TEACHING LISTENING BY USING SONG DONE BY THE TEACHER AT ELEMENTARY SCHOOL RSBI KAUMAN 1 MALANG

TEACHING LISTENING BY USING SONG DONE BY THE TEACHER AT ELEMENTARY SCHOOL OF RSBI KAUMAN 1 MALANG

THESIS

This thesis is submitted to meet one of the requirements to achieve Sarjana Degree in English Education

BY:

IDHA DWI ARFIANI 06360173

UNIVERSITY OF MUHAMMADIYAH MALANG FACULTY OF TEACHER TRAINING AND EDUCATION

ENGLISH DEPARTMENT APRIL 2011

MOTTO AND DEDICATION

MOTTO

“Kebenaran dalam pandanganku mengandung satu kesalahan dalam

pandangan orang lain dan kebenaran dalam pandangan orang lain

mengandung satu kesalahan dalam pandanganku”

(Imam Syafi’ie)

“always be praying, patient,and smilling every get your day”

(Phia)

DEDICATION

I dedicate this thesis especially to:

My parents, “they are”

My brother and sister,

My beloved, “thanks

”

ACKNOWLEDGMENT

Alhamdulillah, all praise is to Allah. Praise and invocation are also presented to the beloved prophet Muhammad SAW, His family, and companions who love us deeply.

The writer would like to express her great appreciation to many to both my advisors, Fardini Sabilah, M.Pd. and Drs. Hartono, M.Pd. for their guidances, contributions, corrections, suggestions and motivations, this thesis would have never completion.

My gratitude also goes to the Principal Dasuki, M.M and the English teacher Ajeng Dian S.Pd at RSBI elementary school of Kauman 1 Malang for their cooperation and permission.

Great appreciation to my parents, H. M. Arifin and Hj. Nasriyah, my brother Aan, my sisiter Anna, and my beloved Ervit thank for their pray, support, and love in finishing this thesis.

Special thanks to all my friends, especially Mr. Aries, Mr. Ervan, Mrs. Yeti, Dandi, Lia, Yuni, Ima, Uli and my boarding mates who keep smile, encouraging, and supporting me for sure wishing me.

Malang, 11 May 2011

TEACHING LISTENING BY USING SONG DONE BY THE TEACHER AT ELEMENTARY SCHOOL RSBI KAUMAN 1 MALANG

ABSTRACT

This study discusses about theteacher’s objective, lessons, and procedures in teaching listening by using song at RSBI elementary school of Kauman 1 Malang. The research was conducted at fourth grade.

The research design in this study was descriptive qualitative. The subject was the teacher who taught at four grade of RSBI Kauman 1 Malang. The instruments used in this research were document analysis, observation, and interview. Document analysis was used to analyze the teacher objective’s in teaching listening by using song in the lesson plan. Observation and interview were designed to collect the data concerned about the procedures in teaching learning process.

The result of this study showed that the objectives, the lessons, and the procedures might be rearranged based on the situation in the classroom. Further, songs were effective to make the students during the class. The teacher used the songs to encourage the students to learn by doing. It could be said that song is an effective teaching material used to teach the children although the lessons are different.

In conclusion, the teacher’s objectives which stated in the lesson plan were appropriate with the students’ needs, the lesson could be arranged at the real situation

without changing the main lesson. Furthermore, the teaching procedure used by the teacher divided into three activities there were: pre-, whilst-, and post-listening. Each activityies has its period of time.

Key Words: (teaching, listening, song)

The Advisor I,

Fardini Sabilah,M.Pd.

