Content Analysis of Tense Features in Lukas Graham's Song Entitled Mama Said to Teach Junior Secondary Students in 8Th Grade.

ABSTRACT

Metode pengajaran menggunakan lagu sangat umum dipakai, terutama di sekolah-sekolah di Indonesia. Studi ini membahas penggunaan lagu untuk mengajarkan fitur tata bahasa dalam teks lagu Mama Said yang dinyanyikan oleh Lukas Graham sebagai salah satu media dalam meningkatkan pemahaman siswa untuk belajar menulis beberapa jenis teks dalam bahasa Inggris. Menurut Kurikulum 2013, siswa SMP kelas 8 belajar menulis teks recount, teks descriptive dan teks narrative. Emilia (2011) menyebutkan bahwa fitur tata bahasa yang harus dikuasai dalam teks recount, descriptive dan narrative adalah Simple Present Tense, Present Progressive Tense, Simple Past Tense dan Past Progressive Tense. Jenis tata bahasa tersebut dapat diajarkan melalui lagu Mama Said. Teori utama yang digunakan untuk menganalisis tata bahasa pada lirik lagu Mama Said dalam studi ini diambil dari buku A S Hornby. Ia mengutarakan bahwa ada sejumlah aspek penting mengenai tata bahasa dalam penggunaaan bahasa. Meskipun demikian, studi ini hanya akan membahas beberapa aspek yang sesuai dengan kemampuan siswa SMP kelas 8 dalam bahasa Inggris.

Studi ini dilengkapi dengan enam rencana pembelajaran untuk mengajarkan tata bahasa tersebut yang berdasarkan pada pendekatan PPP

v

(Presentation, Practice and Production) sebagai salah satu metode dalam mengajar bahasa Inggris. Studi ini dilengkapi pula dengan contoh soal yang tercantum dalam rencana pembelajaran yang diajukan. Dengan menggunakan lagu sebagai media dalam mengajar bahasa Inggris, diharapkan proses belajar mengajar akan lebih menyenangkan dan bermanfaat bagi siswa. Berdasarkan kepopuleran lagu ini di kalangan anak muda, bisa diasumsikan bahwa lagu Mama Said ini telah sering diputar di luar kelas baik itu melalui radio maupun televisi, sehingga diharapkan siswa dapat mengingat kembali pelajaran yang telah dibahas di kelas dan termotivasi untuk lebih giat belajar.

TABLE OF CONTENTS

ACKNOWLEDGEMENTS ... i

TABLE OF CONTENTS ... ii

ABSTRACT ... iv

CHAPTER ONE: INTRODUCTION 1.1 Background of the Study ... 1

1.2 Statement of the Problem ... 3

1.3 Purpose of the Study ... 4

1.4 Significance of the Problem ... 4

1.5 Limitation of the Study ... 4

1.6 Organization of the Study ... 5

CHAPTER TWO: THEORETICAL FOUNDATION 2.1 Verb Tenses ... 6

2.1.1 Simple Present Tense ... 8

2.1.2 Present Progressive Tense ... 11

2.1.3 Simple Past Tense ... 13

2.1.4 Past Progressive Tense ... 15

2.2 Teaching English through Songs ... 17

2.2.1 Teaching Grammar through Songs ... 18

2.3 Lesson Plans to Teach English ... 19

2.4 Previous Studies ... 21

CHAPTER THREE: RESEARCH METHODOLOGY 3.1 Research Design ... 24

3.2 Subject ... 25

3.3 Data Collection Techniques ... 25

3.4 Data Analysis ... 26

CHAPTER FOUR: FINDINGS AND DISCUSSION 4.1 Tense Features ... 28

iii

4.1.2 Present Progressive Tense (TF2) ... 30

4.1.3 Simple Past Tense (TF3) ... 31

4.1.4 Past Progressive Tense (TF4) ... 31

4.2 Lesson Plan Development ... 32

4.2.1 Simple Present Tense (TF1) ... 33

4.2.2 Present Progressive Tense (TF2) ... 35

4.2.3 Simple Past Tense (TF3) ... 38

4.2.4 Past Progressive Tense (TF4) ... 39

CHAPTER FIVE: CONCLUSION AND RECOMMENDATION 5.1 Conclusion ... 44

4.2 Recommendation ... 45

BIBLIOGRAPHY ... 47

APPENDICES Appendix 1 ... 51

Appendix 2 ... 55

CHAPTER ONE

INTRODUCTION

This chapter presents an overview of the research. It contains the background of the study, statement of the problem, purpose of the study, significance of the problem, limitation of the study and organization of the study.

