TEACHING MICRO SKILLS OF LISTENING THROUGH SONGS

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i ABSTRACT

TEACHING MICRO SKILLS OF LISTENING THROUGH SONGS

By Maulini Rizki

This research was aimed at: 1) finding out what aspects of micro skills of listening can increase significantly, 2) finding out the students’ perception toward the use of songs to teach micro skills of listening.

The research was quantitative research using one group pretest-posttest design. The researcher used one class as the experimental group consisted of 27 students. The data were obtained from the pre-test and post-test to find out whether there are aspects of micro skills of listening can increase significantly after being taught through songs and also from the questionnaire to find out the students’ perception toward the use of song to teach micro skills of listening.

The data were analyzed by using t-test formula. The result showed that the students’ mean score of the pre-test was 56.14 and their mean score of the post-test after being taught through song was 74.52. Specifically, songs improved the students’ micro skills of listening in all aspect that the researcher concerned with, such as discrimination among sound, recognition of grammatical structure, recognition of vocabularies, and detecting keywords. Moreover, songs mostly improved the students’ micro skills of listening significantly in detecting keywords because the value of t-ratio is higher than t-table (4.595>2.052) and the significant value below 0.05 (p=0.00<0.05). Besides that, based on the data from the questionnaire, the students’ perception toward English, English songs, and teaching micro skills through song were good.

Based on the results above, it could be conclude that: 1) Songs could improve the students’ micro skills of listening, especially in detecting keywords, 2) The students have good perception toward implementing songs to teach micro skills of listening.

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TEACHING MICRO SKILLS OF LISTENING THROUGH SONGS

(A Script)

By Maulini Rizki

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF LAMPUNG

BANDAR LAMPUNG 2014

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CURRICULUM VITAE

The researchers’ name is Maulini Rizki. She was born on September 20th, 1992 in Bandar Lampung. She is the first daughter of Iskandar Zulkarnain and Yuniati, S.Pd

She began her formal education from TK Al-Azhar 2 in 1997 and graduated in 1998. She continued her study at SD Al-Azhar 2 Bandar Lampung and graduated in 2004. Then, she continued his study at SMPN 4 Bandar Lampung and graduated in 2007. After that, she pursued her study at SMAN 9 Bandar Lampung and graduated in 2010. At the same year, in 2010 she was registered as a student of English Education Study Program, in Language and Art Education Department of Teacher Training and Education Faculty at Lampung University.

From July 3rd to September 17th 2013, she carried on Teaching Training Program (PPL) at SMPN 3 Tulang Bawang Udik, West Tulang Bawang.

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iv MOTTO

“

People may hear your words, but they feel your attitude.

”

John C. Maxwell

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ACKNOWLEDGEMENTS

Alhamdulillahirabbil’alamin, the writer would like to acknowledge her countless thanks to the Most Gracious and the Most Merciful, Allah SWT who always gives her all the best of this life and there is no doubt about it to finish this research. Shalawat and Salaam to the Prophet Muhammad SAW and his family.

The writer sends her gratitude for everyone who has helped the writer, especially in this script. Alhamdulillah, all of honors are just for Allah AzzaWajalla, the almighty, Then the writer want to express the sincere thanks to:

1. The writer’s first advisor, Prof. Ag. Bambang Setiyadi, M.A., Ph.D for his valuable guidance, encouragement, advice, and suggestion which are very helpful in finishing this script. Also, the writer sends her gratitude to the advisor for share great knowledge and great experiences.

2. The writer’s second advisor, Dra. Hartati Hasan, M.Hum who has guided the writer with her worthy, corrections and suggestions to improve the quality of this script.

3. Dr. Ari Nurweni, M.A. as the examiner who has given suggestions and critics to the script. It will be hard for the writer to make the script becomes better without her contributions.

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4. The writer’s beloved Parents, Iskandar Zulkarnain and Yuniati, S.Pd. Thank you so much for the pray, support, affection, advices, guidance, and help in the witer’s life, your love is beyond any words.

5. The writer’s siblings Mutiani Rizki and Annisa Ramadhani who always accompany, support, help the writer, may Allah SWT does ever safeguard. 6. All lecturers of English Department of FKIP UNILA, who have transferred

much knowledge for the writer. Also, the writer sends her gratitude to the lecturers for guidance, instruction and help during study at the university. 7. Dr. Muhammad Fuad, M.Hum as the chairperson of Language and Art

Education Department for his contribution and attention.