The Writer,

TABLE OF CONTENTS

TITLE………...i

APPROVAL………...ii

LEGALIZATION………...iii

MOTTO AND DEDICATION………...iv

ACKNOWLEDGEMENT………...……..v

TABLE OF CONTENTS………..vi

ABSTARCT……….viii

CHAPTER I: INTRODUCTION 1.1Background of Study ………...1

1.2 Statement of Problems………...3

1.3 Purpose ofStudy ………..4

1.4Significance of Study ………...4

1.5Scope and Limitation ………...5

1.6Definition of Key Terms ………..5

CHAPTER II: REVIEW OF RELATED LITERATURE 2.1 Students’ Disruptive Behavior ……….6

2.1.1 Kinds of Students’ Disruptive Behavior ……….6

2.1.2 Causes of Students’ Disruptive Behavior ………...7

2.2 Classroom Management………...8

2.2.1 The Goals of Classroom Management ………9

2.2.2 Being an Effective Classroom Manager………10

2.3 Effective Teachers………..10

2.4 Teacher’s Strategies to reduce Disruptive Classroom Behavior ……….12

CHAPTER III: RESEARCH METHODOLOGY 3.1 Research Design……….18

3.2 Research Subject………18

3.3 Data Collection………...19

3.3.1 Procedures of Data Collection……….…..20

3.3.2 Research Instrument………...…..20

3.4 Data Analysis……….……..22

CHAPTER IV: FINDING AND DISCUSSION 1.1 Research Findings……….…...23

1.1.1 Kinds of the Students Disruptive Classroom Behavior…25 1.1.2 Teacher’s Strategies Used to Reduce the Students Disruptive Classroom Behavior………26

1.2 Discussion………....29

CHAPTER V: CONCLUSION AND SUGGESTION 5.1 Conclusion ……….………32

5.2 Suggestion ……….33

REFERENCES APPENDICES

REFERENCES

Ary, Donald. 2002.Introduction To Research In Education. United States of America Brown, H. Douglas. 2001. Teaching by Principles An Interactive Approach to Language Pedegogy.Personal Education Company

Listyowati, Suci. 2010. The Effect of Pictures on the Students' ability in Writing Descriptive Text at SMPN 03 Sempu Banyuwangi. Thesis FTTE UMM

McDonough, Jo. 1993. Materials and Methods in ELT. Blackwell Publishing Ltd. USA

McMillan, James H. 1992.Educational Research. USA Nunan, David. 2002,New Ways In Teaching Listening,USA

Paul, David. 2003. Teaching English to Children in Asia.Personal Education North Asia Limited. Hongkong

Sabilah, Fardini. 2004.Teaching English To Young Learner: It’s Policy, Framework, and Activity-Based Teaching.Malang

Setianingsih, Any. 2010. Developing Young Learners’ Skill Through Stories. State Univercity of Yogyakarta

S.Kasihani K.E Suyanto. 2007.English For Young Learner. Bumi Aksara. Jakarta (http://writing.colostate.edu/guides/teaching/esl/listening.cfm, downloaded in January, 13th2011 at 7.00 P.M). (Graham, 2002).

(http://www.nclrc.org/essentials/listening/textlisten.htm) downloaded in March, 14th 2011 at 08.00 P.M. (Keatly and Kennedy, 2007).

www.teachingenglish.org.uk/try/activities/listening-activities-songs (downloaded on January, 4th2011 at 5.00 P.M) (Bilsborough, 2002).

CHAPTER I INTRODUCTION

This chapter presents several points such as background of the study, statement of the problems, purpose of the study, significance of the study, scope and limitation, and definition of the key terms.

1.1 Background of the Study

Young children stage is an important phase in language learning. At this time,

a child’s brain is growing up whereas the more he learns a language, the more vocabularies he gets. According to Vygotsky (in Kasbolah 2007), thinking skills are developed when people are confronted with new experiences, ideas, and problems that are connected to what has been known previously (prior knowledge). Thus, after a child hears new words, then he hears them over and over again, automatically he will take and use them in conversation. However, this thinking skill may differ from one child to another because there are four child's phases based on Piaget (in Kasbolah 2007). They are (1) sensorimotor stage, from born till 2 years; (2) preoperational stage, 2-8 years; (3) concrete operational stage, 8-11 years; and (4) formal stage, 11-15 years or more.

Teaching learning activities are applied by attributing to all skills, such as listening, reading, writing, and speaking in English. Generally, these four skills are related to one another. The listening and speaking skills can be seen in the use of techniques such as role play, telling story, and singing a song. While reading and writing can be seen in using the techniques such as children dictionary and copying.

