THE EFFECTIVENESS OF USING ENGLISH SONGS TO IMPROVE STUDENTS’ VOCABULARY MASTERY: An Experimental Study of the Seventh Grade Students of SMPN 1 Kuripan in Academic Year 2016/2017 - Repository UNRAM
THE EFFECTIVENESS OF USING ENGLISH SONGS TO IMPROVE STUDENTS’
VOCABULARY MASTERY: An Experimental Study of the Seventh Grade Students of SMPN
1 Kuripan in Academic Year 2016/2017 A JOURNAL
By: Nina AnggunYuandisa
E1D112082 ENGLISH DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION MATARAM UNIVERSITY 2017
KEMENTERIAN RISET, TEKNOLOGI, DAN PENDIDIKAN TINGGI
UNIVERSITAS MATARAM
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
JURUSAN BAHASA DAN SENI
Jl. Majapahit No. 62 Telp.(0370) 623873 Fax. 634918 Mataram 83125
RATIFICATION
The journal entitled THE EFFECTIVENESS OF USING ENGLISH SONGS TO IMPROVE
“
STUDENTS’ VOCABULARY MASTERY: An Experimental Study of the Seventh Grade
Students of SMPN 1 Kuripan in Academic Year 2016/2017” by Nina Anggun Yuandisa (E1D112082) has been approved on July 17, 2017 Board of Examiners: st
Mataram, 21 July 2017 First advisor, Drs. H. Sahuddin, MA NIP. 195912311987031013
THE EFFECTIVENESS OF USING ENGLISH SONGS TO IMPROVE STUDENTS’
VOCABULARY MASTERY: An Experimental Study of the Seventh Grade Students of
SMPN 1 Kuripan in Academic Year 2016/2017
Nina AnggunYuandisa
E1D 112 082
ABSTRACT
The study was aimed to investigate the effectiveness of English songs to students at seventh grade of SMPN 1 Kuripan in academic year 2016/2017. The purpose of this study was to identify whether the use of English songs gives significant effect to improve students’ vocabulary mastery. Population of this research was 78 students and the sample was 48. The sample was taken by purposive random sampling. The data were collected by using pre- test and post- test through English test. T-test was used to analyze the data. It was provided that the total value of t- test (3.23) that is higher than confidence level of 95% (2. 01) there was 18.48 contributions that English songs gave to the students vocabulary mastery. Thus, it was concluded that use of English songs in teaching vocabulary at the seventh grade students of SMPN 1 Kuripan in academic year 2016/2017 gave significant effect.
Keyword: Effectiveness, songs, improve, Vocabulary
KEEFEKTIFAN LAGU BAHASA INGGRIS UNTUK MENINGKATKAN
PENGUASAAN KOSAKATA SISWA : Esperimen Studi Pada Siswa Kelas Tujuh SMPN 1
Kuripan Tahun Akaemik 2016/2017
Nina AnggunYuandisa
E1D 112 082
ABSTRAK
Penelitian ini bertujuan untuk mengetahui keefektifan lagu bahasa Inggris kepada siswa kelas
VIII SMPN 1 Kuripan pada tahun akademik 2016/2017. Tujuan dari penelitian ini adalah untuk mengetahui apakah penggunaan lagu-lagu bahasa Inggris berpengaruh signifikan untuk meningkatkan kemampuan penguasaan kosakata siswa. Populasi penelitian ini adalah 78 siswa dan sampel adalah 48. Sampel diambil secara purposive random sampling. Data dikumpulkan dengan menggunakan pre-test dan post-test melalui tes bahasa Inggris. T-test digunakan untuk menganalisa data. Dengan demikian, nilai total t-test (3,23) lebih tinggi dari tingkat keyakinan 95% (2. 01) terdapat 18,48 kontribusi lagu-lagu Inggris yang diberikan kepada penguasaan kosakata siswa. Dengan demikian, disimpulkan bahwa penggunaan lagu-lagu bahasa Inggris dalam pengajaran kosa kata pada siswa kelas VII SMPN 1 Kuripan pada tahun akademik 2016/2017 memberikan pengaruh yang signifikan.
Kata kunci: Kefektipan, Lagu, Memperbaiki, Kosakata
1. Introduction
English is important because it is an international language, people used it to communicate each other, as the firs, as the second, or as foreign in the world. As the one of important thing vocabulary is a core and very principal requirement for the students in learning English. Unfortunately, in learning vocabulary not all student has motivation, there are many factor that influence them, such as English is really difficult because it is not their own language, they feel bored because the subject not delivered interestingly, sometime worried if they had mistake, when they practice pronunciation of the word their friends will laugh at them, they confused with new words because of there is no strategy that make them masteries vocabulary quickly.