8. The writer sends her Gratitude to Headmaster of SMP Muhammadiyah 5 Bandar Lampung, Syakdiah, S.Pd. who has given me permission, helps for present study. Fatmawati, S.Pd as an English teacher, who has allowed her to conduct a research in her class. The VIII grade students of Muhammadiyah 5 Bandar Lampung, who helped her to make the research.

9. Special thanks to the writer’s best friends Indah Nurhasanah, Puspa Aprilia, Shirta El Rushyda, Ria Sukanti, Logi Bella, Aria Safitri, Desi Rahayu, Fortina Delana, Resti Febtrina, Fitrivani Amalia, Annisa Gustiarawanti, Eka Sari Pratiwi, Gabriella Sabatini, Muthia Firda Sari, who always suggest, support, and motivate the writer. They all have given the writer a cheerful and joyful world and beautiful moments.

10. The writer’s friends in English Department’10. The writer also sends her gratutudefor the togetherness and the attention.

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11. The writers’ new family at KKN and PPL, Febri Kartika, Resta, Diah Rahayu, Sulis, Paulina, Carina, Fadhil, Ardi, Fitri, Ibu Nur and Pak Jumin. 12. The last, this script is far from being perfect, but it is expected that this script

will be useful not only for the researcher, but also for the readers..

Finally, may Allah SWT receive all their works and kindness. Amin.

Bandar Lampung, 2014 The Writer,

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DEDICATION

This script is dedicated to:

My beloved parents Iskandar Zulkarnain and Yuniati, S.Pd My sisters Mutiani Rizki and Anisa Ramadhani My fabulous friends of English Education Study Program.

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LIST OF APPENDICES

Appendix Page

1. Research Schedules ……….. 50

2. Lesson Plan 1 ……… 51

3. Lesson Plan 2 ……… 58

4. Lesson Plan 3 ……… 64

5. Tryout Test ……… 69

6. Pretest and Posttest ……… 73

7. The Reliability of the test ………. 77

8. Level of Difficulty and Discrimination Power of the Tryout Test 78 9. Pretest Score ……… 70

10. Posttest Score ……….. 82

11.The Result of the Pretest and Posttest in Experimental Class …… 84

12.The Distribution of Pretest ………. 85

13.The Distribution of Posttest ……… 86

14.Random Test of the Pretest and the Posttest in Experimental Class 87 15.Analysis of the Questionnaire ……… 88

16. The Means’ Data of each Perception from the Questionnaire …… 90

17. The Score of the Students’ Questionnaire ……….. 91

18.T-table ………. 92

19.Sample of the Students’ Pretest ………. 93

20.Sample of the Students’ Posttest ……… 99

21. Sample of questionnaire filled by the students ……… 105

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viii CONTENTS Page ABSTRACT APPROVAL CURRICULUM VITAE DEDICATION MOTTO ACKNOWLEDGEMENTS TABLE OF CONTENTS LIST OF TABLES LIST OF APPENDICES I. INTRODUCTION

1.1. Background... 1

1.2. Formulation... 3

1.3. Objectives... 3

1.4. Uses... ... 3

1.5. Scope... ... 4

1.6 Definition of terms... ... 4

II. LITERATURE REVIEWS 2.1. Listening... 5

2.2. Teaching Listening... 7

2.3. Song... 9

2.4. Teaching Listening through Song... 10

2.5. Procedures of Teaching Listening through Song... 13

2.6. Theoritical Assumptions... 15

III. METHODS 3.1. Research Design... 17

3.2. Population and Sample... 18

3.3. Procedures... 18

3.4. Data Collecting Techniques... 19

3.4.1.Try-out... 19

3.4.2.Pre-test... 20

3.4.3.Post-test... 20

3.4.4. Questionnare... 20

3.5. Validity... 20

3.5.1.Content Validity... 21

3.5.2.Construct Validity... 21

3.6. Reliability... 22

3.7. Scoring System ... 23

3.8. Data Analysis... 23

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ix IV. RESULT AND DISCUSSION

4.1.Result of the Test ………. 26

4.1.1. Result of the Tryout Test ………. 27

4.1.2. Result of the Pretest ……… 27

4.1.4. Result of the Posttest ……… 30

4.1.5. Result of the Questionnaire ………. 31

4.1.6. The Increase of Students’ Achievement in Listening……. 33

4.1.7. Random Test ……….. 35

4.1.8. Normality Test ……… 35

4.1.9. Hypothesis Testing ……… 35

4.2. Discussions ……… 37

V. CONCLUSIONS AND SUGGESTIONS 5.1. Conclusions ……….. 44

5.2. Suggestions ……….. 45

REFERENCES... 46

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LIST OF TABLES

Table Page

1. Specification of Micro Skills in each Pretest and Posttest ………... 21 2. Distribution of the Students’ Score of the Pretest in the Experimental