2

However, listening still becomes one of the difficult subjects for most of young learners. According to Kasbolah (2007), this difficulty is caused by limited vocabulary. On the other hand, some learners claim that listening is a passive subject because while learning listening, they seem that they do not do anything.

Actually, listening subject can be fun if the teacher had many techniques to apply in class such as singing songs, telling stories, playing games, and others. One of the common techniques is by using songs so that students can practice new vocabulary. According to Philips (in Kasbolah, 1999), young learners really enjoy learning and singing songs, and older learners find working with well-known pop songs highly motivating. This statement implies that songs can make some activities to be interesting, especially for children.

Singing songs is one of the techniques in learning English for young learners that stimulates the learners to be active in the class. Song is really easy to be taught and imitated by children although they do not know the meaning of the lyric. Therefore, teaching by using songs is quite reasonable to be done in class.

Ratnasari (2007) who studied about the role of songs in improving the students' achievement in pronouncing English words found that the implementation of songs in the teaching learning process can help the students improve their pronunciation. Those songs were implemented in teaching listening for Building Knowledge of the Field (BKOF) based on a descriptive text. In addition, Siswanti (2004) found out that there was significant difference in the scores between the experimental group and the control group that was showed by T value= 5.593 and T level = 1.9915 for 0.05 level of significance. She concluded that teaching listening

3

subject using English songs is effective in improving the students listening comprehension. Those two previous research findings showed that songs have a big contribution in upgrading the students’ English skills.

Based on The Decree of Ministry of Education and Culture (R.I/No0487/4/1992, chapter VIII), elementary school can include extra lessons in its curriculum as long as they are not in contradiction with the objectives of National Education. Starting from 1993, primary schools in Indonesia are formally allowed to introduce English as a local content subject to the fourth, fifth, and sixth grade students (No.060/U/1993). Realizing the importance of English especially at elementary schools, therefore the school participants agreed to establish English competence in their schools. Thus, the Indonesian government develops National Standard Schools (SSN) into International Based School Standard (RSBI) based on National Education Standard (SNP). These schools not only employ KTSP but also use English as the instructional language in teaching learning process (http://file.upi.edu/Direktori). It can be seen that RSBI schools must use English and technology actively while delivering the lessons to the students.

From the background above, this research focuses on teaching listening at International Based School Standard (RSBI) school where English language is used actively in speaking, listening, reading, and writing. Therefore, the researcher takes RSBI Kauman I Malang, as one of the elementary schools in Malang that has a good attention to the students especially in mastering the English skills. The students are introduced to English since they are at the first grade by using English instructions in every teaching learning activity. In addition, this school provides experienced

4

teachers who had TOEFL score 500 above, teaching learning by using English actively, and supported facilities for teaching listening such as TV and sound systems, a set of computer in every class, listening laboratory and interactive English language materials.

The researcher conducts the research in the 4thgrade. From the information of the teacher, the 4th grade students are learning English, but they are not prepared for the examination. Therefore, the researcher conducts the research on the techniques of teaching listening applied by the teachers over the 4thgrade students.

1.2 Statement of the problems

1. What are the teacher’s objectives in teaching listening at the 4th grade of RSBI Kauman 1 Malang?

2. What are the materials taught by the teacher in teaching listening at the 4th grade of RSBI Kauman 1 Malang?

3. How are the techniques of teaching listening comprehension practiced by the teacher at the 4thgrade of RSBI Kauman 1 Malang?

1.3 Purpose of the Study

1. To know the teacher’s objectives in teaching listening at the 4th grade of RSBI Kauman 1 Malang.

2. To know the materials taught by the teacher in teaching listening at the 4th grade of RSBI Kauman 1 Malang.

3. To know the techniques of teaching listening comprehension practiced by the teacher at the 4thgrade of RSBI Kauman 1 Malang.

5

1.4 Significance of the Study

Practically, the researcher hopes that the result of the study can be useful for English department students as a reference in doing further research. Meanwhile, English for young learner teachers may learn the technique of using songs as the technique in teaching listening and know the suitable songs. Thus, they are willing to be more creative after seeing the result of the study. Theoretically, this study may enlarge the knowledge of teaching listening by using songs.