There are some strategies to overcome the difficulties in mastering vocabulary. One of the strategies that can be used by teacher is using media in order to support teaching and learning process. The development of media makes people easier in understanding English language. Song is appropriate strategy to be used in teaching vocabulary. In curriculum of junior high school it suggests that teacher should use songs and games to support teaching learning process in order theclassroom is more alive and active when presenting the material
Based on the statement above, the reason why the writer chooses English song is in order to solve the problems that appear in.
1.2 Statement of Problem
Are English songs effective toimprove students’ vocabulary mastery of the seventh grade students of the SMPN 1 Kuripan?
1.3 Objective of the research
According to the research question above, the research propose the objectives of the research as follow: 1) To find out whether teaching vocabulary by using English song is effective.
2. REVIEW OF RELATED LITERATURE
Language is the tool to express something in our daily live, when we are angry, happy and sad we need to utter or say that in order to people know what we want, it means that language is a tool of communication to get information. Language is the way of people to tell each other, In British Journal of Arts and Social Sciences, According to
Sapir (1921): “Language is purely human and non-instinctive method of communicating ideas, emotions unit desires by means of voluntarily produced symbols”.
In acquiring a new language student should learn Vocabulary because it is the basic in English language sequence. Knowing vocabulary should also cover the knowing about articulation, meaning and how pronoun the words in expressing of communication Priyono (2004) states that the phonological knowledge enables speakers to articulate words correctly and meaningfully and morphological knowledge make the language user recognize the language forms that correspond to their oral production. In teaching vocabulary a teacher should motivate students in order to interest them in learning language. It means that a good teacher has to make good media to teach and to attract students’ interest in learning English. The media will facilitate the teacher in teach and it will help the students acquiring the language. Using songs is one of media that can be used in teaching and learning vocabulary.
Song can make student entertained while they are learning. From the song the student can get many vocabulary, and make them more easy to memorizing the words by the repeated the lyric of song. Lozanov (2002) states that the atmosphere created by the song enhances the ability to remember new vocabularies, because people found it much easier to memorize something that is fun and melodic than normal sentence.
3. RESEARCH METHOD
1) Research Design In this study, the researcher used experimental research design as a method.
2) Population and Sample The population of this study wasthe seventh grade students of SMPN 1 KURIPAN.
The number of population in seven grade was78 students which consisted of 26 students each class.
The sample of this study consisted of two groups, the first was experimental group and the secondwas controlled group. 3)
Method of Data Collection Kinds of data
Kinds of data were collected by the researcher was quantitative data. Quantitative data were numerical data which could be measured statistically. Source of data
Source of data in this study wasVII B that became the control group that consisted of 26 studentsand VII that became the experimental group consist of 26 students of SMP N 1 KURIPAN. Data Collecting The data was collected by using test. Because from the test, this study determined how deep or how well the skill and knowledge of the students are. There was three steps to collect the data. There was pre-test, treatment and post- test.
a. Pre-Test Pre-test is a test that given before treatment in order to know how pure ability of the students.
b. Treatment Treatment is the way to deal with the sample or to behave with the sample itself. The form of treatment ought to be authentic.
c. Post-Test Post-test is a test that given after the treatment in order to know whether the treatment success or not or whether the English song is effective or not.
4) Data Analysis
This study uses experimental approach, where the result is counted through the next statistical analysis. The procedures are: Firstly, the score of the pre-test and the post-test is taken both in control or experimental group. Those scores are put on the table below:
Controll Group Experimental Group Subject y1 y2 Y Subject x1 x2
X In order to assess the effect of the independent variable, we need to compare the mean scores of the groups.
X = Y =
(Yusra, 2010) In order to do so, we also need to examine the position of individual scores within each group. We do this by subtracting the score with the mean score of the group. x
1 =
X
1
- – X y
1 = Y 1 (Yusra, 2010)
- – Y1 The degree of difference between the two groups of scores is calculated via the following formula:
2
2
1 1 +
= √ − ( )
- (Yusra, 2010)
( + )−2
Sxy = standard error of measurement between two mean scores Nx = the number of samples in X Ny = the number of samples in Y
2
= the total sum of the deviation of individual scores in X Σx
2
= the total sum of the deviation of individual scores in Y Σy
In order to assess the significance of the difference between the two groups of scores we need to examine their ratio we use the following formula:
−
(Yusra, 2010) − =
+
1- ) 100% 4.
