THE USE OF ENGLISH SONG IN TEACHING LISTENING SKILL : A Quasi Experimental of Eleven Grade of Senior High School at SMA Negeri 4 Cimahi.
The Use of English Song in Teaching Listening Skill
(A Quasi Experimental of Eleven Grade of Senior High Schoolat SMA Negeri 4 Cimahi)
A Research Paper
Submitted to Department of English Education as Partial Fulfillment of the Requirements for Sarjana Pendidikan Degree
By Intan Gusviani
0608884
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF LANGUAGE AND ARTS EDUCATION
INDONESIA UNIVERSITY OF EDUCATION
2014
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The Use of English Song in Teaching Listening Skill
(A Quasi Experimental of Eleven Grade of Senior High Schoolat SMA Negeri 4 Cimahi)
Oleh Intan Gusviani
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa Inggris
© Intan Gusviani 2014 Universitas Pendidikan Indonesia
Januari 2014
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.
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PAGE OF APPROVAL
The Use of English Song in Teaching Listening Skill
(A Quasi Experimental of Eleven Grade of Senior High School at SMA Negeri 4 Cimahi)
By Intan Gusviani
0608884
Approved by
Main Supervisor Co-Supervisor
Dr. Wachyu Sundayana, M.A Rojab Siti Rodliyah, M. Ed NIP. 195802081986011001 NIP. 197308062002122001
Head of English Education Department
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ABSTRACT
This study entitled “The Use of English Song in Teaching Listening Skill (A Quasi Experimental of Eleven Grade of Senior High School at SMA Negeri 4 Cimahi)” is aimed to find out the use of English song as a medium in improving students’ listening skill and also investigate the responses given by students’ toward the use of English song in teaching listening skill. This study used a quantitative method. Pre-test, post-test and questionnaire were employed to obtain the data.
The data gathered through pre-test and post-test were computed using IBM SPSS Statistics 17.0 for Windows while data from questionnaire were analyzed based on the frequency of students’ answers and then were calculated and interpreted into percentage. The instrument was a test and analyzed by mean score formula. The result shows that there is a significant difference between the score before treatment and the score after treatments. It can be concluded that the use of songs improved the eleven graders students’ listening skill at SMAN 4 Cimahi. The findings from questionnaires showed that the students enjoy the listening learning process using English song. It is indicated from their enthusiasm in finishing the listening test well and their answers to the questionnaires. Thus, the use of English song in teaching listening skill was positively responded by the students.
Keywords: Listening Skill, Teaching Listening Skill, Teaching using an English Song. Penelitian ini tentang penggunaan lagu berbahasa Inggris dalam kegiatan mengajarkan kemampuan mendengarkan. Bertujuan untuk mengetahui penggunaan lagu berbahasa Inggris sebagai media dalam meningkatkan keterampilan mendengarkan dan juga mengetahui respon yang diberikan oleh siswa terhadap pemanfaatan lagu berbahasa Inggris dalam kegiatan mengajar keterampilan mendengarkan. Penelitian ini menggunakan metode kuantitatif. Pre-test, post-test dan angket digunakan untuk memperoleh data.
Data yang dikumpulkan melalui pre -test dan post-test yang dihitung dengan menggunakan IBM SPSS Statistics 17.0 sedangkan data dari kuesioner dianalisis berdasarkan frekuensi jawaban siswa dan kemudian dihitung dan diinterpretasikan ke dalam persentase. Instrumen penelitiannya adalah tes dan kemudian dianalisis dengan rumus skor rata-rata. Hasil penelitian menunjukkan bahwa ada perbedaan yang signifikan antara skor sebelum dan skor setelah menggunakan lagu berbahasa inggris. Dengan demikian dapat disimpulkan bahwa penggunaan lagu meningkatkan dapat keterampilan mendengarkan siswa kelas sebelas di SMAN 4 Cimahi. Temuan dari kuesioner menunjukkan bahwa siswa menikmati proses belajar mendengarkan menggunakan lagu berbahasa Inggris. Hal ini diindikasikan dari antusiasme mereka dalam menyelesaikan tes dengan baik dan jawaban mereka terhadap kuesioner. Dengan demikian ,penggunaan lagu berbahasa Inggris dalam keterampilan mendengarkan direspon positif oleh siswa.