1.1 Background of the Study

Language is a medium that people need to connect with others universally. Labelled as an International Language, English is currently seen as the finest selection for communication amidst people from diverse language backgrounds (Kilickaya, 2009, p. 37). Harmer (2007, p. 15) agrees that English is used as a circumstance to switch over information of academic discourses around the world. In spite of its importance, “English is one of the most fascinating, controversial and challenging subjects of the school curriculum” (Wyse & Jones, 2001, p. 1). In Indonesia, English is considered as a challenging subject for Indonesian students

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because it has different language features, including grammar, from those in Bahasa Indonesia (Panggabean, 2015, pp. 35-36).

Based on the statements above, therefore, teachers should find interesting

ways to teach English to avoid students’ boredom and to make a language classroom less stressful. One of the practical forms of media that teachers can use to make the teaching learning process more enjoyable and fun is song. Shen (2009, p. 93) states that by listening to English songs, grammatical structures in both students’ conscious and unconscious memories are easily embedded. Moreover, Shen (2009, p. 94) points out that English songs are an excellent instrument by which students will develop their interests and high motivation in learning English as well as developing their linguistic intelligence and language awareness if the song is used appropriately by the teacher. Saricoban and Metin (2000, para. 8) identify that it is better to use more meaningful or popular songs to teach English to teenagers, such as junior secondary students.

Based on the standard competencies in curriculum 2013, junior secondary students are required to learn five kinds of texts in English subject, namely Descriptive, Recount, Narrative, Procedure and Report. However, based on the curriculum, only Descriptive, Recount and Narrative texts are required to be taught to the 8th _{grade students. These kinds of text contain such tenses as Simple} Present, Present Progressive, Simple Past and Past Progressive.

Lukas Graham’s song entitled Mama Said has been chosen to be analysed for its text content in this study. Aside from its popularity among teenagers, this

to be taught to junior secondary students in 8th _{grade. Tenses, as a part of English} grammar, is mandatory material for students to master.

To teach students, teachers have to be capable of developing lesson plans which focus on grammar features to decide on the appropriate teaching methods, procedures and techniques. PPP (Presentation, Practice and Produce) is a type of method that has often been recommended to teachers for teaching grammar (Christison, Christian, Duff, & Spada, 2015, p. 217). PPP is recommended for students, as it can encourage and motivate them to reach their optimal language learning potential. Planning is a thinking skill in visualizing the lesson before it happens, which “involves prediction, anticipation, sequencing, organising and simplifying” (Scrivener, 2005, p. 109). In addition, he points out that by planning a lesson, teachers are able to enhance the number of teaching options and intensifying the chances of a successful lesson (p. 109).

Having reviewed the background of the study above, the researcher intends to investigate the tense features found in Lukas Graham’s song entitled Mama Said, which teachers can use to teach 8th _{graders. Also, this study aims at} developing lesson plans related to the tense features to teach English.

1.2 Statement of the Problem

This study will be conducted to answer the following research questions: 1. In Lukas Graham’s song entitled Mama Said, what are the tense features that

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2. What lesson plans that are based on Lukas Graham’s song entitled Mama Said can teachers prepare to teach certain English tenses to junior secondary students in 8th _grade?

1.3 Purpose of the Study

According to the research questions, the purpose of the study is to present: 1. The tense features in Lukas Graham’s song entitled Mama Said that teachers

can use to teach English to junior secondary students in 8th _grade.

