The Research Hypothesis THEORETICAL FRAMEWORK

1 First meeting, the writer explained what she is going to do and emphasize on that students that they are going to mastery vocabulary by using song for the next three meetings. Then, the writer gave the pre-test to students in order to know the students’ competence in understanding the vocabulary based on the pre- test’s result. 2 Second meeting, the writer played the song by the tittle “Happy”. The writer played the song twice. At first played of the song the writer asked the students to heard and than mention the words that they had just heard. At the second time the writer gave them print out of song’s lyric and asked them to heard again. After hearing the song the writer and students discuss about what the song tell about. Than, the writer asked the students to make group that consist of 6 students and asked them to underline the verb and adjective that provided on the lyric. After that find out the synonym and antonym of the words. 3 Third meeting, before learning, the writer applied a fun activity which was called ‘Crazy Story’. In this game the writer asked the students to make a story using vocabulary that was learnt in previous meeting. In learning activity the writer gave the students missing lyric and asked them to fill in the blank based on the word that they had heard. The title of song that was played is “I Remember”. Next the writer asked students to make group that consist of five people each group, they asked to discuss what the song tell about and than presented it in front of the class. The last the writer gave excercises for students. 4 Fourth meeting, before begin the lesson the writer gave fun activity by asked them to guess the title’s song that was played. Than the writer gave print out lyric “You’re The One” that was miss some words and asked the students to fill in the blank based on the song that was played. Next the writer asked the students to discuss with their friends about content of the song. After the students understand and know meaning of the word that was given. The writer asked the students to make a story using vocabulary that was learned. 5 Fifth meeting, the writer reviewed vocabularies that have been given. At the end of meeting, the wrier conducted a test called post test. The post test was designed to know how far students’ mastery in vocabulary that have been given and to know whether the use of Song as media in mastery vocabulary is effective or not. 2. Teaching Vocabulary without Songs Besides teaching vocabulary using songs, the writer also taught vocabulary without songs in control class. The teaching of vocabulary without songs was done by the writer in five meetings. Below are the brief explanations about the teaching and learning process in control class: 1 First meeting, the writer explained what she is going to do and emphasize on that students that they are going to mastery vocabulary by using song for the next three meetings. Then, the writer gave the pre-test to students in order to know the students’ competence in understanding the vocabulary based on the pre-test’s result. 2 In second to forth meeting the writer introduced the songs and gave students hand-outs song lyrics but the songs read as read a book without with rhymes. The writer wrote the difficult words on the white board and asked students to translate into Indonesian language. The writer asked them to memorize the words. 3 In Fifth meeting, the writer reviewed vocabularies that have been given. At the end of meeting, the wrier conducted a test called post test. The post test was designed to know how far students’ mastery in vocabulary that have been given.