1.5 Scope and Limitation

The scope of the study is the songs implemented in teaching listening at Elementary school. The researcher limited the research to the teacher who was teaching at the 4thgrade ofRSBI Kauman 1 Malang whereas the teacher’s objectives, song material, and techniques in teaching listening are the limitation of the study. 1.6 Definition of the Key Terms

Teaching is showing or helping someone to learn how to do something, giving instruction, guiding in the study of something, providing with knowledge, causing to know or understand (Brown, 2000:7).

Listening Comprehension is the psychomotor process of receiving sound waves through the ear and transmitting nerve impulses to the brain (Brown, 2000:249).

RSBI (International Based School Standard) is the school where the researcher conducts a research.

ix

REFERENCES

Ary, Donald. 2002.Introduction To Research In Education. United States of America

Brown, H. Douglas. 2001. Teaching by Principles An Interactive Approach to Language Pedegogy.Personal Education Company

Listyowati, Suci. 2010. The Effect of Pictures on the Students' ability in Writing

Descriptive Text at SMPN 03 Sempu Banyuwangi. Thesis FTTE UMM

McDonough, Jo. 1993. Materials and Methods in ELT. Blackwell Publishing Ltd.

USA

McMillan, James H. 1992.Educational Research. USA

Nunan, David. 2002,New Ways In Teaching Listening,USA

Paul, David. 2003. Teaching English to Children in Asia.Personal Education North Asia Limited. Hongkong

Sabilah, Fardini. 2004.Teaching English To Young Learner: It’s Policy, Framework, and Activity-Based Teaching.Malang

Setianingsih, Any. 2010. Developing Young Learners’ Skill Through Stories. State Univercity of Yogyakarta

S.Kasihani K.E Suyanto. 2007.English For Young Learner. Bumi Aksara. Jakarta

(http://writing.colostate.edu/guides/teaching/esl/listening.cfm, downloaded in January, 13th2011 at 7.00 P.M). (Graham, 2002).

(http://www.nclrc.org/essentials/listening/textlisten.htm) downloaded in March, 14th 2011 at 08.00 P.M. (Keatly and Kennedy, 2007).

www.teachingenglish.org.uk/try/activities/listening-activities-songs (downloaded on January, 4th2011 at 5.00 P.M) (Bilsborough, 2002).

1

This chapter presents several points such as background of the study, statement of the problems, purpose of the study, significance of the study, scope and limitation, and definition of the key terms.

1.1 Background of the Study

Young children stage is an important phase in language learning. At this time, a child’s brain is growing up whereas the more he learns a language, the more

vocabularies he gets. According to Vygotsky (in Kasbolah 2007), thinking skills are developed when people are confronted with new experiences, ideas, and problems that are connected to what has been known previously (prior knowledge). Thus, after a child hears new words, then he hears them over and over again, automatically he will take and use them in conversation. However, this thinking skill may differ from one child to another because there are four child's phases based on Piaget (in Kasbolah 2007). They are (1) sensorimotor stage, from born till 2 years; (2) preoperational stage, 2-8 years; (3) concrete operational stage, 8-11 years; and (4) formal stage, 11-15 years or more.

Teaching learning activities are applied by attributing to all skills, such as listening, reading, writing, and speaking in English. Generally, these four skills are related to one another. The listening and speaking skills can be seen in the use of techniques such as role play, telling story, and singing a song. While reading and writing can be seen in using the techniques such as children dictionary and copying.

2

However, listening still becomes one of the difficult subjects for most of young learners. According to Kasbolah (2007), this difficulty is caused by limited vocabulary. On the other hand, some learners claim that listening is a passive subject because while learning listening, they seem that they do not do anything.

Actually, listening subject can be fun if the teacher had many techniques to apply in class such as singing songs, telling stories, playing games, and others. One of the common techniques is by using songs so that students can practice new vocabulary. According to Philips (in Kasbolah, 1999), young learners really enjoy learning and singing songs, and older learners find working with well-known pop songs highly motivating. This statement implies that songs can make some activities to be interesting, especially for children.

Singing songs is one of the techniques in learning English for young learners that stimulates the learners to be active in the class. Song is really easy to be taught and imitated by children although they do not know the meaning of the lyric. Therefore, teaching by using songs is quite reasonable to be done in class.

