar-dasar Evaluasi Pendidikan. Bandung: BinaAksara.

Brieger, Nick. 1990. Social Contacts. London: Prentice Hall International. Brown, H. Douglas. 2001. Teaching by Principles: An Interactive Approach to

Language Pedagogy. San Fransisco: State University.

Byrne, Donn. 1984. Teaching Oral English. New Jersey: Longman Group Ltd. Coromina, S. I. 1993. “An Original Approach to The Teaching of Song in The

Classroom”. Forum Volume 31 Number 3 July 1993. New York.

Depdiknas. 2006. Curriculum for Senior High School Students. Jakarta: Depdiknas.

Doff, Adrian. 1987. Teaching English. Cambridge: Cambridge University Press. Fries, Charles. C. 1974. Teaching English as Foreign Language, Michigan:

Michigan University Press.

Grifee, Dale T. 1992. Song in Action (Language Methodology Series). United States: Prentice Hall

Hamalik, Oemar. 2001. Proses Belajar Mengajar. Bumi Aksara. Jakarta. Harmer, Jeremy. 1991. The Practice of English Language Teaching. Longman

Handbook for Language Teachers: New Edition Longman Publishing, New York.

Harris, David. P. 1969. English as a second Language. London: McGraw- Hill, University Press.

(5)

Harris, D. 1974. Testing English as A Second Language. New York: Grow Hill Press.

Hatch, Evelyn and H. Farhady. 1982. Research Design and Statistics for Applied

Linguistic. London: New Burry House, Inc. Rowley.

Huebner, Theodore. 1960. Audio Visual Technique in Foreign Language. New York: Cambridge University Press.

Jamalus, Drs. 1975. Music 11. Jakarta: N.U. Masa Baru.

Jamalus, Drs. 1988. Pengajaran Music Melalui Pengalaman Music. Jakarta: Departemen Pendidikan dan Kebudayaan.

Kayi, Hayriye. 2006. Teaching Speaking: Activities to Promote Speaking in a

Second Language. The Internet TESL Journal, Vol. XII, No. 11,

November 2006.

Lado, Robert. 1976. Language Testing. London: Longman.

Lozanov, Georgi and Evalina G. 1988. The Foreign Language Teacher’s

Suggestopedic Manual. New York: Gordon and Breach Publisher

Matthew, Candace. 1994. Speaking Solutions. New York: Prentice Hall Regents, Pearson Education.

Mayer, R. E. 2001. Multimedia Learning. Cambridge, United Kingdom: Cambridge University Press.

McNamara, T. F. 1995. Measuring Second Language Performance. London: Longman.

Redlich, Hans F. 1975. Song: Enclycopedia International. Grolier Incorporated: New York.

Richards, Jack C. and Theodore S. Rogers. 1986. Approaches and Methods in

Language Teaching. Cambridge: University Press.

Richards, Jack C. and Renandya. W. A. 2002. Methodology in language.

Cambridge: University Press.

Roblyer et all. The Internet and Higher Education. Science Direct, Vol. XIII, Issues. 3 (pages: 101-176) June 2010.

Smaldino, E. S., Lowther, L., D and Russell, D. J., 2007. Instructional Technology

(6)

Seliger, Herbert W. And Shohamy, Elena. 1989. Second Language Research

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Setiyawan, Dito. 2013. The Effectiveness of teaching Listening Comprehension Through English Songs At The Eleventh Grade of SMAN 12 Bandar

Lampung. Unpublished Script. Bandar Lampung. University of Lampung

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Language Teacher. Tel Aviv: Tel Aviv University.

Unila. 2011. Format Penulisan Karya Ilmiah. Bandar Lampung: Unila Press. Weikart, Phyllis S. 1988. Movement Plus Rhymes, Songs and Singing Games.

Michigan: The High / Scope Press.

Van Doren, Carl. 1980. Song. The Encyclopedia Americana. Americana Corporation. UniteSd States.

TEACHING SPEAKING THROUGH POPULAR ENGLISH SONG AT THE FIRST GRADE OF SMAN 14 BANDAR LAMPUNG

MOTTO

_~

CONTENTS

TABLES

APPENDICES

I. INTRODUCTION

II. LITERATURE REVIEW

III. METHODS

T1 X T2

V. CONCLUSION AND SUGGESTION

-

REFERENCES

V. CONCLUSION AND SUGGESTION

-

REFERENCES

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TEACHING SPEAKING THROUGH POPULAR ENGLISH SONG AT THE FIRST GRADE OF SMAN 14 BANDAR LAMPUNG

MOTTO

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TABLES

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I. INTRODUCTION

II. LITERATURE REVIEW

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V. CONCLUSION AND SUGGESTION

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V. CONCLUSION AND SUGGESTION

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