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TABLE OF CONTENT
Page of approval ... i
Declaration ... ii
Dedication ... iii
Abstract ... iv
Acknowledgment ... v
List of Appendices ... vi
Table of Content ... vii
CHAPTER I
INTRODUCTION
1.1Research Background ... 11.2Statements of the Problem ... 3
1.3The Aims of the Study ... 3
1.4Scope of the Study ... 4
1.5 Hypothesis ... 4
1.6Significance of the Study ... 4
1.7Research Methodology ... 5
1.7.1. Research Design ... 5
1.7.2. Population and Sample ... 6
1.7.3 Data Collection ... 6
1.7.4 Data Analysis ... 7
1.8 Clarification of Terms ... 7
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CHAPTER II
THEORETICAL FOUNDATION
2.1 Listening ... 9
2.1.1 The Definition of Listening ... 9
2.1.2 The Process of listening ... 10
2.1.3 Types of Listening ... 11
2.1.4 Types of Listening Activities ... 12
2.2 Approaches in Teaching Listening ... 13
2.3 Song ... 17
2.3.1 Song as a Medium to Teaching Listening Skill ... 18
2.3.2 Instructional of Using English Song as a Medium in Teaching Listening Skill ... 19
2.3.3 Previous Studies Related to Using Song Technique... 21
CHAPTER III
METHOD OF THE RESEARCH
3.1Research Questions ... 233.2 Research Design ... 23
3.2.1 Research Method ... 23
3.2.2 Variables ... 25
3.2.4 Sample and Population ... 26
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3.3 Data Collection ... 27
3.3.1 Research Procedures ... 28
3.3.1.1 Preparing the Lesson Plan ... 28
3.3.1.2 Preparing the Material ... 28
3.3.1.3 Administering Pilot Test ... 29
3.3.1.4 Pre-test ... 29
3.3.1.5 Treatment ... 30
3.3.1.6 Post-test ... 31
3.3.1.7 Questionnaire ... 31
3.4 Data Analysis ... 31
3.4.1 Scoring ... 32
3.4.2 Data Analysis in Pilot Test ... 32
3.4.2.1 Validity ... 32
3.4.2.2 Level of Difficulty ... 33
3.4.2.3 Discrimination ... 34
3.4.2.4 Reliability ... 36
3.4.3 Data Analysis on Posttest ... 39
3.4.5 Questionnaire ... 40
CHAPTER IV FINDINGS AND DISCUSSION 4.1 Findings ... 42
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4.1.1 Pilot Test Result ... 42
4.1.1.1 Validity ... 43
4.1.1.2 The Difficulty Test ... 44
4.1.1.3 Discrimination Test ... 45
4.1.1.4 Reliability ... 45
4.1.2 The Pre-test Score Analysis ... 46
4.1.2.1 Normality Distribution test ... 46
4.1.2.2 Homogeneity of Variance Test ... 47
4.1.2.3 Independent t-test ... 48
4.1.3 Post-test Score Analysis ... 49
4.1.3.1 Normality Distribution Test ... 49
4.1.3.2 Homogeneity of Variance Test ... 50
4.1.3.3 Independent t-test ... 51
4.1.3.4 The Effect Size ... 52
4.1.3.5 The Dependent t-test ... 53
4.1.2 The Finding from the Questionnaire ... 54
4.1.2.1 The Students’ Obstacles in Learning Listening through English songs ... 58
4.1.2.2 The Advantages of Learning Listening through English songs ... 58
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CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Introduction ... 64
5.2 Conclusion ... 64
5.3 Suggestion ... 65
BIBILGIOGRAPHY ... 67
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1
CHAPTER I INTRODUCTION
In this chapter, an introduction is presented. It consists of background of the research, research questions, aim of the study, scope of the study, hypothesis, significance of the study, research method, clarification of terms, and organization of the paper.
1.1 Research Background
The very first language skill we picked up as we grew up is listening. Speaking, reading, and writing came later on after we have learned from listening. Listening to other people speaking English is the foundation to mastering English language. It is the medium through which people gain a large portion of their education, their information, their understanding of the world, their ideals, and their appreciation (Wills and Nizhou, 2006, p.3). Listening has relegated to a secondary position in the English language-teaching classroom. Compared to speaking, reading, and writing skills, there is a lack of research interest into listening. It has not received wider attention although listening is actually the language skill most often used in daily life. More than forty percent (40%) of our daily communication time is on listening, thirty-five percent (35%) on speaking, sixteen percent (16%) on reading, and only nine percent (9%) on writing (Burely-Allen 1995). In Indonesia, teaching of listening skill at school especially at senior high school becomes considerable attention. Students’ listening ability has arisen since the listening
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test was first included in the 2004 National Examination for English, like other three language skills. Listening skill is crucial to learning, students who listen well will be able to follow direction, and complete activities, students cannot learn effectively if they cannot listen and follow to directions (Carole Elckeles, 2003). Thus, it is clear that listening is one of important skills that students should master.
Teaching English in school is generally based on how the teacher applies manner in teaching English. In teaching listening, it is advisable to orient students to what they are about to hear by providing various form of listening supports (Pospoeszynka, 2000; Chang and Read, 2007) in order to give learners a context for interpretation and also active background knowledge (Chang and Read, 2007; Brown, 2006). One way to raise their self-enthusiasms is by the use of songs, which will enable them to give more reaction in learning English (Dickson, 1987; 34). As an attractive technique, taken from student’s daily activities, the students will feel engaged in the English tutoring (Cross, 1992; 164). Besides, the songs are part of authentic materials required for studying about foreign language directly from the native speakers. A problem on the teaching of listening skill in Indonesia school is lack of listening audio and video materials from the native speakers of English. In fact, students should be familiar with ‘how’ the language pronounced or spoken and finally they will be able to adopt and use it naturally in authentic situation. Students are listening materials as often as possible, so that they have enough input as the references to use in communication. Moreover, learning English through songs can be more effective to assist listening skill, in addition, students get knowledge on what they can hear the words from the songs,
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when students learn in an enjoyable situation because teenage learners usually like listen to music, and they will digest the lesson easily.
Based on the consideration above, therefore, this study investigates whether or not using English songs as a technique improves students’ listening skill. This study also investigated the students’ perception towards the use of English songs in developing students’ ability in listening skill.
1.2 Statements of the Problem
The issues to be discussed in this study are summarized in the following research questions:
1. Does the use of English song improve students’ listening skill?
2. What are students’ responses towards the use of English song in teaching students’ listening skill?
1.3 The Aims of the Study
The study is conducted to investigate further about teaching listening skill using English songs. In accordance with the research questions, the aims of the present study are hopefully able to:
1. Find out whether the use of English songs improves students’ listening skill. 2. Find out students’ responses towards the use of English songs in improving
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1.4 Scope of the Study
This study focuses on identifying whether the English song can improve student’s listening skill used by English teacher and the responses toward using English songs in improving students’ listening skill. Eleventh graders of SMA Negeri 4 Cimahi were investigated in this study. The aim of teaching purpose was practicing the listening skills for students through English song.
1.5 Hypothesis
The null hypothesis (Ho) in this study is that there is no difference between students’ listening skill who’s used English songs as technique in teaching listening skill and those who did not. This null hypothesis (Ho) is formulated as follow:
Ho: µ pre-test = µ post-test Where,
Ho : there was no difference between teaching listening skill by using English songs technique in experimental group and in control group after being given the treatment.
µ Pre-test : score of pre-test µ Post-test : score of post-test
1.6 Significance of the Study
The results of this study highlight the use of English songs in teaching listening to improving students’ listening skill. This study is hopefully able to present a real
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portrait of using English song in improving students’ listening skill at SMA Negeri 4 Cimahi.
1.7 Research Methodology
Research methodology in this present study includes research design, population and sample, data collection and data analysis.
1.7.1 Research Design
The study is quantitative research because it proposed to test a hypothesis through collection and analysis numerical data. Sugiyono (2008:34) said that quantitative method is used when a study aims to test a hypothesis. Banner (2005) also said that quantitative research shows the implementation of numerical approach toward data collection and analysis.
The method of this study is carried out by using quasi experimental design. According to Hatch & Farhady (1982: p. 24) state that quasi experimental design are practical compromises between true experimentation and the nature of human language behaviour which we wish to investigate.
The experimental design in the study is described in the following table: Table 1.1
The Quasi-Experimental Design
Group Pre-test Treatment Post-test
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Control Xc 1 O Xc 2
Xe 1 : Students’ listening scores of experimental group on pre-test Xc 1 : Students’ listening scores of control group on pre-test T : English song treatment
O : Non- English song treatment
Xe 2 : Students’ listening scores of experimental group on post-test Xc 2 : Students’ listening scores of control group on post-test
1.7.2 Population and Sample
The writer chooses the population and the sample from students at SMA Negeri 4 Cimahi. It is should come from same grade level; eleventh grade which are taught by the same teacher. From the population, the sample of this study was the students from two selected classes, the first class is the experimental group and the second class is the control group. Each class consisted of 40 students; however, to anticipate the research samples’ absences, this study only took 30 students from two selected classes. As a result, the total fix numbers of the sample are 60 students. The sample is choosen based on the consideration that students in this level have sufficient experience in listening skill.
1.7.3 Data Collection
This study will use some instruments when collecting data. Those are:
1) Pre-test and post-test which include completed a missing words test. Pre-test and post-test are directed to both of experimental and control groups.
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2) Questionnaire which is used to gather the information from students in experimental group about their responses on the use of English song in teaching students’ listening skill.
1.7.4 Data Analysis
The data were analyzed through quantitative approaches. The following activity after collecting the data is the data analysis. In order to meet the aims of the study, several steps are established to analyze the collected data:
1) Delivering pilot-test to students for checking the validity, level of difficulties and reliability of the test before conducting a pre-test;
2) Providing the instruments, they are pre-test and post-test;
3) Testing hypothesis and interpreting the result using SPSS 17.0 for windows; 4) Conducting questionnaire to know the students’ responses.
1.8 Clarification of Terms
In order to avoid unnecessary misunderstanding, some terms are clarified as follow:
1. Song is a relatively short musical composition for the human voice (possibly accompanied by other musical instrument), which features words (lyric).
2. Listening skills allow one to make sense of and understand what another person is saying.
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1.9 Paper Organization
This paper presented in five chapters. They are:
Chapter I is Introduction. It provides information about background of the study, statements of the problem, the aims of the study, scope of the study, significance of the study, research methodology, clarification of terms, and paper organization.
Chapter II is Theoretical Foundation. This chapter provides the theoretical foundation of teaching listening through English song,
Chapter III is Methodology. It elaborates the procedures of the study in order to find out the answer of the questions stated previously in chapter I.
Chapter IV is Results and Discussions. The chapter gives clear answer to the study questions that have been proposes before. The results and discussions presented based on the data that analyzed and they are related to theoretical in chapter two.
Chapter V is Conclusions and Suggestions. This chapter presents conclusions of this study and suggestions for further study.
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CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Introduction
This chapter consists of three major parts. The first part is an introduction. The second part discusses the major findings and their significance. While the third part discusses suggestions for practioners based on the result of the study.
5.2 Conclusion
The study was aimed at investigating the find out the improvement of students’
listening skill using English songs as a medium in teaching listening program. The result of the study showed that the use of English songs was effective to improve
students’ listening skill, especially in terms of guessing the meaning and understanding the passage with Asympt.Sig lower than level of significance (0.000 < 0.05). Moreover, the learning situation and interaction in class could also be affective and be attractive
while utilizing this technique that lead to the increasing of students’ enthusiasm in
learning. The use of English song in teaching listening skill help students enhance their motivation in learning listening as well to improve their listening skill.
Moreover, data from questionnaire shows the use of English song creates the
teaching learning process more interactive and active to motivate students’. The use of English songs helps students’ in listening skill especially in predicting what the native
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62
also makes a new atmosphere for students’ in the classroom; they fell interested and
enthusiastic to follow the listening teaching and learning process. We can conclude that
the use of English song in the classroom motivates the students’ to attend lessons and
pay attention in class.
5.3 Suggestion
Based on the conclusion above, some suggestions are proposed by the writer as bellow:
A. For teaching and learning listening skill using English song
1. Planning the lesson, selecting the English songs and the movement to be
used, so that the lesson will be appropriate with the students’ need, interests,
and curriculum as well.
2. Use the slow rhythm song and clear pronunciation; it was intended to help
students’ in understanding the lesson.
3. Give students’ a chance to choose the English song because it is better to use
song that students’ recommend and it helps the students to get more fun in learning listening skill.
4. Designing the activities so that the students can enjoy the activity but they also maximize their learning process.
5. From the result of this study, it is recommended for the teacher to use English songs in teaching listening skill, because songs have much value of
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63
B. For next related research
1. However, the result of this study cannot be generalized due to the limitation of sample. Thus, it is suggested for next researcher in the same field to involve large samples.
2. Because of the limited time, it is better for other researchers to continue this study in order to get more accurate data, and to create the suitable activity in listening skill by using English song.
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BIBLIOGRAPHY
Angliawati, Ria Yuli. 2011. The Frequency of Listening to English Songs and
Listening Achievement. Bandung: Unpublished Paper.
Arikunto, Suharsimi (2002). Prosedur Penelitian: Suatu Pendekatan Praktek.
Jakarta: Rineka Cipta.
Brewer, Chris. 2005. Benefits of Using Music in the Classroom. Available at
http://www.songsforteaching.com/teachingtips/classroom-out-comes-of-using-music.htm. Retrieved on March 17, 2011.
Brown, H. Douglas. 2001. Teaching by Principles: (An Interactive Approach
toLanguage Pedagogy) 2nd ed. New York: Addison Wesley Longman, Inc.
Brown, James W. Et al (1983) AV Instructional: technology, media and methods.
McGraw Hill. Inc: United States.
Brown, Joy L. M. (April 2006). Rhymes, Stories and Songs in the ESL Classroom. The
Internet TESL Journal. http://iteslj.org/Articles/Brown-Rhymes.html
Brown, Steven (2006). Teaching Listening. New York: Cambridge University Press.
Cebula, Dorota. 2003. Songs and Rhymes in Language Teaching. Available at
http://iatefl.org.pl/tdal/n9songs.htm. Retrieved at November 25, 2011.
Futonge, Kisito (2005). Using English Videos and Music in EFL, ESL Classrooms. ESL
Magazine: Read & Publish ESL articles. http://www.esl_galaxy.com/music.htm
Gay, L. R. (1990). Education and Research: Competences and for Analysis and
Application. New York: McMillan.
Hornby, A. S. (1990). Oxford Advanced Learner’s Dictionary of Current English.
Oxford: Oxford University Press. Http://www.isabelperez.com. Retrieved March 25, 2009.
Lynch, Larry M. (2008). Using Popular Songs to Improve Language Listening
Comprehension Skills.
http://esl4free.blogspot.com/2008/02/can-music-improve-your-students.htm.
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Maulaya, Riyadi. 2008. The Effectiveness of Songs as an Interactive Teaching Strategy to Improve Students’ Listening Ability. Bandung: Unpublished paper.
Mee, Mac Yin (July 1990). Teaching Listening: An Overview. The English Teacher Vol
XIX.
Mega. 2011. The Use of Song Lyrics in Improving Students’ Grammar Mastery of Past
Tense. Bandung: Unpublished Paper.
Mulyanti, Wida. 2010. Learning through Songs: The Effectiveness of Songs in
Teaching Pronounciation. Bandung: Unpublished Paper.
Orlova, Natalia F. (March 2003). Helping Prospective EFL Teachers Learn How to
Use Songs in Teaching Conversation Classes. The Internet TESL Journal. http://iteslj.org/Technoques/Orlova-Songs.html
Oxford, R. L. (1993). Research Update on Teaching L2 Listening. System, 21 (2)
PolyU ELC. Listening Material. Http://elc.polyu.edu.hk/ELCmaterial/Listening/
k/Listening.htm. March 25,2009.
Rixon, S. (1986). Developing Listening Skills. Basingstoke: Macmillan.
Ross, Justine. (February 2006). ESL Listening Comprehension: Practical Guidelines
for Teachers. The Internet TESL Journal. http://iteslj.org/Techniques/Ross-ListeningComprehension.html
Saricoban, Arif. (December 1999). The Teaching of Listening. The Internet TESL
Journal. http://iteslj.org/Articles/Saricoban-Listening.html
Saricoban, A. & Metin, E. (October 2000). Songs, Verse and Games for Teaching
Grammar. The Internet TESL Journal.
http://iteslj.org/Techniques/Saricoban-Songs.html. Retrieved on February 01, 2011.
Schoepp, Kevin. 2001. Reasons for Using Songs in the ESL/EFL Classroom. Available
at http://Schoepp/Reasons_for_Using_Songs_in_ESL/EFL_Classroom. Retrieved on
July 31, 2010.
Teaching Listening. http://teachinglisteningcomprehension.html. Retrieved March
25,2009.
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Modules. Paper presented at ITE Teaching Conference. http://edt.ite.edu.sgite_conf/teaching/tc0/5ts04.
Ur, Penny (1996). A Course in Language Teaching: Practice and Theory. Cambridge:
University Press.
Yoo, Isaiah WonHo. (July 2002). Focused Listening with Songs. The Internet TESL
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CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Introduction
This chapter consists of three major parts. The first part is an introduction. The second part discusses the major findings and their significance. While the third part discusses suggestions for practioners based on the result of the study.
5.2 Conclusion
The study was aimed at investigating the find out the improvement of students’ listening skill using English songs as a medium in teaching listening program. The result of the study showed that the use of English songs was effective to improve students’ listening skill, especially in terms of guessing the meaning and understanding the passage with Asympt.Sig lower than level of significance (0.000 < 0.05). Moreover, the learning situation and interaction in class could also be affective and be attractive while utilizing this technique that lead to the increasing of students’ enthusiasm in learning. The use of English song in teaching listening skill help students enhance their motivation in learning listening as well to improve their listening skill.
Moreover, data from questionnaire shows the use of English song creates the
teaching learning process more interactive and active to motivate students’. The use of English songs helps students’ in listening skill especially in predicting what the native
(2)
62
also makes a new atmosphere for students’ in the classroom; they fell interested and
enthusiastic to follow the listening teaching and learning process. We can conclude that
the use of English song in the classroom motivates the students’ to attend lessons and
pay attention in class.
5.3 Suggestion
Based on the conclusion above, some suggestions are proposed by the writer as bellow:
A. For teaching and learning listening skill using English song
1. Planning the lesson, selecting the English songs and the movement to be
used, so that the lesson will be appropriate with the students’ need, interests,
and curriculum as well.
2. Use the slow rhythm song and clear pronunciation; it was intended to help
students’ in understanding the lesson.
3. Give students’ a chance to choose the English song because it is better to use
song that students’ recommend and it helps the students to get more fun in learning listening skill.
4. Designing the activities so that the students can enjoy the activity but they also maximize their learning process.
5. From the result of this study, it is recommended for the teacher to use English songs in teaching listening skill, because songs have much value of
(3)
63
B. For next related research
1. However, the result of this study cannot be generalized due to the limitation of sample. Thus, it is suggested for next researcher in the same field to involve large samples.
2. Because of the limited time, it is better for other researchers to continue this study in order to get more accurate data, and to create the suitable activity in listening skill by using English song.
(4)
BIBLIOGRAPHY
Angliawati, Ria Yuli. 2011. The Frequency of Listening to English Songs and Listening Achievement. Bandung: Unpublished Paper.
Arikunto, Suharsimi (2002). Prosedur Penelitian: Suatu Pendekatan Praktek. Jakarta: Rineka Cipta.
Brewer, Chris. 2005. Benefits of Using Music in the Classroom. Available at
http://www.songsforteaching.com/teachingtips/classroom-out-comes-of-using-music.htm. Retrieved on March 17, 2011.
Brown, H. Douglas. 2001. Teaching by Principles: (An Interactive Approach toLanguage Pedagogy) 2nd ed. New York: Addison Wesley Longman, Inc.
Brown, James W. Et al (1983) AV Instructional: technology, media and methods. McGraw Hill. Inc: United States.
Brown, Joy L. M. (April 2006). Rhymes, Stories and Songs in the ESL Classroom. The Internet TESL Journal. http://iteslj.org/Articles/Brown-Rhymes.html
Brown, Steven (2006). Teaching Listening. New York: Cambridge University Press. Cebula, Dorota. 2003. Songs and Rhymes in Language Teaching. Available at
http://iatefl.org.pl/tdal/n9songs.htm. Retrieved at November 25, 2011.
Futonge, Kisito (2005). Using English Videos and Music in EFL, ESL Classrooms. ESL Magazine: Read & Publish ESL articles. http://www.esl_galaxy.com/music.htm Gay, L. R. (1990). Education and Research: Competences and for Analysis and Application. New York: McMillan.
Hornby, A. S. (1990). Oxford Advanced Learner’s Dictionary of Current English. Oxford: Oxford University Press. Http://www.isabelperez.com. Retrieved March 25, 2009.
Lynch, Larry M. (2008). Using Popular Songs to Improve Language Listening
Comprehension Skills.
http://esl4free.blogspot.com/2008/02/can-music-improve-your-students.htm.
Lynch, M. Larry. 2005. 9 Reasons Why You Should Use Songs to Teach EFL. Available at http://eslbase.com/using-song-to-teach-english.mht. Retrieved on July 31, 2010
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Maulaya, Riyadi. 2008. The Effectiveness of Songs as an Interactive Teaching Strategy
to Improve Students’ Listening Ability. Bandung: Unpublished paper.
Mee, Mac Yin (July 1990). Teaching Listening: An Overview. The English Teacher Vol XIX.
Mega. 2011. The Use of Song Lyrics in Improving Students’ Grammar Mastery of Past Tense. Bandung: Unpublished Paper.
Mulyanti, Wida. 2010. Learning through Songs: The Effectiveness of Songs in Teaching Pronounciation. Bandung: Unpublished Paper.
Orlova, Natalia F. (March 2003). Helping Prospective EFL Teachers Learn How to Use Songs in Teaching Conversation Classes. The Internet TESL Journal.
http://iteslj.org/Technoques/Orlova-Songs.html
Oxford, R. L. (1993). Research Update on Teaching L2 Listening. System, 21 (2) PolyU ELC. Listening Material. Http://elc.polyu.edu.hk/ELCmaterial/Listening/ k/Listening.htm. March 25,2009.
Rixon, S. (1986). Developing Listening Skills. Basingstoke: Macmillan.
Ross, Justine. (February 2006). ESL Listening Comprehension: Practical Guidelines for Teachers. The Internet TESL Journal. http://iteslj.org/Techniques/Ross-ListeningComprehension.html
Saricoban, Arif. (December 1999). The Teaching of Listening. The Internet TESL Journal. http://iteslj.org/Articles/Saricoban-Listening.html
Saricoban, A. & Metin, E. (October 2000). Songs, Verse and Games for Teaching Grammar. The Internet TESL Journal.
http://iteslj.org/Techniques/Saricoban-Songs.html. Retrieved on February 01, 2011.
Schoepp, Kevin. 2001. Reasons for Using Songs in the ESL/EFL Classroom. Available
at http://Schoepp/Reasons_for_Using_Songs_in_ESL/EFL_Classroom. Retrieved on
July 31, 2010.
Teaching Listening. http://teachinglisteningcomprehension.html. Retrieved March 25,2009.
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Modules. Paper presented at ITE Teaching Conference. http://edt.ite.edu.sgite_conf/teaching/tc0/5ts04.
Ur, Penny (1996). A Course in Language Teaching: Practice and Theory. Cambridge: University Press.
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