Class ……….. 28 3. Distribution of the Students’ Pretest Achievement in Each Element of

Micro Skills of Listening ……….. 29 4. Distribution of the Students’ Score of the Posttest in the Experimental

Class ……….. 30

5. Distribution of the Students’ Posttest Achievement in Each Element of Micro Skills of Listening ……… 31

6. The Mean of All Perception ……….. 32

7. The Increase from the Pretest to the Posttest for Each Element of

Micro Skills of Listening ………... 34

8. Analysis of the Hypothesis ……….. 36

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1. INTRODUCTION

This chapter contains a brief explanation of the introduction. It consists of background, formulation of problem, objective, use, scope, and definition of terms.

1.1. Background

One of the basic language skills is listening comprehension that is included into receptive skill. Rost (2002) as cited in Kurnia and Herlina (2012), listening is getting or catching what the speaker says. The first goal in listening is comprehension, which also means what the listeners want to achieve. Gou and Wills (2005) as cited in Kurnia and Herlina (2012) argue that according to second language acquisition theory, an input skill is very much essential for students’ language development, particularly in understanding the linguistic information they hear.

Foreign language learner usually finds more difficulties in listening to English native speakers than to non-English native speakers, and it causes misunderstanding in listening to speech through false identification of words, which is the same source of confusion in comprehending English spoken by native speaker.

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The students should master listening skills to interact in spoken communication and continue to the next skills to develop their ability in English. Huebener (1969) says that in acquiring a foreign language, listening of course comes first. That is why listening has become the first point in language learning. In other words, everyone who understands the meaning of asentence and starts to talk has to hear the sound, words, and speech pattern first like children learn their mother tongue.

In reality, it is difficult to achieve listening skills because the students are often discouraged, and lose interest when they learn English. Additionally, there are some obstacles that make the students uninterested in listening English. First, they cannot differentiate the words which have similar sounds. Second, they have limited vocabularies. Third, they cannot recognize sentence grammatically. Fourth, they cannot detect the key words, such as identifying the topics and ideas. Those problems happened because of the lack of practice or using uninteresting technique in presenting the material in the classroom by the teacher. In teaching learning activity, the teacher needs to choose the learning technique that is suitable to the situation of the classroom.

Refer to the prior explanation; this research is aimed to investigate the effectiveness of song in improving micro skills of listening. The researcher assumes that song tends to be fun for the students, and they will not easily get bored if they learn listening through song. Here is the details of the research title “Teaching Micro Skills of Listening Through Song”.

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1.2. Formulation of problem

Based on the background above, the researcher formulates the problem as follows:

1. What aspects of micro skills of listening can increase significantly?

2. How is the students’ perception to the use of songs to teach micro skills of listening?

1.3. Objective

In accordance with the formulation of the problem mentioned above, the objective of the research is to find out:

1.What aspects of micro skills of listening which are improved by songs.

2. Students’ perception toward teaching micro skill of listening through songs.

1.4. Use

By writing this research, the researcher hopes that this study would have some benefits as follows:

1. Theoretically

The result of this research is expected to be able to support the previous theory of listening.

2. Practically

This research is expected to obtain the finding which can be used as an input for English teacher to increase their student’s listening achievement.

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1.5.Scope

This study was conducted at the second year students of junior high school of SMP Muhammadiyah 5 Bandar Lampung. The researcher investigated students’ listening skill by implementing song in increasing students’ micro skills of listening. The researcher chose junior high school with an assumption that they were able to receive the material that was given by the researcher because they already had proper knowledge about English. The limited material was song because the researcher wished the students to focus on the materials. The researcher wants to investigate the micro-skills of listening.

1.6.Definition of terms

There are some terms used by the researcher and the researcher gives the definition:

Listening

Listening refers to the process of getting and comprehending general idea of utterance or conversation that the students heard.

Micro skills of listening

Micro skills of listening refer to the skill which the listener has to interpret such as discrimination among sounds, recognition of vocabularies, detecting keywords, and recognition of grammatical structure.

Song

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2. LITERATURE REVIEW

This chapter explains several concepts of listening and its related aspects. It deals with concept of listening, teaching listening, song technique, advantages and disadvantages of using song technique, and theoretical assumption.