Ratnasari (2007) who studied about the role of songs in improving the students' achievement in pronouncing English words found that the implementation of songs in the teaching learning process can help the students improve their pronunciation. Those songs were implemented in teaching listening for Building Knowledge of the Field (BKOF) based on a descriptive text. In addition, Siswanti (2004) found out that there was significant difference in the scores between the experimental group and the control group that was showed by T value= 5.593 and T level = 1.9915 for 0.05 level of significance. She concluded that teaching listening

subject using English songs is effective in improving the students listening comprehension. Those two previous research findings showed that songs have a big

contribution in upgrading the students’ English skills.

Based on The Decree of Ministry of Education and Culture (R.I/No0487/4/1992, chapter VIII), elementary school can include extra lessons in its curriculum as long as they are not in contradiction with the objectives of National Education. Starting from 1993, primary schools in Indonesia are formally allowed to introduce English as a local content subject to the fourth, fifth, and sixth grade students (No.060/U/1993). Realizing the importance of English especially at elementary schools, therefore the school participants agreed to establish English competence in their schools. Thus, the Indonesian government develops National Standard Schools (SSN) into International Based School Standard (RSBI) based on National Education Standard (SNP). These schools not only employ KTSP but also use English as the instructional language in teaching learning process (http://file.upi.edu/Direktori). It can be seen that RSBI schools must use English and technology actively while delivering the lessons to the students.

From the background above, this research focuses on teaching listening at International Based School Standard (RSBI) school where English language is used actively in speaking, listening, reading, and writing. Therefore, the researcher takes RSBI Kauman I Malang, as one of the elementary schools in Malang that has a good attention to the students especially in mastering the English skills. The students are introduced to English since they are at the first grade by using English instructions in every teaching learning activity. In addition, this school provides experienced

4

teachers who had TOEFL score 500 above, teaching learning by using English actively, and supported facilities for teaching listening such as TV and sound systems, a set of computer in every class, listening laboratory and interactive English language materials.

The researcher conducts the research in the 4thgrade. From the information of the teacher, the 4th grade students are learning English, but they are not prepared for the examination. Therefore, the researcher conducts the research on the techniques of teaching listening applied by the teachers over the 4thgrade students.

1.2 Statement of the problems

1. What are the teacher’s objectives in teaching listening at the 4th grade of RSBI Kauman 1 Malang?

2. What are the materials taught by the teacher in teaching listening at the 4th grade of RSBI Kauman 1 Malang?

3. How are the techniques of teaching listening comprehension practiced by the teacher at the 4thgrade of RSBI Kauman 1 Malang?

1.3 Purpose of the Study

1. To know the teacher’s objectives in teaching listening at the 4th grade of RSBI Kauman 1 Malang.

2. To know the materials taught by the teacher in teaching listening at the 4th grade of RSBI Kauman 1 Malang.

3. To know the techniques of teaching listening comprehension practiced by the teacher at the 4thgrade of RSBI Kauman 1 Malang.

1.4 Significance of the Study

Practically, the researcher hopes that the result of the study can be useful for English department students as a reference in doing further research. Meanwhile, English for young learner teachers may learn the technique of using songs as the technique in teaching listening and know the suitable songs. Thus, they are willing to be more creative after seeing the result of the study. Theoretically, this study may enlarge the knowledge of teaching listening by using songs.

1.5 Scope and Limitation

The scope of the study is the songs implemented in teaching listening at Elementary school. The researcher limited the research to the teacher who was teaching at the 4thgrade ofRSBI Kauman 1 Malang whereas the teacher’s objectives,

song material, and techniques in teaching listening are the limitation of the study.

1.6 Definition of the Key Terms

Teaching is showing or helping someone to learn how to do something, giving instruction, guiding in the study of something, providing with knowledge, causing to know or understand (Brown, 2000:7).

Listening Comprehension is the psychomotor process of receiving sound waves through the ear and transmitting nerve impulses to the brain (Brown, 2000:249).

RSBI (International Based School Standard) is the school where the researcher conducts a research.