9 ERA
77.5
47.5
11 IMDY
85
42.5
10 GI
90
47.5
10 HW
82.5
42.5
97.5
12 IMK
70
9 HJ
92.5
55
8 DFD
87.5
45
8 EM
75
42.5
7 AP
11 IKH 67.5 100
65
77.5
82.5
87.5
16 MWA
85
75
16 MAW
87.5
67.5
15 KAP
90
60
15 MR
45
72.5
14 IM
82.5
77.5
14 MJS
13 IHS 72.5 100
85
67.5
13 IAP
72.5
55
12 IWA
87.5
7 DM
− =
2
2 AP
95
55
1 ADA
97.5
75
1 AAS
No Subject Pre-test Post-test No Subject Pre-test Post-test
Table 01 . The students’ score pre-test and post-test in two groups of respondent (Experimental group and Control group). Controll Group Experimental Group
Having collected the data, then the pre- test and post- test scores of experimental group and control group were computed using the formula above. Here is the table of data gained by Experimental Group and Control Group on pre-test and post-test.
RESEARCH RESULT AND DISCUSSION 1) Research Result
2
87.5
= (
Moreover, to find out how much English songs contributes if it is used in teaching vocabulary, the following formula of Eta Squared is used. Eta Squared is a measure of the strength of relationship between two variables.
If t-test < t-table at the confidence level .05 and .01, H is failed to be rejected.
b.
If t-test ≥ t-table at the confidence level .05 and .01, H is rejected.
After obtaining the t-test scores, it is tested at two significant levels: .05 (95%) and .01 (99%). The result of the test was interpreted by using the following hypothesis: a.
For the interpretation of the t-value, we also need to consult the t-table, with: df = (Nx + Ny) - 2.
)
1
−(
− √ 2+ 2 ( + )−2
70
2 A
95
75
62.5
6 AA
87.5
62.5
6 DAP
82.5
52.5
5 AN
50
45
5 DGA
35
52.5
4 ASJ
80
65
4 AE
82.5
55
3 AM
80
67.5
3 AA
82.5
95
17 NKA
TOTAL 1532.5 2025 TOTAL 1342.5 2095
2 A
75 40 1600
35
4 ASJ
82.5 27.5 756.25
55
3 AM
82.5 30 900
52.5
95 40 1600
52.5
55
1 ADA
₂
Square of the deviation score (X)
Deviation score of pre- test and post- test (X)
(X ₂)
₁) Post-test
No Subject Pre-test (X
5 AN
6 AA
82.5 30 900
82.5 40 1600
13 HIS 72.5 100 27.5 756.25
72.5 17.5 306.25
55
12 IWA
11 IKH 67.5 100 32.5 1225
85 42.5 1806.25
42.5
10 GI
42.5
The data of deviation and square deviation score of experimental group and control group are presented in the tables below:
9 ERA
92.5 37.5 1406.25
55
8 DFD
75 32.5 1056.25
42.5
7 AP
95 32.5 1056.25
62.5
Table 02. The mean score pre- test and post- test Experimental Group
The score in pre-test is gotten before the treatments begun, while the score in post test is gained after the treatments finished. The score of students in experimental groups was increasing. It indicated that the tr eatment using songs gave good influence for the students’ vocabulary. The highest post- test in Experimental group was 100 (subject number 24, 18, 13, 11 ) while the score of the students in control group were not taught using songs were change also.
70
77.5
42.5
20 NS
77.5
65
20 RK
85
45
19 NSA
42.5
21 SJ
19 PA
18 MRZ 90 100
95
52.5
18 NPA
82.5
37.5
17 MS
92.5
87.5
70
Based on the gained data, the lowest score for experimental group in pre- test was 35 and highest score was 90, while in the post test the lowest score was 72.5 and the highest score was 100. Then in control group the lowest score in pre- test was 42.5 and highest score was 77.5, while in the post- test the lowest score was 50 and the highest score was 97.5.