2.1. Listening

Lukong (1988:19) states that listening is an active process which the listener plays very active part in construction the overall message that is eventually exchanged between listener and speaker. At the same time, there is a process of understanding the message of the first speaker. It indicates that the listener should digest the message of the speaker carefully to get the information from the speaker. Wood (1985:56) states that the essence of listening is the listener itself; the listener should be encouraged to engage in active process of listening. Richard (1983) as cited in Omaggio (1986:126) offers a list of micro skills. Micro skills concerns on understanding the speakers’ utterance.

1. Retain chunks of language in short-term memory.

2. Discriminate among the distinctive sounds in the new language.

3. Recognize stress andrhythmpatterns, tone pattern, and intonation contours. 4. Recognize reduced forms of words.

5. Distinguish word boundaries. 6. Recognize vocabulary.

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7. Recognize typical word-order patterns.

8. Detect key words, such as those identifying topics and ideas. 9. Guess meaning from the context.

10. Recognize grammatical word classes. 11. Recognize basic syntactic patterns. 12. Recognize cohesive devices.

13. Detect sentence constituent, such as subject, verb, object, and preposition.

Brown (2007) offers a simplified list of micro-skills and skills. The macro-skills isolate the macro-skills that relate to the discourse level of organization, while those that remain at sentence level continue to be called skills. In micro-skills, the listener has to interpret intonation pattern (e.g. recognize stress and rhythm), Browns’ (2007) listening comprehension micro-skills:

1. Retain chunks of language of different lengths in short-term memory. 2. Discriminate among the distinctive sounds of English.

3. Recognize English stress patterns, words in stressed and unstressed positions, rhythmic structure, intonation contours, and their role in signaling information.

4. Recognize reduced forms of words.

5. Distinguish word boundaries, recognize a core of words, and interpret word order patterns and their significance.

6. Process speech containing pauses, errors, corrections, and other performance variables.

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8. Recognize grammatical word classes (nouns, verbs, etc.), systems (e.g., tense, agreement), patterns, rules, and elliptical forms.

9. Detect sentence constituents and distinguish between major and minor constituents.

10.Recognize that a particular meaning may be expressed in different grammatical forms.

There are two kinds of micro skills of listening aspects offers by Richard (1983) and Brown (2007). The aspects which were mentioned above have similarity and the researcher took 4 aspects of micro skills of listening; discrimination among sounds, recognition of vocabularies, detecting keywords, and recognition of grammatical structure. The researcher did the research on those aspects because those are necessary aspects for students of junior high school, and they have enough background knowledge to implement those aspects in teaching learning process.

The mastery of micro skill components is important to construct EFL listeners’ listening skill in order to avoid misunderstanding in listening comprehension.

2.2. Teaching Listening

Teaching listening means teaching how to identify and figure out what people say. Alexander (1978) says that nothing should be spoken before it has been heard. Thus, in achieving target language we should have listening skills.

The aim of teaching listening skill is to train the students in order to make them able to understand the meaning of sentence or words effectively. We cannot only

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teach what will be listened but also the situation we deal with. The teacher teaches listening by bringing the students in certain situation related to the topic thus they have background knowledge about it. Moreover, Rost (1991) states that there are some components that make up the level of developing listening ability as follows:

1. Discrimination between sounds

Foreign language learners only hear meaningless noises and start to differentiate the words which have similar sounds.

2. Recognizing words

Foreign language learners decide words which referenced by the speaker. 3. Identifying grammatical grouping words

Foreign language learners recognize the pattern of the sentences according to the words they have heard.

4. Identifying pragmatic unit

Foreign language learner will try to guess the meaning of vocabulary from speaker expression and utterances.

5. Connecting linguistics cues to paralinguistic cues (intonation and stress) and to non-linguistics cues (gestures and relevant objects in situation) in order to construct meaning.

6. Using background knowledge and content to predict and to confirm the meaning.

7. Recalling important words and ideas

Foreign language learner will keep the words in their memory through comprehension and will use the words when it is needed.

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The researcher intends to develop students’ micro skills of listening based on the components which are stated above. By mastering the components above, the students are expected to improve their listening skills. Although the focus is only in micro skill, the macro skill is also maintained to gain the purpose of listening, so that the students understand the meaning literally.

2.3. Song

Song is a short poem or verses set to music and intend to sing (Hornby, 1987). Song can be used to motivate the listeners. Song also makes the students realize that there is a contradiction between English spoken by native speaker and non-native speaker. Song can play an important part in teaching language. It can change the atmosphere in the classroom and students will put their attention unconsciously. Song has different functions in language teaching as follows:

1. Song can motivate a positive emotional approach in language learning exerting emotional influence on listener. Song can inspire the students to express their attitude toward what they listen.

2. Song can introduce the students to the culture of particular interest in target language community. While listening to a song, the students begin to recognize the words and notion easily understood by native speaker but which may be difficult for students.

3. Song serves as an incentive of speaking English in the class. The song, which becomes genre including both music and lyrics, can be use as a media to teach. They are full and rich of content, poetical metaphor, and symbols that emotionally reflect the world we live in.

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4. Song can effectively contribute to the esthetic development of perspective teacher. It helps the students and the teacher to develop their artistic taste on the basic of critical evaluation of the song they listen to and discuss, and at the same time help them to learn how to use song in English language teaching.

In short, song has functions which are good for teaching English to students. First, it will motivate them while learning English. Second, it will add the students’ knowledge about culture of native speaker. Third, it can be a media of teaching because it has content and poetical metaphor. Fourth, it can develop artistic taste for teacher and students.

2.4.Teaching Listening Through Song

The teacher should be creative to get the students’ attention to learn foreign language. When the teacher gets the students’ attention, the teaching learning process will run well or at least the students give their contribution in teaching learning process. Cullen (1998) outlines some of the other aspects of music and songs that can lead to a fruitful discussion. These can be the basis of a class discussion.

1. Internal Structure

Music has its own internal structure - melody, harmony, rhythm, theme development, instrumentation, dynamics, etc. These can be discussed purely in terms of internal meaning as the students explore the structure of the music. Alternatively, the students can imagine the music as architecture, painting or some other visible form and discuss their images.

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2. Expression of Emotions

Music can influence us emotionally in many different ways. Four different ways that it might do so are given below. Students can discuss which emotions they feel and what makes them feel that way.

o Imitation of the Human Voice.

The meaning of an utterance is often indicated by the tone of voice as well as the words. Music can imitate these tones to produce anger, fear, happiness and other emotions.

o Imitation of Human Movement.

The weeping willow tree is considered to be sad because it resembles the stooped over figure of a person. In a similar way, a slow descending chromatic bass line can convey sadness. Funeral dirges are slow because they echo the slow procession of the people at a funeral. Marches move briskly to match the energy of soldiers going to war.

o Conventional Meaning.

Some musical patterns and timbres are used to express particular emotions so often that we immediately associate them with that emotion. For example, minor keys often convey sadness. Similarly, trombones are often associated with solemn dignity and foreboding.

o By Induction

Some researchers believe that the energy of the song can transfer itself to our bodies through induction. For example, the anger or excitement of a punk song might be transferred through the raw harmonies and overwhelming volume.

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3. Representation of External Meanings.

This is a rich area for discussion. Music has often been regarded as having no external meaning. However, the composers are affected greatly by surrounding culture. In addition, music can be associated with personal or media experiences. It can be interesting for the students to try to discuss the external meanings which they associate with the song.

o Music as a Reflection of Society and Culture.

The current beliefs and conditions of society are always encoded in the music, either consciously or subconsciously by the composer. For example, during the Classical Period, concerts were usually given for small numbers of highly-educated aristocrats. During the Romantic Period, orchestration was increased because of the growing middle-class audiences and larger concert halls. More recently, particular areas have developed their own sound like Mississippi Blues or the LA sound which reflect certain aspects of the culture.

o Association with Personal Experiences.

Many people have a few pieces of music or a genre that they can associate with particular memories or people.

Setiyadi (2006), the procedures of teaching listening presents the steps as suggested by Huebener (1969) as a follows:

a. Motivation. It is an effort to arouse learners’ interest in the topic or presentation of our materials.

b. Introduction. In this step, the situation or content is briefly described.

c. Anticipation of difficulties. If there are new words or structures, these will be signaled out or made clear.

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d. First listening. In this step, the record is played.

e. Check on difficulties. Some words and structures may still be incomprehensible to the few learners. These are taken up at this point and clarified.

f. Second listening. Again the record is played without interruption.

g. Question. Significant expression, keywords and phrases or structures to be learned are used in questions.

h. Third listening. In this step, the students listen to the tape recorder carefully. i. Questions. The teacher asks original, informal questions to test learners’

comprehension.

There are nine steps of teaching listening that suggested by Hueberner (1969): motivation, introduction, anticipation of difficulties, first listening, check on difficulties, second listening, questions, third listening, and questions. Nonetheless, in the procedures of teaching listening through song, the researcher used the step unsystematically because the researcher adjusted the condition of the students in the class. However, the researcher is sure that it will not reduce the essence of teaching learning process.