2. The lesson plans based on Lukas Graham’s song entitled Mama Said that teachers can prepare to teach English tenses to junior secondary students in 8th _grade.

1.4 Significance of the Problem

The results of this research are hoped to contribute to the improvement of English teaching practice, especially in teaching English through songs. It is also expected that this study can be a useful source for those who wish to conduct further research focusing on how to teach English through songs and to help students improve their English learning skills.

1.5 Limitation of the Study

Although this study has been well prepared, there are some unavoidable limitations in this research. First, it discusses only the four types of tenses in

Narrative texts. Therefore, this study proposes that Mama Said is appropriate to teach certain English tenses to junior secondary students in grade 8. Second, this study provides lesson plans to teach English tenses through only one song to teenagers, specifically junior secondary students in grade 8.

1.6 Organization of the Study

This study is organized into five chapters. Chapter One is Introduction, which provides information about the Background of the Study, Statement of the Problem, Purpose of the Study, Significance of the Problem, Limitation of the Study and Organization of the Study. Chapter Two is Theoretical Foundation, which focuses on some theories that are related with the topic of the study. Chapter Three is Research Methodology, which presents the Research Design, Data Collection Techniques and Data Analysis. Chapter Four is Findings and Discussion; this chapter explains the tense features found in the text and the discussion on the lesson plans that can be used in English teaching based on the lyrics of a song. Chapter Five is Conclusion and Recommendation; it shows the entire conclusion of the study and provides suggestion for further research. The five chapters are followed by Bibliography, which presents the list of references used in analysing this study, and Appendices, which contains the song lyric and some tables.

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CHAPTER FIVE

CONCLUSION AND RECOMMENDATION

This chapter is presented in two sections, specifically conclusion and recommendation. Conclusion contains the clarification of the findings of the study whereas recommendation comprises a reference for English teachers and further researchers.

5.1 Conclusion

As has been discussed earlier, the aim of this study is to examine whether

Lukas Graham’s song entitled Mama Said is appropriate to be employed as a teaching material to teach tense features to junior secondary students in grade 8. Firstly, the study is designed to investigate how many occurrences of tense features in the song teachers can use to teach junior secondary students in 8th grade. Secondly, the researcher develops the lesson plans that teachers can use to teach the tense features to junior secondary students in 8th _grade.

The findings acquired from the content analysis show that there are four tense features found in Lukas Graham’s song entitled Mama Said. The frequency of the tense features indicates that the Simple Past Tense (TF2) is the most frequently used in the song with fifty-four occurrences; followed by nineteen data of Simple Present Tense (TF1); lastly, there are two data of each the Present Progressive Tense (TF3) and Past Progressive Tense (TF4). Based on the content analysis, the researcher considers that Lukas Graham’s song entitled Mama Said is suitable and appropriate to be used to teach English grammar, specifically the intended four tense features to junior secondary students in grade 8.

Furthermore, based on the lesson plans that the researcher has developed, teachers can use four different techniques (transformation, error-identifying, tense-selecting and word-ordering) of using songs to teach tense features. PPP (Presentation, Practice and Produce) is the teaching method that the researcher suggests for teachers to use, as the instructional process is clear enough to follow. To sum up, Lukas Graham’s song entitled Mama Said utilised in this study is supposed to be suitable for enhancing students’ motivation and accomplishment in learning English grammar, specifically tense features.

5.2 Recommendation

With reference to the absolute findings obtained from this study, it is indicated that the selected song is qualified to be a useful medium for students’ learning practice and teachers’ teaching method. In fact, more than one song can be better for teaching tenses. The implementation of songs in teaching English

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grammar is supremely suggested, specifically for the teaching of tense features. It is possible for further researchers who would like to do further research to study other language features in other song lyrics. The teaching will be more interesting if teachers use various techniques in presenting the song.