75
24 ZA 82.5 100
75
70
24 SMP
85
65
23 YP
80
23 S
95
82.5
40
22 WYN
95
70
22 SD
87.5
50
21 N
2) The data Computation
14 IM
45
82.5 37.5 1406.25
15 KAP
67.5
87.5 20 400
16 MWA
87.5
95
7.5
56.25
17 MS
37.5
82.5 45 2025
18 MRZ 90 100 10 100
19 NSA
45
85 40 1600
20 NS
42.5
87.5 45 2025
21 N
50
87.5 37.5 1406.25
22 WYN
40
82.5 42.5 1806.25
23 YP
65
85 20 400
24 ZA 82.5 100 306.25
17.5 2
1342.5 2095 = 26331.3 ∑x= 752.5 ∑x
TOTAL Table 03. The mean score pre- test and post- test Control Group
Control Group
No Subject Pre-test Post-test Deviation score of Square of the (Y (Y pre- test and post- deviation score
₁) ₂)
₂
test (Y) (Y)
1 AAS
75
97.5 22.5 506.25
2 AP
70
87.5 17.5 306.25
3 AA
67.5
80 12.5 150.25
4 AE
65
80 15 225
5 DGA
45
50
5
25
6 DAP
62.5
87.5 25 625
7 DM
77.5
87.5 10 100
8 EM
45
87.5 42.5 1086.25
9 HJ
70
97.5 27.5 756.25
10 HW
47.5
90 42.5 1086.25
11 IMDY
47.5
77.5 30 900
12 IMK
65
72.5
7.5
56.25
13 IAP
67.5
85 17.5 306.25
14 MJS
77.5
82.5
5
25
15 MR
60
90 30 900
16 MAW
75
85 10 100
17 NKA
70
92.5 22.5 506.25
18 NPA
52.5
95 42.5 1806.25
19 PA
42.5
77.5 35 1225
20 RK
65
77.5 12.5 156.25
21 SJ
70
95 25 625
24
( . )2
= 31.3542 = 31.35
Square deviation Σx
2=
Σx
2 -( )2
= 26331.3-
24 = 26331.3 - 566256
752.5
24
= 26331.3
The mean score of the Control group (MY) In the table 03 above, it was identified that Σy = . and
= 24, the mean score of control group is as follows: MY =
=
492.5
24
=
22 SD
25
70
95 25 625
23 S
75
80
5
24 SMP
= 24, the mean score of experimental group is as follows: MX =
70
75
25
25 TOTAL
1532.5 2025 ∑y= 492.5 ∑y 2 = 13593.8
The mean score of the Experimental group (MX) In the table 02 above, it was identified that Σx = . and
- – 23594 = 2737.24
= 3.226 = 3.23
24
( + ) − 2) (
1
) =
31.35 −20.52 √( 2737.24+3487.24 (24+24)−2
)(
1
24 )
− √(
=
10.83 √(6224.48 46 ) (
2 24)
=
10.83 √11.28
=
10.83 3,36
2
= 3487.24 − =
= 20.5208 Square deviation:
24
Σy
2 =
Σy
2 - ( )2
= 13593.8-
(492.5)2
= 13593.8-
2
242556
24
= 13593.8- 10106.5 = 3487.29
The last process of the statistical analysis was to find out the value of t- test in this study, the t-test formula could be used because of the elements rate to that formula have identified as follows:
MX = 31.35 and MY= 20.52 Σx
2
= 2737.24 and Σy
- 2
- 1
- 1
In addition, to find how much contribution that English songs gives on students‟ vocabulary mastery, the researcher computed the data as follow:
2
= ( ) 100%
2
- 2
3.23
= ( ) 100%
2 3.23 +46 10.433
= ( ) 100%
56.433
= 0.184 100% = 18.48 %
There was 31.35 for experimental group and 20.52 for control group. It indicates the using of English songs has given significant effect of students’ vocabulary mastery. Afterward, the degree of freedom (df) that is used in this research was interpreted to compare the two critical values; t-test and t- table. The degree of freedom (df) of this research can get from formula ( Nx=Ny)-2, (24+24) -2 = 46 So the degree of freedom (df) that this research used is 46 Therefore, let see the t- table of 46 , it is for 2.68 confidence level of 0.01 or 99% and 2.01 for confidence level of 0.05 or 95%.
Table 0.4 the comparison between the t- test and t- tablet- test t- table Df
0.01
0.05
3.23
46
2.68
2.01 After comparing t-test and t-table values, the t- test value was greater than t- table. It means that after the experimental group was treat using English songs, the result found that there was good influence on students vocabulary.
Based on the analysis, it is clear that the null hypothesis (Ho) which states: If t-test > t-table at the confidence level .05 (95%) and .01 (99%), H “ English song is not effective in improving vocabulary mastery” is rejected. As the result alternate hypothesis is accepted.
From the result above it can be inferred that teaching vocabulary by using English songs ha positive effect in improving students vocabulary mastery for the seventh grade students of SMPN 1 Kuripan in academic years 2016/2017 in English subject. It can be seen by the result of experimental group post- test which gets higher than the control groups.
5. Conclusion and Suggestion
From the result of the research it can be inferred that songs give the positive effect in the teaching- learning process. This research showed that the result of the t- test value was 3.23, then the value was consulted to the t- table value was 2.01 It means that value was t- test higher than t-table value and it indicates that the alternate hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected.
Concerning to the previous conclusion, the research would like to offer some suggestions as follows:
1. To The teachers Before conducting the teaching and learning process especially English to Junior High School students, it is important to understand the students characteristic as young learners.
2. To the students Studying English as foreign language not difficult as long as they find the way to motivate them. The students should be more active during the teaching learning process.
3. To other researcher This researcsh hope that these result will influence the other researcher to conduct their research on the similar problem in order to get better research findings, since there are still many other aspect to be studied, it is aimed that the better foreign language (English) Teaching and learning ways would be purposed.