2.5.Procedures of Teaching Listening Through Song

The researcher gives the treatments to the students by teaching micro skills of listening through song. The teaching procedures are described based on the steps implementation suggested by Huebener (1969):

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Pre-Activities:

The teacher prepares the class, then asks about their favorite songs and how it became their favorite song. (Introduction)

The teacher gives the students worksheet and asks them to mark the words that they hear from the song. (First Listening)

The teacher gives the reward to the students who are able to answer correctly or get highest score. (Motivation)

While-Activities:

The teacher mentions some difficult words from the song and explains it to the students. (Anticipation the difficulties)

The teacher gives out some specific questions and asks them to find the answer from the song.

The teacher plays the song and the students have to concentrate and listen carefully. The song will be played twice to forth from the tape until the teacher considers that the students are able to answer the question properly. (Second Listening)

The teacher asks the students’ opinion about the song and finds out whether they understand and get a the specific information from the song that is played or not. (Check on difficulties)

The teacher distributes the lyric of the song, and replays the song to know the proper answer. (Third listening)

The teacher plays the song again and the students are asked to sing to-gether.

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The teacher asks the students’ opinion again to find out how far they have understood the message of the song. (Check on difficulties)

Post-Activities

The teacher asks the students to do some exercises regarding to the song. (Questions)

The teacher checks the answers together with the students.

The teacher asks the students whether they have questions related to the material.

There are three parts in teaching procedures. First is pre-activity. In this part, the teacher introduces the material to the students, recalls the previous material and gives motivation to the students. Second is while-activity. In this part, the teacher comes into the material. The teacher explains the material and gives questions regarding to the material. The last part is post-activity. In this part, the teacher gives the questions or assignment to the students and gives feedback.

2.6.Theoretical Assumption

In teaching listening, there are some techniques that can help the teacher to reach the aim of teaching learning process. Listening in English class has been a difficult subject for students. It happens because teachers focus on macro skills without any attention of micro skill. Whereas micro skill is also important as the basic step of listening.

In this research, song technique was chosen as a technique in teaching micro skills of listening. Song technique was used in teaching listening especially teaching

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micro skills of listening because referring to literature review and explanation above, the researcher assumes that song technique is an effective technique in developing students’ micro skills of listening. Because of the function of the song itself that can motivate students, change the atmosphere of the class, and reduce the students’ stress.

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3. METHOD

This chapter discusses the methods used in this study, those are: design, population and sample, procedures, data collecting technique, validity, reliability, scoring system, data analysis, and hypothesis testing.

3.1. Design

This research was a quantitative study which used one group pretest-posttest design. The researcher used one experimental class. The researcher has interest to investigate whether there is improvement of micro skill components of listening achievement after being taught through song technique or not. The researcher conducted the pre-test, the treatments, and the post-test. The research design can be represented as follows:

T1 X T2 T1 : pre-test

T2 : post-test

X : Treatment

(Hatch and Farhady, 1982:20)

The researcher used one class as the experimental group which was selected by using simple probability sampling.

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3.2. Population and Sample

Population was the whole subject of the research (Arikunto, 2002). The population in this research was all the first grade students of SMP Muhammadiyah 5 Bandar Lampung. By considering that each class has similar characteristics, the researcher selected the sample by using normality technique. It was applied based on the consideration that every student in population has same chance to be chosen in order to avoid the subjectivity in the research (Setiyadi,2006:39). Two classes are used, one as the try out class and the other as the experimental class.

3.3. Procedures

In collecting the data, the researcher used the following procedures to get the result of the research:

1. Administering the try out test

The try out test was given to the students in order to know the quality of the test which was used asthe instrument of the research. It was administered to find out the test before it was used, whether the items were good or not in validity, reliability, level of difficulty, and the discrimination power.

2. Administering pretest

Pretest was given to know how far the competence of the students in listening skills before the treatment. There were 28 items of multiple choice. It was conducted for 90 minutes.

3. Conducting the treatment

Afterthe pretest, the researcher conducted the treatment for three meetings, which took 90 minutes for every meeting. The researcher taught listening

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skills that focused on micro skills by using song as the technique to the students’ in experimental class.

4. Administering the posttest

The posttest was given to evaluate the students’ listening skills achievement after the treatments.

5. Administering the questionnaire

The questionnaire was given to know the students’ perception towards the use of song in teaching micro skills of listening in teaching learning process. 6. Analyzing the data

Both pretest and posttest result were analyzed by using Repeated Measures t-test to compare the data of two means of score (Hatch and Farhady, 1982:108). The researcher analyzed the improvement by comparing the scores of pretest and posttest from the experimental class.