There are three considerations that the researcher recommends for teachers who have willingness to teach English grammar to junior secondary students through songs. Firstly, teachers’ competencies to create a relieved atmosphere in classroom, such as providing students with an amusing, interesting and stimulating process of learning. Secondly, teachers’ proficiencies to make sure that they are skilful, creative and expert in teaching English grammar by using songs. Thirdly, teachers’ aptitudes to choose appropriate songs as the media of teaching English grammar to junior secondary students. Furthermore, the researcher suggests that teachers have to find songs that contain proper educational content, simple language and easy listening.

It is extremely recommended to carry out studies with a topic that is alike to this study yet by implementing different research designs, such as action research design, experimental design or survey design.

CONTENT ANALYSIS OF TENSE FEATURES

IN LUKAS GRAHAM’S SONG ENTITLED

MAMA SAID TO TEACH JUNIOR SECONDARY

STUDENTS IN 8

TH

GRADE

a thesis

submitted to the English Department of the Faculty of Letters

in partial fulfiment of the requirements for the ‘Sarjana’ degree

LAWURANITA JULIANA 1241017

ENGLISH DEPARTMENT FACULTY OF LETTERS

MARANATHA CHRISTIAN UNIVERSITY B A N D U N G

i

ACKNOWLEDGEMENTS

First of all, I would like to thank my Abba Father, Jesus Christ, for giving me wisdom and strength to go through all the challenges and obstacles that I had in completing this piece of writing.

I would also like to thank my supervisors, Ms. Indriani Kuswanto, S.S., M.Pd and Dr. Yugianingrum, M.S. for providing invaluable support during the process of this research and Mr. Pritz Hutabarat, S.T.,M.Pd, who was involved in the supervision of this thesis at an earlier stage.

My gratitude also goes to all my lecturers and classmates. In particular, I dedicate this thesis to my family, especially my lovely father in heaven (thanks for watching me all the time from above); my mother, who has patiently encouraged and fully supported me to finish my study and attain my bachelor degree; my brothers and sister, for being my role models to have a better and successful future in life. Finally, special huge thanks go to my husband, for always being my prayer partner in my daily ups and downs. I am very thankful for your love and support during the finishing of my study.

BIBLIOGRAPHY

Allsop, J. (1989). Cassell's students' English grammar. Great Britain: Cassell Publishers Limited.

Azar, B. S. (1989). Understanding and using English grammar (2nd ed.). New Jersey: Prentice-Hall, Inc.

Borjars, K., & Burridge, K. (2010). Introducing English grammar (2nd ed.). London: Hodder Education.

Christison, M., Christian, D., Duff, P. A., & Spada, N. (2015). Teaching and learning English grammar: Research findings and future directions. New York: Routledge.

Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. Oxon: Routledge.

Collins, T. (2009). Correct your English errors: Avoid 99% of the common mistakes made by learners of English. New York: McGraw-Hill.

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston: Pearson Education, Inc.

48

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Crookes, G. (2003). A practicum in TESOL: Professional development through teaching practice. New York: Cambridge University Press.

Crystal, D. (2003). English as a global language (2nd ed.). Cambridge: Cambridge University Press.

Emilia, E. (2011). Pendekatan genre-based dalam pengajaran bahasa Inggris: Petunjuk untuk guru. Bandung: Rizqi Press.

Engh, D. (2013). Why use music in English language learning? A survey of the literature. English Language Teaching, VI(2), 113-127.

Hancock, M. (2013). Singing grammar: Teaching grammar through songs. Cambridge: Cambridge University Press.

Harmer, J. (2007). The practice of English language teaching (4th ed.). Essex: Pearson Education Limited.

Hornby, A. S. (1975). Guide to patterns and usage in English (2nd ed.). Oxford: Oxford University Press.

Kementerian Pendidikan dan Kebudayaan Republik Indonesia. (2014). When English rings a bell (Buku Guru). Jakarta: Pusat Kurikulum dan Perbukuan, Balitbang, Kemdikbud.

Kilickaya, F. (2009, September). World Englishes, English as an international language and applied linguistics. English Language Teaching, II(3), 35-38. Mappiasse, S. S., & Sihes, A. J. (2014). Evaluation of English as a foreign language and its curriculum in Indonesia: A review. English Language Teaching, VII(10), 113-122.

Millington, N. T. (2011). Using songs effectively to teach English to young learners. Language Education in Asia, II(1), 134-141.

Panggabean, H. (2015). Problematic approach to English learning and teaching: A case in Indonesia. English Language Teaching, VIII(3), 35-45.

Putri, W., & Bayu, M. (2015). Teaching grammar through songs: More than just for fun. Proceeding: The Eighth International Conference On Applied Linguistics (CONAPLIN 8) "Language and Well-Being", VIII(1), 336-339. Roslim, N., Azizul, A. F., & Zain, M. M. (2011). Using songs in enhancing the

teaching of grammar. Advances in Language and Literary Studies, II(2), 118-120.

Saricoban, A., & Metin, E. (2000). Songs, verses and games for teaching grammar. Retrieved from The Internet TESL Journal: http://iteslj.org/Techniques/Saricoban-Songs.html

Scrivener, J. (2005). Learning teaching (2nd ed.). Oxford: Macmillan Publishers Limited.

Sharma, Y. K., & Sharma, M. (2011). Conceptual and practical aspects of English teaching. New Delhi: Kanishka Publishers.

Shen, C. (2009). Using English songs: An enjoyable and effective approach to ELT. English Language Teaching, II(1), 88-94.

Tse, A. Y. (2015). Malaysian teachers' perspectives on using songs in English language teaching. International Journal of Social Science and Humanity, V(1), 87-89.

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Vale, D., & Feunteum, A. (1995). Teaching children English: A training course for teachers of English to children. Cambridge: Cambridge University Press.

Wilson, P., & Winther, M. (2016, September 16). Lukas Graham - Mama Said [OFFICIAL LYRIC VIDEO]. Retrieved September 26, 2016, from YouTube: https://youtu.be/W_oEIYOERKI

Wyse, D., & Jones, R. (2001). Teaching English, language and literacy. London: Routledge Falmer.

Zur, O. (n.d.). Really learn English. Retrieved October 22, 2016, from The English grammar tenses collection: http:://www.really-learn-english.com/english-grammar-tenses.html

CONTENT ANALYSIS OF TENSE FEATURES

IN LUKAS GRAHAM’S SONG ENTITLED

MAMA SAID TO TEACH JUNIOR SECONDARY

STUDENTS IN 8

TH

GRADE

a thesis

submitted to the English Department of the Faculty of Letters

in partial fulfiment of the requirements for the ‘Sarjana’ degree

LAWURANITA JULIANA 1241017

ENGLISH DEPARTMENT FACULTY OF LETTERS

MARANATHA CHRISTIAN UNIVERSITY B A N D U N G

ACKNOWLEDGEMENTS

First of all, I would like to thank my Abba Father, Jesus Christ, for giving

me wisdom and strength to go through all the challenges and obstacles that I had

in completing this piece of writing.

I would also like to thank my supervisors, Ms. Indriani Kuswanto, S.S.,

M.Pd and Dr. Yugianingrum, M.S. for providing invaluable support during the

process of this research and Mr. Pritz Hutabarat, S.T.,M.Pd, who was involved in

the supervision of this thesis at an earlier stage.

My gratitude also goes to all my lecturers and classmates. In particular, I

dedicate this thesis to my family, especially my lovely father in heaven (thanks for

watching me all the time from above); my mother, who has patiently encouraged

and fully supported me to finish my study and attain my bachelor degree; my

brothers and sister, for being my role models to have a better and successful future

in life. Finally, special huge thanks go to my husband, for always being my prayer

partner in my daily ups and downs. I am very thankful for your love and support

47

Maranatha Christian University

BIBLIOGRAPHY

Allsop, J. (1989). Cassell's students' English grammar. Great Britain: Cassell

Publishers Limited.

Azar, B. S. (1989). Understanding and using English grammar (2nd ed.). New

Jersey: Prentice-Hall, Inc.