7. Concluding and reporting the result of the data analysis

After analyzing the result of both pretest and posttest, the researcher drew the conclusion and reported in the script including suggestion from the researcher.

3.4. Data Collecting Technique 3.4.1. Try out

The instrument in this research was listening test. The researcher conducted the listening test for the pretest and posttest, this test was aimed to gain the data. The data was students’ listening skills score before and after the treatment. To know whether the test is good or not, some criteria should be considered. The criteria of

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good test are: validity (content and construct), reliability, level of difficulty and discrimination power.

3.4.2. Pretest

The pretest was given before the treatment. The purpose of this test is to know the students’ ability in mastering micro skills of listening before the treatment.

3.4.3. Posttest

The posttest was given after the treatment. The purpose of this test is to know the students’ improvement in mastering micro skills of listening after the treatment.

3.4.4. Questionnaire

Questionnaires are a list of statements or questions that must be answered by the learners based on their feeling and thought. The researcher gave the questionnaire to the students in order to find out the students’ perception towards the use of songs in teaching micro skills of listening in teaching learning process. The researcher distributed the questionnaire to all of the students in the class that researcher used as the samples. The questions were concerned with the students’ perception of the use of song to teach micro skills of listening. The researcher used Cronbatchs alpha to examine the reliability of the questionnaire.

3.5. Validity

The test can be considered valid when it measures the object to be measured (Setiyadi, 2006). In the research of teaching foreign language there are five types of validity; face validity, content validity, predictive validity, construct validity, and concurrent validity. However, the researcher used content validity and

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construct validity in this research because the researcher assumed that these validity was enough to examine the test.

3.5.1. Content Validity

Content validity concerns with whether the test score is actually in line with the theory of what it means language that is being measured, it would be examined whether questions in the test actually reflect what it means to know a language. In this research, the researcher focused on micro skills of listening in the form of listening test. In other words, the researcher wrote and made the test based on the material in the English curriculum for Junior High School.

3.5.2 Construct Validity

Construct validity measures whether the construction has referred to the theory. It means that the test construction has already in line with the objective of the learning (Hatch and Farhady, 1982:251) cited in Novianti (2012). The listening test was implemented based on the theories of micro skills of listening by Richard (1983).

In order to fulfill the cretaria of construct validity, the table of spesification of listening aspect which was modified from the theory proposed by Richard (1983), the test instrument can be seen below:

Table 1. Spesification of Micro Skill in each Pre-test and Post-test

No Objective Total Question Percentage

1. Discrimination among sounds 9 32%

2. Recognition of vocabularies 5 18%

3. Detecting keywords 5 18%

4. Recognition of grammatical structure 9 32%

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3.6. Reliability

Reliability of test can be defined as the extent to which a test produces consistent result when administrated under similar conditions (Hatch and Farhady, 1982:243). In order to estimate the reliability of the test, this research used split-half technique. In measuring the reliability of this test, the researcher used the coefficient of the reliability between odd and even number of the test. Thus, the researcher used the Spearman Brown Formula which was formulated below:

Note:

R: coefficient of reliability between odd and even numbers N: number of the students

X: square of x Y: square of y

total score of odd number total score of even number The criteria of reliability are: 0.80-1.00= very high

0.60-0.79= high 0.40-0.59= average 0.20-0.39= low 0.00-0.19= very low

(Hatch and Farhady, 1982:198)

Then, the research used Spearmen Brown’s Prophecy Formula to know the coefficient correlation of whole time.

3.7. Scoring System

The researcher scored the students’ result of the test in order to get the data. The researcher used listening test and the students should answer the questions related

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to the song that teacher gave to them. The researcher used the following formula in scoring the tests:

S

=

x 100%

Notes:

S: score of the test R: right answer N: number of the text

(Arikunto, 1993:240)

3.8. Data Analysis

After collecting data from the pretest and the posttest, the researcher analyzed the data to know whether there is improvement of the students’ micro skills of listening achievement after being taught through song technique. The researcher used three steps to examine the data:

a. Scoring the pre-test and post-test.

b. Tabulating the result of the pretest and posttest and finding the mean of the pre-test and post-pre-test. It is calculated by applying:

M =

Notes:

M = mean (average of score) X = students score

N = total number of students

(Arikunto, 1997:68) c. Drawing conclusion from tabulated results of the pre-test and post-test that

were analyzed by using SPSS (Statistical Program for Social Sciences) in order to test the aspects that improve the highest.

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d. Analyzing the data using the t-test.

The researcher analyzed the result of the pretest and posttest using Repeated Measures t-test to compare the data (Hatch and Farhady, 1982:108). The researcher analyzed the improvement by comparing the scores of the pretest and posttest from the experimental class.

3.9. Hypothesis Testing

The researcher used SPSS 16.00. Then, the t-test was chosen to prove whether the hypothesis proposed by the researcher was accepted or not. The researcher used Paired Sample T-test to know the significant influence of the treatments by comparing the mean of the pretest and the posttest in which the significance was determined by p<0.05. Therefore, the hypothesis which can be cited are as follows:

The criteria are:

Ho1 (null hypothesis) is accepted if the t-ratio is lower than the t-table (t-ratio<t-table). It means that there is no significant improvement of students’ micro skills of listening in discrimination among sounds aspect after being taught through songs.

1 (alternative hypothesis) is accepted if the t-ratio is higher than the t-table (t-ratio>t-table). It means that there is a significant improvement of students’ micro skills of listening in discrimination among sounds aspect after being taught through songs.

Ho2 (null hypothesis) is accepted if the t-ratio is lower than the t-table (t-ratio<t-table). It means that there is no significant improvement of students’

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micro skills of listening in recognition of grammatical structure aspect after being taught through songs.

2 (alternative hypothesis) is accepted if the t-ratio is higher than the t-table (t-ratio>t-table). It means that there is a significant improvement of students’ micro skills of listening in recognition of grammatical structure aspect after being taught through songs.

Ho3 (null hypothesis) is accepted if the t-ratio is lower than the t-table (t-ratio<t-table). It means that there is no significant improvement of students’ micro skills of listening in recognition of vocabularies aspect after being taught through songs.

3 (alternative hypothesis) is accepted if the t-ratio is higher than the t-table (t-ratio>t-table). It means that there is a significant improvement of students’ micro skills of listening in recognition of vocabularies aspect after being taught through songs.

Ho4 (null hypothesis) is accepted if the t-ratio is lower than the t-table (t-ratio<t-table). It means that there is no significant improvement of students’ micro skills of listening in detecting keywords aspect after being taught through songs.

4 (alternative hypothesis) is accepted if the t-ratio is higher than the t-table (t-ratio>t-table). It means that there is significant improvement of students’ micro skills of listening in detecting keywords aspect after being taught through songs.

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5. CONCLUSION AND SUGGESTION

This chapter describes the conclusion of the result of the research and also the suggestion from the researcher to the other researchers and English teachers who want to apply songs in teaching listening.

5.1. Conclusions

Based on the result of the data analysis, the following conclusion can be drawn: 1. There was the significant improvement of the students’ micro skills of

listening in detecting keywords aspect. It was proved that t-ratio was higher than t-table, that is, 4.595>2.052. The result of Paired Sample T-test showed that significance value (2-tail) was below 0.05 (0.00<0.05).

There was the significant improvement of the students’ micro skills of listening in recognition of vocabularies aspect. It was proved that t-ratio was higher than t-table, that is, 3.844>2.052. The result of Paired Sample T-test showed that significance value (2-tail) was below 0.05 (0.01<0.05).

There was the significant improvement of the students’ micro skills of listening in discrimination among sound aspect. It was proved that t-ratio was higher than t-table, that is, 3.174>2.052. The result of Paired Sample T-test showed that significance value (2-tail) was below 0.05 (0.04<0.05).

There was the improvement but not significant of the students’ micro skills of listening in recognition of grammatical structure aspect. It was proved that

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t-45

ratio was higher than t-table, that is, 2.895>2.052. The result of Paired Sample T-test showed that significance value (2-tail) was above 0.05 (0.08<0.05). 2. The majority of the students have positive perception toward English, English

song, and teaching English through song. The students’ perception toward teaching English through songs has the highest mean among others perception.

5.2. Suggestion

Based on the finding of the research, the researcher would like to propose some suggestion as follows:

1. Since teaching listening through songs can give good result for the students in teaching and learning process, English teacher are suggested to apply songs as a technique in teaching listening skills.

2. Since the song has variation in music, beat, and easy to follow by the students. So, the researcher suggested the teacher to be careful in choosing the song as a material in teaching listening.

3. In this research, the researcher applied songs in teaching 4 elements of micro skills of listening. For the next research, it is suggested to apply songs to other elements of micro skills of listening, such as recognize form of words, recognize typical word-order pattern, or recognize basic syntactic pattern.

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being taught through songs.

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