Borjars, K., & Burridge, K. (2010). Introducing English grammar (2nd ed.).

London: Hodder Education.

Christison, M., Christian, D., Duff, P. A., & Spada, N. (2015). Teaching and

learning English grammar: Research findings and future directions. New

York: Routledge.

Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education.

Oxon: Routledge.

Collins, T. (2009). Correct your English errors: Avoid 99% of the common

mistakes made by learners of English. New York: McGraw-Hill.

Creswell, J. W. (2012). Educational research: Planning, conducting, and

evaluating quantitative and qualitative research (4th ed.). Boston: Pearson

Crookes, G. (2003). A practicum in TESOL: Professional development through

teaching practice. New York: Cambridge University Press.

Crystal, D. (2003). English as a global language (2nd ed.). Cambridge:

Cambridge University Press.

Emilia, E. (2011). Pendekatan genre-based dalam pengajaran bahasa Inggris:

Petunjuk untuk guru. Bandung: Rizqi Press.

Engh, D. (2013). Why use music in English language learning? A survey of the

literature. English Language Teaching, VI(2), 113-127.

Hancock, M. (2013). Singing grammar: Teaching grammar through songs.

Cambridge: Cambridge University Press.

Harmer, J. (2007). The practice of English language teaching (4th ed.). Essex:

Pearson Education Limited.

Hornby, A. S. (1975). Guide to patterns and usage in English (2nd ed.). Oxford:

Oxford University Press.

Kementerian Pendidikan dan Kebudayaan Republik Indonesia. (2014). When

English rings a bell (Buku Guru). Jakarta: Pusat Kurikulum dan

Perbukuan, Balitbang, Kemdikbud.

Kilickaya, F. (2009, September). World Englishes, English as an international

language and applied linguistics. English Language Teaching, II(3), 35-38.

Mappiasse, S. S., & Sihes, A. J. (2014). Evaluation of English as a foreign

language and its curriculum in Indonesia: A review. English Language

49

Maranatha Christian University

Millington, N. T. (2011). Using songs effectively to teach English to young

learners. Language Education in Asia, II(1), 134-141.

Panggabean, H. (2015). Problematic approach to English learning and teaching: A

case in Indonesia. English Language Teaching, VIII(3), 35-45.

Putri, W., & Bayu, M. (2015). Teaching grammar through songs: More than just

for fun. Proceeding: The Eighth International Conference On Applied

Linguistics (CONAPLIN 8) "Language and Well-Being", VIII(1), 336-339.

Roslim, N., Azizul, A. F., & Zain, M. M. (2011). Using songs in enhancing the

teaching of grammar. Advances in Language and Literary Studies, II(2),

118-120.

Saricoban, A., & Metin, E. (2000). Songs, verses and games for teaching

grammar. Retrieved from The Internet TESL Journal:

http://iteslj.org/Techniques/Saricoban-Songs.html

Scrivener, J. (2005). Learning teaching (2nd ed.). Oxford: Macmillan Publishers

Limited.

Sharma, Y. K., & Sharma, M. (2011). Conceptual and practical aspects of

English teaching. New Delhi: Kanishka Publishers.

Shen, C. (2009). Using English songs: An enjoyable and effective approach to

ELT. English Language Teaching, II(1), 88-94.

Tse, A. Y. (2015). Malaysian teachers' perspectives on using songs in English

language teaching. International Journal of Social Science and Humanity,

Vale, D., & Feunteum, A. (1995). Teaching children English: A training course

for teachers of English to children. Cambridge: Cambridge University

Press.

Wilson, P., & Winther, M. (2016, September 16). Lukas Graham - Mama Said

[OFFICIAL LYRIC VIDEO]. Retrieved September 26, 2016, from

YouTube: https://youtu.be/W_oEIYOERKI

Wyse, D., & Jones, R. (2001). Teaching English, language and literacy. London:

Routledge Falmer.

Zur, O. (n.d.). Really learn English. Retrieved October 22, 2016, from The

English grammar tenses collection: