Students` perception on the use of songs in listening class at SMP Pangudi Luhur 1 Kalibawang

LISTENING

Presented to O

ENGLISH LA DEPARTMEN FACULTY O

STENING CLASS AT SMP PANGUDI LUHU

KALIBAWANG

ASARJANA PENDIDIKANTHESIS

sented as Partial Fulfillment of the Requiremen to Obtain theSarjana PendidikanDegree

in English Language Education

By

Paulina Hany Istyaningsih Student Number: 081214089

ISH LANGUAGE EDUCATION STUDY PROG TMENT OF LANGUAGE AND ARTS EDUCA TY OF TEACHERS TRAINING AND EDUCA

SANATA DHARMA UNIVERSITY YOGYAKARTA

2013

LUHUR 1

ements

ROGRAM UCATION UCATION

LISTENING

Presented to O

ENGLISH LA DEPARTMEN FACULTY O

i

STENING CLASS AT SMP PANGUDI LUHU

KALIBAWANG

ASARJANA PENDIDIKANTHESIS

sented as Partial Fulfillment of the Requiremen to Obtain theSarjana PendidikanDegree

in English Language Education

By

Paulina Hany Istyaningsih Student Number: 081214089

ISH LANGUAGE EDUCATION STUDY PROG TMENT OF LANGUAGE AND ARTS EDUCA TY OF TEACHERS TRAINING AND EDUCA

SANATA DHARMA UNIVERSITY YOGYAKARTA

2013

LUHUR 1

ements

ROGRAM UCATION UCATION

STT}I}ENTS'PERCEPTION

ON

TEE

USf,

OT SONGSNY

LISTENING

CLASS

AT

SMP

PAI\IGUDI

LI]HUR

I

KALIBAWAhTG

Approved

by

=+

'rt __. "

Sponsor

LISTEI\ING

CLASS

AT

SMP

PANGUDI LTJHT]R

1

KALIBAWANG

By

PAULINA F{ANY ISTYANINGSIH

tr"l""l *,TY:,

08 1 2 I 408e De-fended before th9 Board oflFxaminers

and Declared Acceptable

Chairperson Secrefary Member Member Mernber

r: -'

jBoardoffxaniners:

: C. Tutyandari, S.Pd., M.Pd. :.Drs. Barli Bram, M:Ed., Ph.D. ::Drs. Badi.B.ranr, M.Ed., Ph.D' : Christina Kristiyani, S.Pd., M.Pd : C. Tufyandari, S.Pd., M.Pd.

ur

Yogyakarta May ?tr,2013

Faculty of Teachers Training and Education Sanata Dharma University

I

Mestly

d€clare

thtttisfusis,

u&ich I have wdt{ro, dow aotconainthe wort or

pB

of the urork of other pssde

s@

tbso

ci*ed in ffu qrmtations

&d

the refe$emeq asa sci@ifie

fpor Md,

Yogralerta; May

f,2ot3

Th'Writ6

W

PadimHrey

lSrahgtih

081214ffi9

Yang bertanda tangan di bawatr ini, saya mahasiswa Univorsias Sanata Dharma:

Nama

: PaulinaHany Istyaniqgsih

Nomor

Mahasiswa

: 081214089

Demi

ilmu pengstatruarS saya memberikan kepada perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

STUDENTS'PERCEPTION ON THE USE OF SONGS IN LISTENUNG ELASS AT SMP PAI{GUDI LUT{UR

I

KATIBAWANG

Beserta perangkat yang diperlukan (bila ada). Dengan denrikian saya memberikan kspada perpustakaan _{Universitas Sanata Dharma hsk rrntuk menyimparl} mengalihkan dalam benttrk pengkalan data, mendistribusikan secara terbatas, dan meatpublikasikarmya

di Interost atau

usdia lain

rmt* kepentingan

akademis tanpa perlu ijin dari saya maupun memberikan royalti kepada saya selama tetap mcncantumkan nama saya sebagai penulis.

Demikian pemyataan ini yang saya buat dengan sebenarnya" Dibuar di Yogyakarta

Pada tanggal: l8 April 2013

Yang menyatakan

'dw

vi

Istyaningsih, Paulina Hany. (2013). Students’ perception on the use of songs in listening class at SMP Pangudi Luhur 1 Kalibawang. Yogyakarta: Sanata Dharma University.

Listening is one of the English skills that have to be mastered by the students as language learners. It is because listening is the basic for the other skills. The eighth grade students of SMP Pangudi Luhur 1 Kalibawang have little confidence to master the listening skill and to deal with listening material. It is because listening is not only a skill to listen but it also requires the skill to concentrate and to give extra attention in order to understand the listening passage. One of the factors that influence successful English learning is perception. Perception influences students’ behavior and motivation to learn. The use of songs in listening class is expected to help students since songs can gain their attention in learning process. Therefore, the students’ perception on the use of songs in listening class can inform the teacher whether it should be continued or it should be improved in the teaching and learning process.

This research explored the students’ perception on the use of songs in listening class. It focused on two research problems: (1) What is the students’ perception on the use of songs in listening class among the eighth grade students of SMP Pangudi Luhur 1 Kalibawang? and (2) What are the advantages and disadvantages of using songs in listening class among the eighth grade students of SMP Pangudi Luhur 1 Kalibawang? In order to answer the first research question, a survey with observation and questionnaire as the instrument was used. An interview was also used in order to answer the second research question. The participants of this research were the eighth grade students of SMP Pangudi Luhur 1 Kalibawang.

The findings showed that students had positive perception on the use of songs in listening class. The students showed their positive behavior in the learning process which indicated that they were enthusiastic to learn English using songs. They also got many advantages of using songs in listening class such as their listening skill improved, they got many new vocabularies and the students knew how to pronounce some words correctly. Furthermore, the students felt that learning through songs was fun activity so they could follow the learning process easily and enthusiastically. Another advantage from learning through songs was that the students did not feel bored or sleepy in the class because the lesson became enjoyable and the class’ atmosphere became fun.

Based on the results, it was suggested that the English teachers could apply the songs in the teaching and learning process and they should be creative in finding interesting activity. The students should be confident and should not be afraid to make mistake when they had a chance to ask or to answer questions.

vii

Istyaningsih, Paulina Hany. (2013). Students’ perception on the use of songs in listening class at SMP Pangudi Luhur 1 Kalibawang. Yogyakarta: Universitas Sanata Dharma.

Listening adalah salah satu ketrampilan berbahasa Inggris yang harus dikuasai oleh siswa sebagai pembelajar bahasa karena listening adalah dasar untuk ketrampilan lainnya. Siswa kelas 8 SMP Pangudi Luhur 1 Kalibawang kurang percaya diri untuk menguasai kemampuan listening dan berlatih dengan materi listening. Hal itu disebabkan karena listening tidak hanya sekedar kemampuan untuk mendengarkan tetapi listening juga membutuhkan konsentrasi dan perhatian agar dapat memahami isi listening. Salah satu faktor yang mempengaruhi keberhasilan dalam pembelajaran bahasa Inggris adalah persepsi. Persepsi mempengaruhi tingkah laku dan motivasi siswa dalam belajar. Penggunaan lagu dalam kelas listening diharapkan dapat membantu siswa karena lagu dapat menarik perhatian siswa di dalam proses pembelajaran. Oleh karena itu, persepsi siswa dapat memberikan informasi apakah penggunaan lagu tersebut dapat dilanjutkan atau ditingkatkan dalam proses belajar mengajar.

Penelitian ini meneliti persepsi siswa tentang penggunaan lagu dalam kelas listening dengan menjawab dua pertanyaan: (1) Bagaimana persepsi siswa tentang penggunaan lagu dalam kelas listening di SMP Pangudi Luhur 1 Kalibawang? dan (2) Apa keuntungan dan kerugian dari penggunaan lagu dalam kelas listening di SMP Pangudi Luhur 1 Kalibawang? Untuk menjawab pertanyaan pertama, digunakan survey sebagai metode penelitian. Peneliti menggunakan observasi dan kuesioner sebagai instrumen. Sedangkan, wawancara digunakan untuk menjawab pertanyaan kedua. Partisipan dalam penelitian ini adalah siswa kelas 8 di SMP Pangudi Luhur Kalibawang.

Hasil penelitian menunjukkan bahwa siswa memiliki persepsi positif terhadap penggunaan lagu dalam kelas listening. Siswa memperlihatkan tingkah laku yang positif dalam proses pembelajaran, hal tersebut menunjukkan bahwa mereka bersemangat untuk belajar bahasa Inggris menggunakan lagu. Siswa juga mendapatkan banyak manfaat dari menggunakan lagu di kelas listening, seperti ketrampilan listening mereka bertambah, mereka memperoleh kosakata baru dan mereka tahu cara melafalkan beberapa kata dengan benar. Selain itu, siswa merasa bahwa belajar menggunakan lagu adalah aktifitas yang menyenangkan sehingga mereka dapat mengikuti proses pembelajaran dengan mudah dan penuh semangat. Manfaat lainnya adalah siswa tidak merasa bosan atau mengantuk di kelas karena suasana pembelajaran dan suasana kelas menjadi menyenangkan.

Mengacu kepada hasil penelitian tersebut, disarankan bahwa guru bahasa Inggris dapat menggunakan lagu di dalam proses belajar mengajar dan guru harus kreatif untuk menemukan aktifitas yang menarik. Sedangkan, siswa sendiri sebaiknya lebih percaya diri dan tidak takut untuk bertanya atau menjawab pertanyaan.

viii

First of all, I would like to express my deepest and greatest gratitude to God for everything He has given to me. He gave me strength to keep on trying whenever I gave up. His blessings and grace always guided me to run this far so I could overcome every difficulty in finishing this thesis.

My biggest appreciation is dedicated to my advisor, Drs. Barli Bram, M.Ed., Ph.D., for his time and willingness to read and check my thesis. His advices, corrections, and suggestions are very precious for me to finish this thesis. I also thank him for the patience in guiding me during this process.

I also want to present my gratitude to Mr. Gega Ratri Kurniawan, S.Pd, as the English teacher at SMP Pangudi Luhur 1 Kalibawang for his permission to conduct this research in his classes and for his willingness to help me during the research. I would like to thank the students of SMP Pangudi Luhur 1 Kalibawang especially, VIII A and VIII B students for being cooperative participants for this research.

I would like to dedicate my deepest appreciation and gratitude to my beloved parents, FA. Bambang Ismoyo and Agatha Endang Suryaningsih. I thanked them for their endless love, patience, support, understanding, and prayers in finishing my thesis. My deepest appreciation and gratitude are also presented to my beloved brother and my sister, Robertus Hari Isnawan and Hanny Hantara for their prayer and support to finish my study. They are the reason for me to keep struggling.

ix

Agatha. I thank them for always giving me support, encouragement, happiness and for helping me passed through every situation. Next, I also express my gratitude to all of my friends in PBI 2008 for the unforgettable moments that we have shared together. I wish I could spend more time with them all.

My gratefulness also goes to my high school mates, Nurul Enggar, Niken, Irma, Bayu and Fuji for their support in completing this final task. I would also like to thank my cousins for the challenge to finish this thesis as soon as possible.

Finally, my gratitude also belongs to those whose names I cannot mention here one by one. God bless them all.

x

Page

TITLE PAGE ………... i

APPROVAL PAGES ………... ii

STATEMENT OF WORK’S ORIGINALITY ……… iv

PERNYATAAN PERSETUJUAN PUBLIKASI……… v

ABSTRACT ………. vi

ABSTRAK………. vii

ACKNOWLEDGEMENTS ………. viii

TABLE OF CONTENTS ………. x

LIST OF TABLES ………... xiii

LIST OF APPENDICES ……….. xiv

CHAPTER I. INTRODUCTION ………. 1

A. Research Background ………... 1

B. Research Problems ………... 3

C. Problem Limitation ………... 3

D. Research Objectives ………. 4

E. Research Benefits ………... 4

xi

A. Theoretical Description ……… 8

1. Theory of Perception ……….. 8

2. Theory of Motivation ……….. 10

3. Theory of Listening ……….... 11

4. Theory of Learning through Songs ………. 15

5. Previous Research on Related Field ……… 17

B. Theoretical Framework ……… 18

CHAPTER III. RESEARCH METHODOLOGY ……….. 21

A. Research Method ………. 21

B. Research Setting ………... 22

C. Research Participants ……… 22

D. Instruments and Data Gathering Technique ………. 23

1. Observation Form ……… 23

2. Questionnaire ……….. 24

3. Interview ………. 26

E. Data Analysis Technique ……….. 28

F. Research Procedure ……….. 29

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION...……… 31 A. Students’ Perception on the Use of Songs in

xii

1. Data Presentation of the Observation …………. 31 2. Data Presentation of the Questionnaire ……….. 35 a. The Result of Closed-Ended Questions …… 36 b. The Result of Open-Ended Questions …….. 43 3. Data Presentation of the Interview……… 44 B. The Advantages and Disadvantages of Using Songs

in Listening Class……….. 51

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ….. 55 A. Conclusions ……….. 55

1. Students’ Perception on the Use of Songs in Listening Class ……... 55 2. The Advantages and Disadvantages of Using

Songs in Listening Class………... 56 B. Recommendations ……… 57 1. Recommendations for English Teachers ………. 57 2. Recommendations for Students ……….. 59 3. Recommendations for Future Researchers ……. 59

REFERENCES ………. 60 APPENDICES ………. 62

xiii

Table Page

3.1 Questionnaire Blueprint ……… 25

3.1 Interview Blueprint ……….. 27

4.1 Questionnaire Distribution …….………. 36

4.2 Percentage Result of Part A ………. 37

4.3 Percentage Result of Part B ………. 38

xiv

Appendix 1 The Permission Letter ………... 63

Appendix 2 The Observation Form ……..………..……….. 64

Appendix 3 The Questionnaire Sheet……… 66

Appendix 4 The Interview Guide ………... 68

Appendix 5 The Raw Data of Questionnaire ………... 70

Appendix 6 The Frequency and Percentage of Students’ Response to Each Statement of the Questionnaire ………. 74

Appendix 7 The Research Data of the Open-Ended Questions of the Questionnaire ……… 76

1

INTRODUCTION

This chapter presents a brief description of the study conducted by the researcher. In this chapter there are six sections. They are: (1) research background, (2) research problems, (3) problem limitation, (4) research objectives, (5) research benefits and (6) definition of terms.

A. Research Background

English has four skills namely, reading, speaking, writing and listening. Listening is one of these skills that have to be mastered by the students in school. Nunan (2003: 23) states that listening is not only about the skill to listen but also to concentrate and to give extra attention in order to understand the listening passage. This makes the students have a lack of enthusiasm to master their listening skills. In addition, they also have little confidence to deal with listening material.

Students’ perception on the learning activity also plays an important role in mastering listening skill. Bootzin states that perception is very important because students’ motivation and attitudes in learning are influenced by their own perception (1983: 120). If they have good or positive perception, they are highly motivated in learning. As a result, the students with positive perception will follow the learning process and achieve the goals easily. On the other hand, if their perception is negative, they will fail in learning process. Therefore, it is

in designing appropriate teaching and learning material.

There are many ways in the teaching and learning process. One of the examples is using songs. Songs have been a part of language teaching and learning for a long time. Many teachers use it as media in their learning activity. With song, they are able to catch the students’ interest. The teachers realize that almost everyone loves music and loves to listen to songs. Furthermore, songs are familiar in our daily life so learning a language with something familiar such as songs is helpful. Thus, in some situations they also use songs as listening material. Using songs to teach listening can raise students’ interest in learning. When they are already interested in learning activity especially listening, it will be easier for the students to learn and reach the goal with the consideration that listening is also an important skill to be mastered by the language learners.

The research is conducted at SMP Pangudi Luhur 1 Kalibawang. The school is chosen because the researcher teaches the English Club in this school so the researcher is already familiar with the students. In this thesis, the researcher focuses on the eighth grade students of SMP Pangudi Luhur 1 Kalibawang. The As observed by the researcher, the teachers in SMP Pangudi Luhur 1 Kalibawang rarely give listening lessons to students. They only focus on writing, reading and speaking skill. As a result, the students are not familiar with listening activity and they get difficulties in improving their listening comprehension. They also have low motivation in listening because listening material is generally boring and

to the fact that listening is also an important part in the National Examination. The use of songs in the teaching-learning process is expected to help students master listening more easily since through songs students are required to listen without being bored. Moreover, songs can be one of the appropriate techniques to teach listening for the eighth grade students of SMP Pangudi Luhur 1 Kalibawang. Teachers can use songs because through it, the activities can be more varied. Therefore, this research is conducted to find out students’ perception on the use of songs in listening class and to discover the advantages and disadvantages of it.

B. Research Problems

This research would like to address two questions.

1. What is the students’ perception on the use of songs in listening class among the eighth grade students of SMP Pangudi Luhur 1 Kalibawang?

2. What are the advantages and disadvantages of using songs in listening class for the eighth grade students of SMP Pangudi Luhur 1 Kalibawang?

C. Problem Limitation

Songs are examples of media that can be useful to teach and to learn English. However, the use of songs and the benefits of it in the context of teaching and learning are still unexplored. Moreover, the use of songs especially in listening class is still need to be improved and need to be optimized, so it is better

using songs in listening class can be viewed through it.

The research focuses on finding students’ perception on the use of songs in a listening class and finding the advantages and disadvantages of it. The research is conducted at SMP Pangudi Luhur 1 Kalibawang. The participants of this research are limited to the students of class VIII A and VIII B. The classes are chosen because it is open for conducting any educational researches and the students already had higher level of language proficiency than the lower grade.

D. Research Objectives

The objectives of this research are related to the problem formulation. They are:

1. To know the students’ perception on the use of songs in listening class among the eighth grade students of SMP Pangudi Luhur 1 Kalibawang?

2. To discover the advantages and disadvantages of using song in listening class for the eighth grade students of SMP Pangudi Luhur 1 Kalibawang?

E. Research Benefits

The findings of this research are expected to give positive contributions to the English language teaching, especially to English teachers, students and future researchers.

This research will help the teachers to recognize and to understand the students’ perception on the learning process. By knowing the perception, it is easier for the teachers to design the appropriate material. In addition, this research also provides alternative media and material for listening class. They will also get information about the benefit of using songs in listening class from this research. Therefore, the teachers can improve and vary the learning activity.

2. Students

This research provides information about students’ perception on the use of song to improve listening skill. These might become a reflection for them in developing their learning process. This research will help the students to know about the advantages and disadvantages of using song in listening class. Therefore, they will understand their own needs and try to motivate themselves in order to achieve the goals in learning process.

3. Future researchers

This research is expected to help other researchers who are interested in conducting research on using songs in listening class. They can also develop the research on the other issues or aspects of the use of songs in listening activity. Moreover, this research can be base for the further exploration on the use of other media in listening class. Hopefully the future research will be better than this.

This section presents several key terms which need to be defined in order to avoid any misunderstanding about the research.

1. Perception

According to Leontive (1981: 31), perception can be formed if someone is aware of experiencing an event. After the perception is formed, the information are then organized and interpreted as behavioral response to the stimuli. In this research, perception deals with students’ opinion, thoughts and feelings on the use of songs in listening class. The students’ perception can be seen through their behavior. The students’ behavior is positive because their perception is also positive. On the other hand, the negative perception will lead the students to have negative behavior.

2. Song

Hornby (1989: 219) defines song as “poem set to music and intended to be sung, music for the voice.” Moreover, Futonge (2005) also states that song is “a great language package” because it contains culture, vocabulary, listening, grammar and other language skills in just a few rhymes. Song is also making the basis for many lessons. In this research, songs are related to a piece of art that can be used as the media to teach and to learn English, especially listening.

3. Listening

According to Buck (2001), “Listening is a complex process in which the listener takes the incoming data, an acoustic signal, and interprets it based on a wide variety of linguistic and non linguistic knowledge” (p. 247). Harmer (2001)

opportunity to hear voices from native speakers, and it also enables students to improve their own pronunciation as a result of the spoken English they absorb from the listening material (p.228). In this research, listening is an ability to perceive the spoken words and transcript them to the written form.

4. SMP Pangudi Luhur 1 Kalibawang

SMP Pangudi Luhur 1 Kalibawang is a school where the students learn English using songs. The teacher use songs in order to make the students more enthusiastic in learning English. In this research, the eighth grade students were chosen as the participants. The total number of eighth grade students in SMP Pangudi Luhur 1 Kalibawag was 54 students involved with 27 persons from class VIII A and 27 persons from class VIII B.

8

REVIEW OF RELATED LITERATURE

This chapter presents theoretical description and theoretical framework. Theoretical description deals with the theories related to this research. Meanwhile, theoretical framework discusses major relevant theories which help the researcher to answer the research questions.

A. Theoretical Description

This section reviews the theories related to this research; they are theory of perception, theory of motivation, theory of listening, and theory of learning through song.

1. Theory of Perception

Robbins (2001) states that perception “is a process by which someone responds, understands, and gives meaning on the stimulus from surrounding environment” (p. 122). He also describes that first impression is important in forming the perception. Having good impression will lead to the positive perception, in which the person feels happy and like the thing. On the other hand, having bad impression will lead to the negative perception. In other words, it could be seen that someone’s behavior can be influenced by his or her own perception. Based on Robbins’ statement, the researcher used instruments that can support the research to get the opinion from the participants’ point of view about the use of songs in listening class and it can also help the researcher to know their perception through their impression when they used songs in listening class. If the

students have good impression toward the use of songs listening class, it is expected that they will have good perception on it.

According to Kreitner and Kinicky (1992), “perception is a mental and cognitive process that enables us to interpret and understand our surroundings” (p.26). Huffman and Vernoy (1997: 79) state “the perception is the process of selecting, organizing and interpreting sensory data into usable mental representations of the world.” From their statements, it can be concluded that perception is a process to give opinion about surrounding situation. In other words, individuals’ perception can be different from one to another because the process of forming perception occurred individually.

Moreover, perception can be seen from the behavioral response on the situation. Leontive (1981: 31) states that perception can be formed if someone is aware of experiencing an event. After the perception is formed, the information are then organized and interpreted as behavioral response to the stimuli. According to Warga (1983: 210) perceptions are influenced by numbers of factors such as, stereotyping, self-concept, situation, individual needs and values, emotion and past experiences. It means that people cannot immediately give opinions on something, they have to experience or to see it by themselves so they will be able to give their own opinion based on that. Every person will have different perceptions since the forming factors are also different in every individual. However, the perception is really strong if they experience it by themselves so they can determine their own behavioral response.

2. Theory of Motivation

As defined by Harmer (1991), “motivation is some kind of internal drive that encourages somebody to pursue a course of action” (p. 3). In other words, motivation can be a desire that influences someone to do things in order to achieve something. Furthermore, Harmer stated that there are two kinds of motivation which the students should have, namely extrinsic and intrinsic motivation. Extrinsic motivation is involved with factors which come from outside of the classroom, for instance, learning English to pass the exam or to travel in a foreign country. Meanwhile, intrinsic motivation is concerned with factors inside of the classroom. This motivation is driven by an interest or enjoyment of the learning process itself.

Gardner and Lambert (1972) also identify that there two main motivations among learners; namely integrative motivation and instrumental motivation. Integrative motivation is motivation that comes from the inside of the learners to learn target language. The learners are having interest on the target language in order to get closer to the language itself. On the other hand, instrumental motivation is motivation that arises because there are factors from the outside that force the learners to learn the target language. The learners who have instrumental motivation will learn the language because it is a requirement or they need to obtain some goals, for example learning English to get a job or to pass the exam. From their statements, it can be concluded that extrinsic and intrinsic motivation are same with integrative and instrumental motivation.

In addition, Gardner and Lambert also state that motivation is very important because it can influence learners’ attitude toward the learning process. If learners have positive attitudes, it means that they have high motivation in learning. In the contrary, if learners have negative attitudes in learning, it means that they have low motivation. Low motivation in learning will lead the learners into failure.

Perception and motivation are two important things in the learning process because perception will affect motivation. How the people perceive the situations around them will influence their desire to do something. Furthermore, it can also affect their behavior. In this research, it means that if the students have positive perception, their motivation will be higher and they will also behave positively towards the learning process so it can lead them into success.

3. Theory of Listening

a. Definition of Listening

“Listening is a complex process in which the listener takes the incoming data, an acoustic signal, and interprets it based on a wide variety of linguistic and non linguistic knowledge” (Buck, 2001, p. 247). These complexities create the perception that listening is difficult. As the result, the students have a low motivation to learn listening. However, in learning foreign language, listening is one of the main skills to be mastered

Harmer (2001) states that listening is an important skill because it provides the great opportunity to hear voices from native speakers, and it also enables students to improve their own pronunciation as a result of the spoken English they absorb from the listening material (p.228). It means that other skills will be improved through mastering listening skills.

Moreover, Nunan (2003: 23) describes that listening is not only receptive skill. That is, it requires a person to receive and understand incoming information (input). Because of this reason, listening is always categorized as passive skill. In fact, listening is an active one because when people listen, they will combine what they hear with their own ideas or experiences. In other words, the listeners are “creating meaning” in their minds. In conclusions, listening requires an active process to comprehend what is being said by the speaker.

b. Successful Listening

Listening requires the learners’ ability to play in the process, by listening and then responding what they have heard. The listeners also activate the various types of knowledge and apply what they know in order to understand what the speaker means (Anderson and Lynch, 1988: 6). Besides, the effective listening is one of the factors that give contribution in making listening successfully.

According to Anderson and Lynch (1988), effective listeners are active. They do not passively receive and record. The listeners are engaged in the process of comprehension: they apply the relevant internal information available to them in order to construct their own interpretation of what has been said (p. 7).

From their statements, it can be seen that to achieve listening successfully, the listeners should activated their various knowledge such as vocabulary in order to understand what the speaker means. Moreover, listening also requires concentration because once the students do not concentrate when they listen to the material, it will be hard for them to understand what they have heard.

c. Listening Difficulty

Listening may seem to be a difficult skill to be mastered by the students. According to Brown and Yule (1983), there are four major factors which can affect the difficulties in listening activity. They are:

1) The speaker. It is related to the number of speakers, how quickly they speak and what types of accent they have.

2) The listener. The listener response and the interest in the topic will affect the difficulties in listening. It also includes the listener’s role whether they become participant or they just eavesdropper.

3) The content. It is related to the grammar, vocabulary and information structure.

4) The support. It means that whether there are pictures, diagrams, or other visual aids to support materials in listening task (p. 24).

Moreover, Anderson and Lynch (1991: 25) conclude that the difficulty of listening task is influenced by five factors. They are:

1) The organization of information. When the information is well organized and in the right sequence, it will be easier for the listener.

2) The familiarity of the topic. The listener will understand the listening passage easily if its topic is familiar for them.

3) The explicitness and sufficiency of the information. It means that the information in listening passage should be clear and unambiguous.

4) The type of referring expressions used. For example, use of pronouns rather than complete noun phrase.

5) Whether the text described ‘static’ relationships (e.g. geometric figures) or ‘dynamic’ relationships (e.g. a road accident).

In conclusion, listening difficulty may arise from the task that is set so it is important for the teacher to analyze the listening task before it is given to the students.

Nunan (1991: 24) also gives four principles of teaching listening skill, namely:

1) Maximize the use of material that is relevant to the learners’ real life. 2) Maximize the use of authentic language.

3) Vary the materials in terms of speakers’ gender, age, dialect, accent, topic, speed, noise, level, and genre.

4) Always ask the learners to listen with a purpose and allow them to show their comprehension in a task.

Through those principles, Nunan advises that in order to overcome the listening difficulties, teacher should give the appropriate material based on the level of the students. The teacher can reduce the listening difficulties by considering the type of language used in the material, purpose of the listening and the context in which listening takes place.

4. Theory of Learning through Song

a. Definition of Song

In the theory of Multiple Intelligences, song is a part of musical intelligence which is included as one of the seven intelligences. In that theory, song is a part of music which is defined as “One of the oldest art forms, utilizing the human voice and body as natural instruments and means of self-expression” (Gardner, 1983: 133). Futonge (2005) also describes song as “a great language package that bundles culture, vocabulary, listening, grammar and a host of other language skills in just a few rhymes. It can also form the basis for many lessons.” From their statements, it can be concluded that songs are the form of art that also bring a lot of language skills. It means that songs can be used as the media to learn language.

There are a lot of benefits in using songs in a listening class. Orlova (2009) states, “Songs can motivate a positive emotional approach to language learning.” Songs also draw students’ interest to the target language. Further, Orlova mentions that while listening to songs, students begin to recognize the

words and notice the pronunciation of native speakers. English songs also give relaxing atmosphere and motivating effect.

Orlova’s statement strengthens and completes Harmer’s (2001) statement which also concludes that, “A piece of song can change the atmosphere in a classroom or prepare students for a new activity. It can amuse and entertain, and it can make a satisfactory connection between the world of leisure and the world of learning” (p. 242). Furthermore, according to Panse (2009), using songs or music, the learners can improve their listening skill. In their statements, it can be considered that songs are important in language learning because songs bring positive effects not only for the students’ skill but also for the class condition.

b. Songs Selection

Songs are commonly used in the teaching and learning process, however, choosing the most suitable songs to be applied in class is quite difficult. In order to overcome this problem, Lynch (2008) provides criteria of song selection. They are:

1) Use songs that are popular with the students. The students usually prefer to listen to songs which are popular because it can catch their interest.

2) Songs must have clear and understandable lyrics. The clear lyrics will help the students to listen and to get the meaning of the songs easily.

3) Each word must be pronounced clearly and the vocabularies must be varied and rich. The clear pronunciation will avoid the students from the confusion. Moreover, the students’ vocabulary will be enriched through songs.

4) Songs should have an appropriate theme. Songs with any type of negative theme should be avoided.

5) Use cheerful or humorous songs. It will bring fun atmosphere to the class and it also makes the students more enthusiastic to learn.

6) The songs must carry some message or interesting story. If it is interesting, the students will pay more attention to it.

Through songs, the students can learn something from the lyrics or the words appear in the songs. Therefore, in order to make songs more meaningful in the teaching and learning activity, the teachers should pay attention on the songs criteria above so they can select the songs carefully and appropriately.

5. Previous Research on Related Fields

There are many examples of successful research about the use of music or songs in language learning. For example, McAdams from College of Saint Mary in Nebraska conducted a research in 2009 to know the perceptions of pre-nursing and beginning level nursing students of using music as learning enhancement. The findings of this research show that the nurse students’ perception on the use of music as learning enhancement was positive. They enjoyed the use of music in

their study. Music could enhance their mood and concentration. In addition, they had more pleasant study session

Another finding, Pat Abicare from Commission’s Los Angeles forum reports that the use of music and other arts enables students to build self-confidence through their ability to develop creativity and to find their freedom of expression. Furthermore, there was a study that was sponsored by Yamaha in the Downey, California Unified School District. This study was about the effect of music instruction programs associated with remarkable achievement in reading. It showed that the reading level of first-grade students with a single year of music was nearly one grade higher than their peers (Schlitz, 1991).

Based on the researches above, it can be summarized that the use of music or songs in learning process brings positive effects for the students. The skills of listening, reading, speaking and writing can be improved through songs. It means that songs influence learning achievement. Besides, songs also give relaxed atmosphere in class so the students become enthusiastic to learn.

B. Theoretical Framework

Perception is important because it influences someone’s motivation and behavior. The successful learning is also affected by perception. Students’ perception plays an important role in learning process. Through their perception, they will have motivation to learn and to encourage themselves in order to achieve the goal of learning.

This research focuses on students’ perception on the use of songs in listening class. Besides, it attempts to discover the advantages and disadvantages of using songs in listening activity. Therefore, in this research the researcher uses four major theories, namely theory of perception, theory of motivation, theory of listening, and theory of learning through song. Those theories are employed in order to dig out students’ perception on the use of songs in listening class.

The researcher uses the theory of perception in order to know the exact perception of the students toward the use of songs in listening class. Based on Robbins’ theory, the result of students’ perception can be positive or negative. Moreover, perception can influence students’ motivation in learning, so the theory of motivation is also used in this research. The theory of motivation is useful to find the importance of motivation in learning and the relation between perception and motivation.

The theory of listening and theory of learning through songs are also employed in this research. The theory of listening is used to find students’ listening difficulties, whereas the theory of learning through songs can be a guide to select the appropriate songs to be used in listening class. These theories also help the researcher to find out whether the use of songs in listening class can fulfill the students’ needs or not. Moreover, the researcher can recognize the advantages and disadvantages of using songs through the theories.

This research tries to figure out what students’ feeling, attitudes, and beliefs when they are taught using song. The students can also give their opinion

about the appropriateness of songs to be applied in listening class. Researching students’ perception is important. By knowing the perception, it is easier for the teachers to design the appropriate material. The result of the research can be used to enrich the alternative media and material for listening class. Therefore, teachers can improve and vary the teaching-learning activity.

21

METHODOLOGY

This chapter presents the methodology used to conduct the research. It consists of six sections, namely the research method, the research setting, the research participants, the instruments and data gathering technique, the data analysis technique, and the research procedure.

A. Research Method

In order to answer the questions stated in the problem formulation, the researcher conducted survey research. As Ary et al. (2002) write, “Survey is a study that permits the researcher to summarize the characteristics of different groups or to measure their attitudes and opinions toward some issues” (p.25). Trochim (2006) suggests that in a survey research, the data is collected through observing and interviewing the target people and recording their answer. Moreover, the researcher also can distribute questionnaire to gather the data.

Survey research is appropriate for this research since the research was aimed to find out the students’ perception on the use of songs listening class and to obtain the findings for the advantages and disadvantages of using songs in listening class. In this research, a survey, with observation and questionnaire as the instruments, was conducted to answer the first research question. After the researcher got the result of the previous instruments, the survey was still employed through the interview. Interview was used to obtain students’ deeper answer about the advantages and disadvantages of using songs in listening class.

research questions.

B. Research Setting

This research was conducted in class VIII A and VIII B SMP Pangudi Luhur 1 Kalibawang starting from October 2012 until November 2012. The researcher conducted the observation on November 5th, 2012 in both classes during the listening class. The observation started from 8.30 a.m. to 9.45 a.m. at class VIII A and it is continued to class VIII B from 10.00 a.m. to 10.45 a.m. The distribution of the questionnaires was done after the end of the listening class. Moreover, on November 12th, 2012, the researcher conducted the personal interview to 9 students.

C. Research Participants

The participants in this research were the eighth grade of Junior High School students of SMP Pangudi Luhur 1 Kalibawang. The total number of eighth grade students in SMP Pangudi Luhur 1 Kalibawang was 54 students involved with 27 persons from class VIII A and 27 persons from class VIII B.

The eighth grade students were chosen since the researcher considered that they have learned listening using songs in the previous grade. It means that they already had experienced about it so they perception on the use of songs in listening class can be formed easily. Moreover, these classes were accessible to

and the researcher.

D. Instruments and Data Gathering Technique

This research used three instruments to gather data. The instruments were observation forms, questionnaire and interview. Observation forms and questionnaire used to obtain data which could answer the first research questions about students’ perception. Furthermore, the researcher used interview as the instruments to get deeper information and to strengthen the result data from the previous instruments.

1. Observation Form

The first instrument was an observation form. Nunan (1992) states “Observation is commonly used in education as a tool to support understanding and development” (p.17). It means that observation was type of research instrument that was often used in researches. In addition, according to Morrison (2000), by using observation, the researcher was helped to gather data in every setting such as, physical setting, human setting, interactional setting and program setting.

The researcher used observation to find additional information to answer the first research question. The observation helped the researcher to observe students’ behavior in the learning process through songs. The observation forms in this research consisted of three parts and there were 15 points in the observation form. The first part was about students’ attitude before learning through songs. This part consisted of 5 points. The second part was about students’ attitude

about students’ attitude after learning through songs. This part consists of 5 points.

In this research, the researcher used nonparticipant observation. It means that the observer did not participate in the activities and observed the students in the classroom. Through the nonparticipant observation, the teaching and learning process would not be disturbed so the teacher and the students could act naturally. Moreover, this observation was very helpful to get the truthful data because the researcher could purely observe the process and could really concentrate on it. 2. Questionnaire

The second instrument employed in this research was questionnaire. Ary et al. (2002) describe, “Questionnaire is an instrument in which respondents provided written responses to questions or mark items that indicated their responses” (p.566).

There are two types of questions in questionnaire: close-ended questions and open-ended questions. Fraenkel and Wallen (2008) state that close-ended questions are easy to use and to score because all subjects respond to the same options and standardized data are provided (p.396). However, the open-ended questions could gather more information and allowed the students to give their opinion. This research used both types of close-ended questions and open-ended questions.

There were fifteen close-ended questions and five open-ended questions to answer the research problem and to find the students’ perception on the use of

The first part was about the students’ perception on the use of songs in listening activity. There were four questions in the first part. The second part consisted of six questions and it was about the students’ perception on their motivation in learning English using songs. The third part consisted of five questions. This questions gathered information about the students’ perception on the effect of using songs in listening class.

The five open-ended questions were used to obtain further information on the students’ perception on the use of songs in listening class. Furthermore, they were also used to find the advantages and disadvantages of using songs in listening class. The questionnaire was in Indonesian to make it easier for the partipants to answer it.

The questionnaire used Likert Scale that is a scale with a number of points which provides ordinal scale measurement. The rank was one to four and the responses values from “strongly disagree, disagree, agree, strongly agree.” In this research, the Likert Scale was used to analyze the questionnaire.

Table 3.1 Questionnaire Blueprint

Questions Number Description A. Closed-ended Questions

1 to 4

These four questions gathered information about the students’ perception on the use of songs in listening activity.

5 to 10

These six questions gathered information about the students’ perception on their motivation in learning English using songs.

11 to 15 students’ perception on the effect of using songs in listening class.

B. Open-ended Questions 1 to 3

These three questions gathered further information about the students’ perception on the effect of using songs in listening class.

4 to 5

These two questions gathered information about the advantages and disadvantages of using songs in listening class.

3. Interview

The third instrument was interview. Mc Donough (1997: 434) writes, “An interview has the advantage of supplying large volumes of in-depth data and provide insight on participants’ perspectives.” It can be seen that interview enabled the participants to express or to give interpretation of the surrounding situation from their point of view.

The interview was conducted to the participants in order to strengthen the data and to obtain some information about their answer in questionnaire part. Through interview, the researcher could gain deeper information from the students. Furthermore, it collected information about both; the students’ perception and advantages and disadvantages of using songs in listening class. This research used personal interview. In other words, the researcher conducted a face-to-face interview with the participant. The questions for the interview were already prepared before the interview and the questions were in Indonesian in order to make the students understand and answer the questions easily.

Questions Number Description 1 to 5

These five questions gathered information about the students’ perception on their motivation in learning English using songs.

6 to 9

These four questions gathered information about the students’ perception on the use of songs in listening activity.

10 to 13

These four questions gathered information about the students’ perception on the implication of songs in listening class and the advantages and disadvantages they get from it.

As mentioned before, this research used three instruments to gather the data. This part explained how the instruments worked and also how the data were gathered. There were three steps in gathering the data.

The first step, the researcher gathered the data from the students through observation form. The researcher observed the students’ attitude before listening, during listening and after listening activity. In observing the students, the researcher did not interact with them so they could behave naturally and it helped the researcher to get the actual data.

In the second step, after the listening class ended, the researcher distributed questionnaires to two classes; class VIII A and class VIII B. The questionnaire was used to obtain information about the students’ perception and motivation on the use of songs in listening class. It was also used to determine the nine students who would be interviewed. In distributing questionnaire, the researcher also explained the purpose of the questionnaire so the participants would be

in the questionnaire.

The last step was interview. The researcher chose and interviewed nine students after got the questionnaire result. The researcher chose three students who had high scores, three students who had average scores, and three students who had low scores. Through the score difference, the researcher wanted to know the exact perception from them. The interview gathered information about both; the students’ perception and advantages or disadvantages on the use of songs in listening class. The researcher interviewed the students individually in Indonesian and in informal situation, like when they had a conversation with their friends so they felt comfortable in answering the questions. Each of the interviews took about 8-15 minutes.

E. Data Analysis Technique

First, the researcher analyzed the observation result. The observation was related to students’ behavior before listening, during listening, and after listening. If they had good or positive perception, they were highly motivated in learning. As a result, the students with positive perception will follow the learning process enthusiastically. On the other hand, if their perception was negative, they will fail in learning process. The observation helped the researcher to analyze students’ behavior toward the use of songs in listening class

In the second step, the researcher analyzed the questionnaire. The researcher used Likert Scale in order to measure students’ perception. The range

indicates their degree of agreement and it can be classified as follows: 1 means strongly disagree, 2 means disagree, 3 means agree, and 4 means strongly agree. The researcher counted the scores of the questionnaire. The score could reflect the students’ perception (Faisal, 1981:48).

a. The scores 46-60 were categorized as ‘very positive’ perception. b. The scores 31-45 were categorized as ‘positive’ perception. c. The scores 16-30 were categorized as ‘negative’ perception. d. The scores 15 were categorized as ‘very negative’ perception.

This categorization was only used to score the questionnaire. Based on the scoring result, the researcher chose nine students who had high scores, average scores and low scores to be interviewed.

Third, the researcher analyzed the interview results. The result added the answer of the questionnaire. The information could support the data from the previous instruments. The researcher made summary and drew conclusion based on the data from the all of the instruments. The result was expected to give clear image of how students draw perception towards the use of songs in listening class. Moreover, the advantages and disadvantages of using songs could be revealed.

F. Research Procedure

There were some steps used in the research. First, the researcher selected the problems to be solved. After the problems found, the participants of the research were chosen. Next, the researcher asked permission letter from the

University to do the research. Then, the permission letter was given to the secretariat of SMP Pangudi Luhur 1 Kalibawang to conduct a research in the school. Afterwards, the researcher met the English teacher to arrange the appropriate schedule to conduct the research.

Then, the researcher conducted the observation. After the observation, the questionnaires were distributed to the students. Next, the questionnaires were analyzed in order to choose the students who would be interviewed. The researcher then interviewed the chosen students to obtain more information.

After the data from the observation, questionnaire, and interview were gathered, the researcher analyzed them all. The next step was interpreting the data and making conclusion based on the interpretation. The last step was reporting the result of the research.

31

RESEARCH FINDINGS AND DISCUSSION

This chapter presents and discusses the findings of the research. There are two discussions presented in this chapter. The first is related to the students’ perception on the use of songs in a listening class. The second discussion is about the advantages and the disadvantages of using songs in a listening class.

A. Students’ Perception on the Use of Songs in Listening Class

The data were obtained through three instruments, namely an observation, a questionnaire, and an interview. These three instruments were used to answer the students’ perception on the use of songs in listening class. The observation was conducted in two classes when the students had listening class using songs. In addition, the questionnaires were also distributed to the eighth grade students of SMP Pangudi Luhur 1 Kalibawang. To obtain the further data, the writer conducted an interview for nine students of SMP Pangudi Luhur 1 Kalibawang.

1. Data Presentation of the Observation

To answer the first question related to the students’ perception on the use of songs in listening class, the researcher conducted an observation. The observation was focused on students’ behavior before listening, during listening and after listening. Leontive (1981: 31) states that perception can be formed if someone is aware of experiencing an event. After the perception is formed, the information are then organized and interpreted as behavioral response to the

response toward the use of songs in listening class.

The first observation was conducted on November 5th, 2012. The participants were 27 students of class VIII A. The teaching and learning process took place in an audio-visual room. Before the listening section started, all of the students were ready in the audio-visual room and they prefer to sit in the front row. While the teacher prepared the material, most of the students were talking to their friends. When the handouts were distributed, they focused on them and tried to guess about the topic they would learn. Almost all of the students were active in answering teacher’s questions about the topic of the lesson. They also paid attention to the teacher seriously.

When the listening section started, the students listened to the song seriously. The teacher used Westlife’s songs and the title was “I Have a Dream.” The first task was to fill in the blanks or to complete the lyrics of the song. At first, they liked to listen to the song rather than writing the answers. After the song was played for the first time, the students asked the teacher to play it again. At this time, they started to write the answers and they still listened to the songs enthusiastically. Afterwards, the teacher played the songs once more time in order to give opportunity to the students to check their answers. Even though the song played three times, they still concentrated to listen it.

Next, the teacher asked the students to discuss their answers with their partners. All of the students enjoyed the discussion. Moreover, the teacher together with the students discussed about the song. The students also learnt about

they were enthusiastic and active in the teaching and learning process.

The second observation was conducted on November 5th, 2012. The teaching and learning process also took place in audio-visual room but the participants were different. The participants were the students of class VIII B. The total number of present students was 27. There were no students who came late to the class. Most of them preferred to sit in the front row. This class was quite noisy because almost all of the students were talking to their friends. However, they kept silent and paid attention to teacher’s explanation when the lesson began. After the teacher distributed the handouts, the class became noisy again because the students were talking about the songs. When the teacher gave them some questions about the topic they were going to learn, all of them answered it actively.

The students concentrated on listening to the songs. The teacher still used the same song by Westlife. They also had a task to complete the song’s lyrics. The teacher played the song again for the second time after that. In this section, all of them did the listening assignment seriously. Afterwards, the students asked the teacher to play it one more time because some of them wanted to finish and to check their answers. Most of the students listened to the song seriously while the rest of them were singing together.

In the next section, the students discussed their answers with the teacher. Most of the students were active in answering questions. They also learnt about vocabularies and pronunciation from the words in the song’s lyrics. When they

when the words were wrongly pronounced, they would try to pronounce it for several times until they did it correctly. Afterwards, the students were asked to have a discussion about the content of the song with their friends. They discussed and shared their idea about it enthusiastically. Next, the student asked the teacher to play the song again and they were singing together happily. As a result, the class became fun and there were no students who looked sleepy or bored.

Based on the data obtained from the observation above, there was some information that could be analyzed. The information was related to students’ behavior when they listened to the songs.

The students’ behavior before listening was considered positive. It could be seen from their interest in listening class. The students preferred to sit in front row rather than sit in the back row. When the handouts were distributed by the teacher, they became curious about what topic they were going to learn. Moreover, the students were active in answering teacher’s question and they also paid attention to teacher’s explanation about the topic.

The positive behavior was also confirmed from their behavior during listening. All of the students listened to the songs seriously. Even though the song was played three times, they still enjoyed to listen. The researcher observed that all of the students kept silent when the song was played because they were really concentrate to do the assignment. The students would ask directly to teacher to repeat the songs if they have not finished completing the song’s lyric. Since they were curious whether their answers were right or wrong, they became active in

make students enthusiastic to follow the teaching-learning process.

The students’ behavior after listening was also positive. They listened and did the teacher’s instruction enthusiastically. All of them participated in the discussion actively. They also learnt new vocabulary and pronunciation related to the songs enthusiastically. When they found some difficult words, they were willing to ask the teacher to explain it. Furthermore, the students enjoyed practicing pronunciation. The researcher observed that there were no students who looked sleepy or bored because they were happy and enthusiastic in every learning activity.

Based on the theory from Leontive (1981: 31) that perception can be formed if someone is aware of experiencing an event and it will be interpreted as behavioral response, it can be concluded that the eight grade students of SMP Pangudi Luhur 1 Kalibawang had positive perception because they had positive behavior toward the use of songs in listening class and they had experienced it by themselves.

2. Data Presentation of the Questionnaire

The researcher distributed questionnaires in order to find out the SMP Pangudi Luhur 1 Kalibawang students’ perception on the use of songs in listening class. The participants were the students of class VIII A and VIII B. The questionnaires were distributed on November 5th, 2012. There where fifty-four questionnaires that were distributed. The following table is the detailed information about the questionnaire distribution.

Date Location Time Total students of the class

Total participants November 5th,

2012

Class VIII

A 08.30-09.45 27 27

November 5th, 2012

Class VIII

B 10.00-10.45 27 27

As presented in the methodology, the questionnaire was divided into closed-ended and open-ended questions. There were fifteen closed-ended questions and five open-ended questions. Each part would be analyzed separately.

a. The Result of Closed-Ended Questions

There were four responses that the students could choose. They are 4 for strongly agree (SA), 3 for agree (A), 2 for disagree (D), and 1 for strongly disagree (SD). The students’ responses to each question are presented in the form of data percentage. The closed-ended question consisted of three parts. Below are the results of the questionnaire analysis that were discussed per part.

1) The Students’ Perception on the Use of Songs in Listening Activity

The purpose of this part is to find out the SMP Pangudi Luhur 1 Kalibawang students’ perception on the use of songs in listening activity. There were four statements in this part. The following is the table that shows the percentage result of the part A.

No

. Statement

SA A D SD

Percentage (%) 1.

Saya menikmati belajar bahasa Inggris dengan lagu.(I enjoy learning English through songs.)

37.04 62.96

2.

Belajar bahasa Inggris menggunakan lagu sangat menyenangkan.(Learning English through songs is fun.)

40.74 59.26

3.

Mendengarkan lagu berbahasa Inggris memancing otak saya untuk berpikir tentang apa yang diceritakan dalam lagu tersebut.

(Listening English songs make me think about the story in it.)

48.15 50 1.85

4.

Aktifitas yang digunakan dapat membantu saya untuk

mengembangkan ketrampilan bahasa Inggris terutama ketrampilan mendengarkan.

(The activity which is used can help me to evolve my English skills, especially listening skills.)

66.67 33.33

The data that were obtained showed that the students’ perception on the listening activity using songs was positive. In the first statement that said, “I enjoy learning English through songs,” students who agreed were 62.96%, while the rest of the students (37.04%) strongly agreed about that. It meant that the most students enjoyed in learning English through songs.

Most students agreed that learn English through songs is a fun activity. It was proved by the data gathered from the questionnaires, as shown in the table 4.2. Thirty two students or 59.26% did agree and twenty two or 40.74% strongly agreed that learn English through songs is a fun activity.

“Listening English songs make me think about the story in it.” There were 50% students who agreed and 48.15% students strongly agreed about that. Meanwhile 1.85% students disagreed. It meant that the listening activity using songs could raise students’ curiosity and made them to think the story of the songs.

In the fourth statement, thirty six students or 66.67% chose strongly agree while the rest of the students who chose agree were 33.33%. It can be concluded that listening activity using songs could help the students to evolve their listening skill.

2) The Students’ Perception on Motivation in Learning English Using Songs

The second part of the questionnaire was part B. This part consists of six statements. The purpose of part B is to find out the students’ perception on motivation in learning English using songs. The percentage result of this part is shown by the following table.

Table 4.3 Percentage Result of Part B

No

. Statement

SA A D SD

Percentage (%) 5.

Saya mendengarkan materi dengan serius. (I listen the material seriously.)

18.52 75.92 5.55

6.

Saya aktif dalam menjawab pertanyaan-pertanyaan dari guru. (I am active in answering questions from my teacher.)

14.81 70.37 14.81

7.

Saya mengerjakan latihan yang diberikan dengan serius. (I do the assignment seriously.)

8.

Saya bertanya pada guru atau teman setiap saya mengalami kesulitan dalam belajar bahasa Inggris. (I am asking to the teacher or friend whenever I found difficulties in learning English.)

40.74 55.55 3.70

9.

Saya menjadi termotivasi untuk belajar bahasa Inggris

menggunakan lagu. (I became motivated to learn English using songs.)

31.48 61.11 5.55 1.85

10.

Saya bersemangat untuk belajar dengan lagu pada pertemuan berikutnya. (I am enthusiastic to learn English using songs in the next meeting.)

33.33 61.11 5.55

The data that were obtained showed that the students’ perception on the motivation in learning English using songs was positive. It was proved by the result of the questionnaire where the students’ gave quite positive response to each statement.

In the fifth statement that said, “I listen the material seriously” there were 18.52% who strongly agreed, 75.92 who agreed, and 5.55% who disagreed. It means that most of the students listened to the material seriously.

The positive response was also shown in the result of the sixth statement. Out of fifty four students, thirty eight students or 70.37% did agree and eight students or 14.81% strongly agreed. It can be concluded that most of the students were answering teacher’s questions actively while there were 14.81% students that were not active in answering teacher’s questions.

As shown in the table 4.3, thirty five students or 64.81% and fourteen students or 25.92% responded it positively. Meanwhile, the rest of them or 9.26% students did not do it seriously.

In the eighth statement, more than half of the students (55.55%) did agree and 40.74% strongly agreed that they were asking to the teacher or friend whenever they found difficulties in learning English while 3.70% students disagreed about that.

Most of the students were motivated to learn English using songs. It was proved by the data gathered from the questionnaires, as shown in table 4.3. Thirty three (61.11%) out of fifty four students agreed that songs could motivate them to learn English. In addition, seventeen students (31.48%) also strongly agreed about it. There were three students (5.55%) disagree and one students (1.85%) strongly disagree that songs could motivate them to learn English.

More than half of the students were enthusiastic to learn English using songs in the next meeting. It could be seen that there were 61.11% students did agree and 33.33% students strongly agreed about that. Meanwhile, the rest of the students or 5.55% were not enthusiastic to learn English using songs in the next meeting.

3) The Students’ Perception on the Effect of Using Songs in Listening Class

This part consists of five items. The purpose of this part is to find out the students’ perception on the effect of using songs in listening class. The following table shows the percentage result of this part.

No

. Statement

SA A D SD

Percentage (%)

11.

Saya memahami kosakata berbahasa Inggris lebih baik melalui lagu. (I understand the vocabulary better through songs.)

27.76 55.55 14.81 1.85

12. Kosakata saya bertambah. (My

vocabulary increased.) 25.92 59.26 9.26 5.55

13.

Saya dapat mengingat kata-kata berbahasa Inggris lebih baik melalui lagu. (I could remember the vocabulary better through songs.)

25.92 62.96 9.26 1.85

14.

Saya dapat melafalkan kata-kata berbahasa Inggris dengan benar melalui lagu. (I could pronounce English words correctly through songs.)

24.07 57.41 18.52

15.

Belajarlisteninglebih mudah dengan menggunakan lagu.

(Listening is easier through songs.)

35.18 57.41 7.41

Most of the students had positive perception on the effect of using songs in listening class. Harmer (2001: 242) concludes that songs can change the atmosphere in classroom or prepare students for a new a new activity. Songs can also entertain and it can make a connection between the world of leisure and the world of learning.

Thirty students (55.55%) did agree and fifteen students (27.76%) strongly agreed that they could understand the vocabulary better through songs. Meanwhile, eight students (14.81%) disagreed and one student (1.85%) strongly disagreed.

after learning English through songs. It was proved by the data gathered in the questionnaire, as shown in the table 4.4. Thirty two out of fifty four students did agree that their vocabulary increased after learning English through songs. In addition, fourteen students or 25.92% were strongly agree about it. The rest of the students, five students (9.26%) disagreed and three students (5.55%) strongly disagreed that their vocabulary were increased.

The students’ responses to the thirteenth statement that said, “I could remember the vocabulary better through songs” were positive. There were 25.92% who chose strongly agree, 62.96% students who chose agree, 9.26% students who chose disagree and 1.85% students who chose strongly disagree. From the percentages, it could be conclude that learning through songs made the students to remember the vocabulary better.

In the fourteenth statement, the students’ also gave positive response. There were 57.41% students agreed and 24.07% students strongly agreed that they could pronounce English words correctly through songs. On the contrary, 18.52% students disagreed about it.

Most of the students agreed that listening is easier through songs. From the percentages, it could be seen that 57.41% students agreed and 35.18% students strongly agreed that listening is easier through songs. Meanwhile, four students or 7.41% disagreed.

Another finding was drawn by the researcher from the open-ended questions. There were five questions in the ended questions part. The open-ended questions were made to obtain further information on the students’ perception on the use of songs in listening class. Furthermore, the open-ended questions were used to find the advantages and disadvantages of using songs in listening class.

Based on the data obtained from the first questions, it can be concluded that majority of the students (92.59%) like to learn English through songs. There were six reasons why the students liked to learn English through songs. The reasons were learning through songs could make them happy and enthusiastic to follow the learning activity (27.76%), songs could also make the class more fun and cheerful (18.52%). The other reasons were, the students would not get bored or sleepy when they listened to songs (18.52%) therefore learning through songs could be a variation in class (5.55%). Moreover, songs were understandable material as a result the students felt that learning through songs were easy (7.41%).

Most of the students (90,74%) said that listening was the skill that was mostly improved by the songs. Another skill that was improved by songs was speaking. Meanwhile, writing and reading skills were inferred as the skills that were less improved by the songs.

Based on the data obtained from the fourth questions, it can be seen that the students got five advantages from learning through songs. In addition to

new vocabularies furthermore the students knew how to pronounce some words correctly. Songs also could evoke students’ enthusiasm and motivated them to learn English. Moreover, the students felt that learning through songs was fun activity so they could follow the learning process easily and enthusiastically. Another advantage from learning through songs was that songs would never make the students get bored in learning. It was like what have been said by Orlova (2009) that while listening to a song, students begin to recognize the words and notice the pronunciation of native speakers. English songs also give relaxing atmosphere and motivating effect.

On the other hand, the students felt that there were also two disadvantages of learning English through songs. The disadvantages were the lyrics of the song sometimes are unclear to be heard so the students felt difficult to understand it. The lyric were unclear because the volume was too low and the singer’s pronunciation were unclear too so the students could not hear the words. Furthermore, learning through songs could make the class noisy because some students were singing while listening. As the result many of them felt disturbed and they could not concentrate to listen to the songs.

3. Data Presentation of the Interview

From the result of the observation and the questionnaire above, it was said that students’ perception on the use of songs in listening class was positive. In order to obtain further information and to confirm the result from the previous instruments, the researcher conducted interview to nine students. The interview

used in the interview. The questions included three parts; they were students’ perception on motivation in learning English using songs, students’ perception on the use of songs in listening activity, and the students’ perception on the implication of using songs in listening class.

a. The Students’ Perception on Motivation in Learning English Using Songs

The first question was asked to gather the students’ opinion about listening class. From the response, it was proved that eight out of nine students liked the listening class. The students liked listening class because of many reasons. The two of them shared,

Suka, karena kalo listening dengan musik itu dapat membantu saya agar lebih mudah dalam belajar. (Interview, Student 3)

I like it because listen to music could help me to learn easily. (Interview, Student 3)

Suka, sambil belajar dapat mendengarkan lagu pada waktu yang sama.

(Interview, Student 7)

I like it because I can learn and listen to the songs at the same time. (Interview, Student 7)

From the interview, most of the students stated that listening skill is not difficult to be mastered. They said that listening is quite easy because of the used of songs in the listening activity so it was easier for the students in learning it.

Gak susah, kalo gak pake lagu ya lumayan susah.(Interview, Student 9)

It is not difficult. It becomes difficult if the listening activity doesn’t use songs. (Interview, Student 9)

because listening is complex activity. Listening is not only activity that listens to something but also require more attention in order to get the meaning, like Nunan (2003:23) has described that listening is not only receptive skill. It also requires a person to receive and understand incoming information.

Lumayan sulit, mungkin karena harus mengingat kata-katanya, jadi belajar mengingat juga. (Interview, student 5)

It is quite difficult because I have to remember the words so I also learn about it too. (Interview, student 5)

The students were more enthusiastic in learning English, when they were taught using songs. Listening to songs could make the students paid more attention to the learning activity.

Iya, mungkin karena pake lagu trus jadi tertarik buat memperhatikan. (Interview, Student 8)

Yes, it was because of the songs so I interested to paid attention on it. (Interview, Student 8)

Even though the students became enthusiastic and paid attention to the lesson, a few of them were not active in answering teacher’s questions. Most of them were afraid to make mistake and they were not confident in answering the questions.

Kurang aktif, karena kadang takut salah trus gak pede ngomongnya. (Interview, Student 4)

I’m not really active because sometimes I’m afraid to answer and I’m not confident to speak. (Interview, Student 4)

questions.

Ya, sering menjawab, karena jadi semangat aja gitu buat jawabnya. (Interview, Student 1)

Yes, I often answer it. It is because I become enthusiastic to answer. (Interview, Student 1)

It can be concluded that, listening to songs not only make the students paid more attention to the lesson but also arouse the students’ enthusiasm to participate actively in listening activity.

Gardner and Lambert (1972) state that motivation is very important because it can influence learners’ attitude toward the learning. If learners have positive attitudes, it means that they have high motivation in learning. From their answers above, it could be seen that the students had positive response. They liked listening class using songs because listening through songs is easy to learn. As a result, the students did not get difficulty to master the listening skill. Listening through song also could arouse their motivation in learning English. The students’ become enthusiastic to pay more attention in the learning process and they also actively involved in answering teacher’s questions.

b. Students’ Perception on the Use of Songs in Listening Activity

From the interview, all of the students stated that listening activity using songs made them enthusiastic to learn English. There were various reasons which already stated by them. For the example,

Ya, soalnya gak bikin bosen, trus bisa buat variasi juga. (Interview, Student 6)

(Interview, Student 6)

Iya, karena lagunya enak didenger. Saya jadi suka listening karena itu.

(Interview, Student 4)

Yes, because the song is easy listening. I like listening because of that. (Interview, Student 4)

In addition, activity using songs also allowed the students to listen while learning. It brought fun atmosphere to their class and it could make them relaxed.

There were many activities which can complete the listening activity using songs. Besides listening itself, most students liked the fill in the blank activity. It was because they could complete the lyric of the songs and they would get new vocabulary.

Aktifitas melengkapi liriknya. Jadi tahu lagu baru, tahu kata-kata baru. (Interview, Students 5)

I like the completing lyric activity so I know the songs and get new vocabulary. (Interview, Students 5)

After completing the lyric, students’ favorite activity was singing the song together in class. They liked it because this activity could create fun atmosphere in class so they would never get bored or sleepy.

Jawab pertanyaan, nyanyi. Bikin kelasnya jadi rame gak bikin ngantuk. (Interview, Student 8)

I like the answering questions and singing activity because the class becomes lively so we would not feel sleepy. (Interview, Student 8)

who did not like it. It was because it could make the class become noisy and it was quite disturbing.

Kadang-kadang kalau pake lagu tu anak-anaknya jadi rame. (Interview, Student 2)

Sometimes using songs can make other friends become so noisy. (Interview, Student 2)

Furthermore, some of them said that they did not like speaking activity. Retelling the songs was not their favorite activity because they were confused when they had to tell the story inside the songs.

Aku ga suka aktifitas speaking, soalnya bingung mau nyeritain cerita di lagunya. (Interview, Student 6)

I didn’t like speaking activity because I confused to retell the story of the song. (Interview, Student 6)

However, most students said that every listening activity using song was always fun. Therefore, there were no activities that the students’ did not like.

Pake lagu aktifitas belajarnyanya jadi selalu asik. (Interview, Student 7)

The learning activity using song is always fun. (Interview, Student 7)

From their answers above, it proved that the students’ had positive response toward the listening activity using songs. Although there were many activities that they did not like such as, retelling the song. Most students were happy and enthusiastic in learning English through those activities.

Class

After finds that the students had good motivation and they also liked the activities using songs, the researcher wanted to know about the students’ perception on the implication of using songs in listening class.

From the interview, all of the students stated that learning through songs could improve their listening skill. Listening through songs made them easier in learning English. Moreover, the material was easy to understand.

Dengan menggunakan lagu kita jadi lebih mudah untuk mengerti materi listening. (Interview, Student 3)

Using songs made us to understand the listening material easily. (Interview, Student 3)

Listening pake lagu itu aktifitasnya menyenangkan, jadi bikin materinya mudah buat dipelajari.(Interview, Student 9)

Listening through songs is fun activity so it makes the material easy to learn. (Interview, Student 9)

Furthermore, listening through songs is fun and it is easy to do so the students become accustomed to listen. As the result, the students were easy to follow the material.

Listening pake lagu itu asik dan mudah dilakukan.(Interview, Student 4)

Listening through song is fun and it is easy to do. (Interview, Student 4)

When the students were asked about the appropriateness of songs to be applied to learn English, almost all of them said that it is good and appropriate to

because songs can be an alternative to learn English so they will be enthusiastic in learning it.

Ya, bisa untuk variasi biar murid-muridnya tambah bersemangat buat belajar bahasa Inggris. (Interview, Student 9)

Yes. It can be a variation to learn English so the students will be more enthusiastic to learn it. (Interview, Student 9)

In other words, song can be used as a new learning material which makes the students enjoy the lesson so they will not get bored.

Ya bisa diterapkan menjadi materi pembelajaran baru biar anak-anak gak bosen di kelas. (Interview, Student 6)

Yes it can be applied to be a new learning material so the students will not get bored in class. (Interview, Student 6)

From their answer above it could be concluded that the students had positive perception on the implication of using songs in listening class. Listening through songs made them easier in learning English. Moreover, the students agreed that songs were good and appropriate to be applied in listening class because songs can be used as a new learning material which makes the students enthusiastic in learning English.

B. The Advantages and Disadvantages of Using Songs in Listening Class

When the students were asked about the advantages and disadvantages that they obtained so far, most of them answered that the advantages were their listening skill improved, they knew new vocabularies and could remember it

the students learn English enthusiastically, the lesson became enjoyable and easier to learn.

Saya jadi mudah untuk mengingat pelajaran dan membuat saya tidak merasa bosan. Trus jadi tahu beberapa kata-kata baru. (Interview, Student 3)

I could remember the lesson easily dan I didn’t feel bored. Moreover, I also knew some new words. (Interview, Student 3)

Dapat kata-kata baru,tahu artinya, gak jadi ngantuk dan malah bikin seneng. (Interview, Student 4)

I got new vocabularies and its meanings. I didn’t feel sleepy and it made me happy. (Interview, Student 4)

Kemampuan mendengarkannya jadi bertambah, jadi mudah ingat kata-kata dan cara pengucapannya.(Interview, Student 7)

My listening skill improved. I easily remembered and pronounced the words. (Interview, Student 7)

Although listening through songs had a lot of advantages but there were still a few of disadvantages. The disadvantages were the first disadvantage was students’ concentration was distracted because some students were too enthusiastic so they sang the song while doing the assignment. The second disadvantage comes from the weakness caused by the song. Some words found in the song were unfamiliar so the students felt difficult to understand the song. In consequence, their assignment could not reach the maximum result.

Ada yang sulit kata-katanya, jadinya saya sulit memahami lagunya. (Interview, Student 4)

Saya jadi kurang konsentrasi karena teman-teman banyak yang rame.

(Interview, Student 7)

I was difficult to concentrate because my friends were noisy. (Interview, Student 7)

Moreover, the researcher wanted to find suggestions from the students’ in order to improve and to optimize the use of songs in listening class. The students suggested adding more activities when they learned English through songs, such as singing activity or watching the video clip. They also suggested choosing the popular songs and also choosing songs with clear pronunciation. The songs’ volume also needed to be considered because when it was too loud, the students could not listen to the contents of the songs or the words clearly.

Aktifitasnya ditambah, misalnya nonton videonya juga. Kalo bisa pake lagu yang ngetrend. (Interview, Student 4)

The activity should be added for the example, watch the video. If it is possible, the songs that are popular should be chosen. (Interview, Student 4)

Jangan terlalu kebesaran suaranya, jadi suaranya malah gak kedengeran. (Interview, Student 5)

Don’t be too loud when playing the songs because I could not listen to it. (Interview, Student 5)

Lagunya harus yang pengucapannya jelas. (Interview, Student 7)

The song should have clear pronunciation. (Interview, Student 7)

Harmer (2001: 228) states that listening is an important skill because it provides the great opportunity to hear voices from native speakers, and it also enables students to improve their own pronunciation as a result of the spoken

the students obtained many advantages such as, their listening skill improved, they knew new vocabularies, their pronunciation increased, they did not feel bored or sleepy in the class, the students learn English enthusiastically and also the lesson became enjoyable and easier to learn. Although there were disadvantages, it was less than the advantages that they obtained. The students also suggested that there were many activities that could be added in learning using songs. The students’ suggestions were very beneficial to improve and to optimize the use of songs in listening class.

55

CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the conclusions which summarize the major findings discussed in the previous chapter and the researcher’s suggestions for the English teachers, students, and for the future researchers.

A. Conclusions

The objectives of this study were to find out students’ perception on the use of songs in listening class and to identify the advantages and disadvantages of using songs in listening class. Based on the discussion presented in the fourth chapter, the researcher would like to draw the following conclusions.

1. Students’ Perception on the Use of Songs in Listening Class

Based on the data gathered from the observation, questionnaire and interview, it could be concluded that the eighth grade students of SMP Pangudi Luhur 1 Kalibawang had positive perception toward the use of songs in listening class. Most of the students showed their positive behavior in the learning process which indicated that they were enthusiastic to learn English using songs. They liked listening classes using songs because listening through songs is easier to learn. They said that listening is quite easy because of the used of songs in the listening activity so it was easier for the students in learning it. As the result, the students did not get difficulty to master the listening skill. Listening through song also could arouse their motivation in learning English. The students’ became enthusiastic to pay more attention in the learning process and they also actively

seriously and they became enthusiastic to learn English using songs in the next meeting.

All of the students stated that learning through songs could improve their listening skill because it is easy to learn. Moreover, listening through songs is fun and it made the students become accustomed to listen. As a result, the students follow the material easily. The students also agreed that songs were good and appropriate to be applied in listening class because songs can be used as a new learning material which makes the students enthusiastic in learning English.

2. The Advantages and Disadvantages of Using Songs in Listening Class

From this research, there were six advantages that the students had obtained from learning through songs. First, listening through songs could sharpen the listening skills. Second, listening through songs allowed students to get many new vocabularies furthermore the students knew how to pronounce some words correctly. Songs also could evoke students’ enthusiasm and motivated them to learn English. Moreover, the students felt that learning through songs were fun activity so they could follow the learning process easily and enthusiastically. Another advantage from learning through songs was that the students did not feel bored or sleepy in the class because the lesson became enjoyable and the class’ atmosphere became fun.

On the contrary, there were two disadvantages of using songs in listening class. The disadvantages were the first disadvantage was students’ concentration was distracted because some students were too enthusiastic so they sang the song

caused by the song. Some words found in the song were unfamiliar so the students felt difficult to understand the song. In consequence, their assignment could not reach the maximum result. Although there were disadvantages, it was less than the advantages that the students obtained.

B. Recommendations

After conducting the research, the researcher has three suggestions. The first suggestion is for the English teachers. The second suggestion is for the students and the third suggestion is for the future researchers.

1. Recommendations for English Teachers

Knowing that the students’ perception on the use of songs in listening class was positive, it was better for the teachers to continue using songs in class since it brought many advantages for the students. However, there were three suggestions that need to be considered in order to optimize and to improve the use of songs in listening class.

The first suggestion is the selection of the songs. Teachers usually have a difficulty in selecting the most appropriate songs to be used in class. The researcher found that some students get difficulty to understand the word because the pronunciation in the songs was unclear and sometime the songs were too fast, so they could not hear the words. In order to overcome this problem, teachers also should be able to select songs that are not too slow or too fast. Songs that contained simple words and clear pronunciation could also help the students so they would not spend much time to recognize the words. If the songs are not

students also prefer if the songs are popular or familiar to them. Teachers can select new songs or popular songs that are familiar to the students, as long as the pronunciation is clear and it does not have negative theme. Songs with any type of negative theme should be avoided. Songs should have an appropriate theme. The songs must carry some sort of message or it could tell students an interesting story so the students will pay attention to it.

The second suggestion is about the class activity. Teachers should be creative in giving the tasks. Most of the students requested to add more activities using songs because they started to get bored when the teacher gave them the same task, such as “fill in the blanks” task. For instance, the teachers could use “jumble lyrics” as the variation. Retelling the story of the songs could also use to practice their speaking skill. Therefore, it will be better for the teacher to be creative in finding interesting activity that could also make the students become active in the learning process.

The last suggestion is about the students and the class conditions. The researcher found that some students were singing while they listening to the song, as the result the class became noisy and it disturbed the other students in the class or other classes. In this case, it will be better if the teachers use the audio room so the other classes would not be disturbed by the noise of the songs or students. The teachers must also be strict in handling the students so they focused on the material and would not be noisy during the listening class.

There were two suggestions for the students in order to optimize the use of songs. First, listening is not a passive activity so they must be active in every learning activity since they have positive perception on it. The students should be confident and do not be afraid or shy to make mistake when they had a chance to ask or to answer questions.

Second, the students should also make the habit of listening through songs outside the class because it was one of many media to learn English easily. Through this habit, they had a way to improve their English skills. Moreover, they also could learn vocabulary and pronunciation through songs.

3. Recommendation for Future Researchers

Since this research is only limited to the use of songs in listening class, there are two suggestions for the future researchers. The first suggestion is the future researchers can conduct further research about the use of songs in any skills not only listening skill. The use of songs in any skills is potent to bring many advantages or to arise several learning difficulties. Thus, it should be further investigated in order to optimize the use of songs and to make the songs become more beneficial in the teaching and learning activity.

The future researchers can also carry out further research on the use of other media in listening class for example, using short videos or movies. The use of media in the teaching and learning process, especially in listening class should be further analyzed because it can enrich the listening materials and listening activity. Moreover, it has the potential to be applied to improve the listening skill.

60

Anderson, A. & Lynch, T. (1988).Listening. Oxford: Oxford University Press. Ary, D., L. C. Jacob., A. Ravazieh. (2002). Introduction to research in education

(6thed). Belmont, CA`: Wadsworth Learning.

Bootzin, R. (1983). Psychology today: An introduction. New York: Random House, Inc.

Brown, G. & Yule, G. (1983). Discourse analysis. Cambridge: Cambridge University Press.

Buck, G. (2001).Assessing listening. Cambridge: Cambridge University Press. Faisal, S. (1981). Dasar dan teknik menyusun angket. Surabaya: Penerbit Usaha

Nasional.

Fraenkel, J. R. & Wallen, N. E. (2008). How to design and evaluate research in education (7thed). Belmont, CA: Wadsworth Group.

Futonge, K. (2005). Using English videos and music in EFL, ESL classrooms. Retrieved December 4, 2011 from ESL Magazine: Read & Publish ESL articles.http://www.esl_galaxy.com/music.htm

Gardner, R. & Lambert, W. E. (1972). Attitudes and motivation in second language learning.Rowley, MA: Newbury House.

Harmer, J. (1991). The Practice of English language teaching. New York: Longman.

Harmer, J. (2001). The Practice of English language teaching (3rded). London: Longman.

Huffman, K., Vernoy, M., & Vernoy, J. (1997). How to teach English. Toronto: Pearson Education Limited.

Kreitner, R. & Kinicky, A. (1992).Organizational Behavior. New York: Richard D. Irwin, Inc.

Leontive, A. A. (1981). Psychology and the language learning process. New York: Pergamon Press Ltd.

Lynch, L. M. (2008). Using popular songs to improve language listening comprehension skills. Retrieved November 25, 2011 from

students.htm

McAdams, D. (2009). Students’ perception of using music as pedagogy in the learning process. Retrieved December 21, 2012 from http://csm.edu/wfdata/files/academics/library/institutionalrepository/16.pdf McDonough, J. & McDonough, S. (1997). Research methods for English

languange teachers. London: Arnold.

Nunan, D. (1991).Language teaching methodhology. London: Prentice Hall. Nunan, D. (1992). Research methods in language learning. Cambridge:

Cambridge University Press.

Nunan, D. (2003). Second language teaching and learning. Boston: Heinle & Heinle Publishers.

Orlova, N.F. (2009). Developing speech habits with the help of songs. Retrieved December 4, 2011 from http://marksesl.com/music.htm

Panse, S. (2009).Using music to improve listening comprehension skill. Retrieved

November 25, 2011 from

http://www.brighthub.com/education/languages/articles/21693.aspx

Schlitz, D. (1991). The report of the national commission on music education.

Retrieved March 10, 2013 from

http://musiced.nafme.org/resources/growing-up-complete-the-imperative-for-music-education/

Trochim, W. M. K. (2006). Research methods knowledge base. Boston, MA: Pearson Publications.

Warga, R. G. (1983). Personal awareness: A psychology of adjustment. Boston: Houghton Mifflin Company

64 OBSERVATION CHECKLIST

Day / Date / Time : Monday, November 5th, 2012 / 8.30-9.45

Class / Location : VIII A / Audio room SMP Pangudi Luhur 1 Kalibawang Number of present students : 27 students

No Statement Observed Comment

Part A : Students’ behavior before listening

1 Students come late for the class

-2 Students prefer sitting on the back row than the front row - The front row full of students 3 Students keep silent when the lesson begins √

4 Students are active in answering teacher’s questions about the topic they are

going to learn √

5 Students pay attention to teacher’s explanation about the material they are

going to learn √

Part B : Students’ behavior during listening

6 Students listen the song seriously √

7 Students do the listening assignment seriously √ The song repeated 3 times

8 Students are enthusiastic in the teaching-learning process √ The class quite noisy but still conducive 9 Students are active in asking and answering teacher’s questions related to the

material √

10 Students are curious to know what is discussed in the song √ Part C : Students’ behavior after listening

11 Students listen to the teacher’s instruction what they have to do √ 12 Students do the post assignment given seriously √ 13 Students look sleepy in following post activities

-14 Students work actively √

65 Day / Date / Time : Monday, November 5th, 2012 / 10.00-10.45

Grade / Location : VIII B / Audio room SMP Pangudi Luhur 1 Kalibawang Number of present students : 27 students

No Statement Observed Comment

Part A : Students’ behavior before listening

1 Students come late for the class

-2 Students prefer sitting on the back row than the front row

-3 Students keep silent when the lesson begins √ Some of the students were keep talking 4 Students are active in answering teacher’s questions about the topic they are

going to learn √

5 Students pay attention to teacher’s explanation about the material they are

going to learn √

Part B : Students’ behavior during listening

6 Students listen the song seriously √

7 Students do the listening assignment seriously √

8 Students are enthusiastic in the teaching-learning process √ The class become noisy because the students sing the song together 9 Students are active in asking and answering teacher’s questions related to the

material √

10 Students are curious to know what is discussed in the song √ Part C : Students’ behavior after listening

11 Students listen to the teacher’s instruction what they have to do √ 12 Students do the post assignment given seriously √ 13 Students look sleepy in following post activities

-14 Students work actively √

KUESIONER

Students’ Perception on the Use of Songs in Listening Class at SMP Pangudi Luhur 1 Kalibawang

Nama : _______________________________ Kelas : ________________ Kuesioner ini disusun dengan tujuan untuk mencari persepsi siswa kelas VIII SMP Pangudi Luhur 1 Kalibawang terhadap penggunaan lagu berbahasa Inggris sebagai sarana untuk mengembangkan kemampuan bahasa Inggris mereka. Pertanyaan dalam kuesioner ini terdiri dari 15 pertanyaan tertutup dan 5 pertanyaan terbuka.

Informasi yang anda berikan akan sangat berguna dalam penelitian ini. Oleh karena itu, kesediaan dan kejujuran anda sangat diharapkan dalam mengisi kuesioner ini.

A. Berikan tanda ( √ ) pada kolom yang tersedia di bawah ini sesuai dengan

tanggapanmu pada setiap pernyataannya

No Statement Sangat Setuju Setuju Tidak Setuju Sangat Tidak Setuju

4 3 2 1

Bagian A

1 Saya menikmati belajar bahasa Inggris dengan lagu.

2 Belajar bahasa Inggris dengan lagu sangat menyenangkan.

3 Mendengarkan lagu berbahasa Inggris memancing otak saya untuk berpikir tentang apa yang diceritakan dalam lagu tersebut. 4 Aktifitas yang digunakan dapat membantu

saya untuk mengembangkan ketrampilan bahasa Inggris saya terutama untuk ketrampilan mendengarkan.

Bagian B

5 Saya mendengarkan materi dengan serius. 6 Saya aktif dalam menjawab

pertanyaan-pertanyaan dari guru saya.

7 Saya mengerjakan latihan yang diberikan dengan serius.

8 Saya bertanya pada guru atau teman setiap saya mengalami kesulitan dalam belajar bahasa Inggris.

10 Saya bersemangat untuk belajar dengan lagu pada pertemuan berikutnya.

Bagian C

11 Saya memahami kosakata berbahasa Inggris lebih baik melalui lagu.

12 Kosakata saya bertambah.

13 Saya dapat mengingat kata-kata berbahasa Inggris lebih baik melalui lagu

14 Saya dapat melafalkan kata-kata bahasa Inggris dengan benar melalui lagu 15 Belajarlisteninglebih mudah dengan

menggunakan lagu.

B. Jawablah pertanyaan-pertanyaan di bawah ini sesuai dengan pendapatmu

(Pertanyaan nomor 1-5 digunakan untuk mencari persepsi siswa tentang

keuntungan dan kerugian belajar bahasa Inggris menggunakan lagu)

1. Apakah kamu senang / bersemangat ketika belajar bahasa Inggris menggunakan lagu? Mengapa?

_____________________________________________________________________ _____________________________________________________________________ 2. Ketrampilan apa yang menurutmu paling berkembang ketika belajar bahasa Inggris

menggunakan lagu? (speaking, writing, listening, reading)

_____________________________________________________________________ _____________________________________________________________________ 3. Ketrampilan apa yang menurutmu kurang berkembang ketika belajar bahasa Inggris

menggunakan lagu? (speaking, writing, listening, reading)

_____________________________________________________________________ _____________________________________________________________________ 4. Apa keuntungan yang kamu dapatkan setelah belajar bahasa Inggris menggunakan

lagu?

_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 5. Apa kerugian yang kamu dapatkan setelah belajar bahasa Inggris menggunakan lagu?

_____________________________________________________________________ _____________________________________________________________________

68

THE INTERVIEW GUIDE

Students’ Perception on the Use of Songs in Listening Class at SMP Pangudi Luhur 1 Kalibawang

No PERTANYAAN

A

Pertanyaan nomor 1-5 digunakan untuk mengetahui persepsi siswa tentang penggunaan lagu dalam pembelajaran bahasa Inggris terhadap motivasi mereka.

1 Apakah kamu suka kelas listening? Mengapa?

2 Apakah kemampuan/ketrampilan listening sulit untuk dikuasai? Sebutkan alasanmu 3 Apakah kamu selalu memperhatikan pelajaran ketika belajar dengan lagu? Mengapa?

4 Apakah kamu aktif menjawab pertanyaan-pertanyaan dari guru selama belajar dengan lagu? Mengapa?

B

Pertanyaan nomor 6-9 digunakan untuk mengetahui persepsi siswa tentang aktifitas yang berkaitan dengan penggunaan lagu dalam pembelajaran bahasa Inggris.

5 Apakah menurutmu aktifitas listening dengan lagu membuat kamu bersemangat/senang dalam belajar bahasa Inggris? Mengapa?

6 Aktifitas apa yang kamu sukai dari belajar menggunakan lagu? Sebutkan alasannya!

69 C

Pertanyaan nomor 10-11 digunakan untuk mengetahui persepsi siswa tentang implikasi lagu dalam pembelajaran bahasa Inggris.

8 Apakah menurutmu belajar bahasa Inggris menggunakan lagu dapat meningkatkan kemampuan listening? Sebutkan alasannya

9 Apakah menurutmu pembelajaran bahasa Inggris menggunakan lagu sudah tepat untuk diterapkan? Mengapa?

10 Berikanlah saran dan kritik untuk mengembangkan pembelajaran bahasa Inggris menggunakan lagu! 11 Berikanlah kritik untuk mengembangkan pembelajaran bahasa Inggris menggunakan lagu!

12 Apakah keuntungan yang kamu dapat setelah belajar menggunakan lagu? 13 Apakah kerugian yang kamu dapat setelah belajar menggunakan lagu?

70

Class VIII A

No Name Number of Item

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 ∑

1 R. S 3 4 4 4 4 4 3 3 1 3 3 1 3 2 3 42

2 N. P. J 3 3 4 4 3 3 3 3 4 3 3 3 3 3 3 48

3 G. D. A 4 4 3 4 3 3 3 4 3 4 3 4 4 3 4 53

4 M. A 4 4 3 4 3 3 3 4 3 4 4 4 4 4 4 55

5 B. P 3 3 3 3 2 3 3 3 3 3 3 3 3 3 3 44

6 E. H 4 4 4 4 4 3 4 4 3 4 3 3 3 3 3 53

7 B. P 3 3 4 4 3 3 3 3 3 3 2 3 3 3 3 46

8 Y 4 4 3 4 3 3 3 3 4 3 4 4 3 4 4 53

9 A. W. N 3 3 3 3 3 2 3 3 3 3 3 4 3 4 3 46

10 F. Y 3 3 3 3 3 3 3 4 3 3 3 3 3 3 3 46

11 D. C. B. T 4 3 4 4 3 3 3 3 3 3 3 2 3 3 3 47

12 F. P. A 3 4 3 4 3 3 4 4 3 3 3 4 3 2 4 50

13 R. S 3 4 3 3 2 4 3 4 3 3 4 1 4 3 3 47

14 D. K. S 4 4 3 4 3 3 3 3 3 4 4 3 3 3 3 50

15 V. V. A. P 4 3 4 3 3 3 3 3 4 3 3 3 4 3 3 49

16 A. B. K 3 3 3 3 3 2 2 3 3 3 3 3 3 3 3 43

17 Y. D. Y 3 3 3 3 4 4 4 3 3 3 4 4 4 4 4 53

18 F. F. R 3 3 4 3 4 3 3 3 3 3 3 3 3 4 4 49

19 L. B. L 4 4 4 4 3 4 4 3 4 4 3 4 4 4 4 57

20 A. J 3 3 3 4 4 3 4 3 4 4 3 3 3 3 4 51

71

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 ∑

22 Y. S 3 3 4 4 3 4 3 4 3 3 3 3 3 4 2 49

23 M. T. S 4 3 3 4 3 3 4 3 4 3 3 4 3 4 4 52

24 A.D. M. E. H 4 4 4 4 3 3 2 2 3 2 3 2 3 3 3 45

25 A 3 3 4 3 4 3 4 3 3 4 3 3 4 3 3 50

26 Y. M. B. S 3 3 4 4 4 4 4 3 4 3 4 3 3 4 4 54

72

No Name Number of Item

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 ∑

1 D. P 3 4 3 4 3 3 3 3 3 3 2 3 3 3 3 46

2 P. C. P. S 4 4 4 4 3 3 3 4 4 4 3 3 3 3 4 53

3 C. I. F 3 3 3 3 3 2 2 3 3 2 2 2 2 2 3 38

4 B. D. Y 3 3 4 4 3 3 3 3 3 3 4 3 3 3 4 49

5 A.B. C. F 4 4 4 4 3 3 4 3 4 4 4 3 4 4 4 56

6 Y. M 3 4 3 4 3 2 3 3 4 4 2 3 3 3 3 47

7 A.M. E. P 3 3 4 4 3 3 3 3 4 4 4 4 3 3 3 51

8 L. E. N. C 3 3 3 3 3 2 3 4 3 2 2 4 3 3 2 43

9 M. J. H 3 3 3 3 4 3 3 4 4 4 2 2 3 2 3 42

10 Y. R 3 3 3 4 3 2 3 3 3 3 2 3 2 2 3 42

11 M. L. D. J 4 3 4 4 3 3 3 4 4 4 4 3 4 4 3 54

12 A.A. N 3 3 4 4 3 3 3 3 4 4 3 3 3 3 3 49

13 T. M 4 4 4 4 3 3 3 4 3 3 3 3 3 3 3 50

14 F. N. J. W 3 3 4 3 3 3 3 4 3 3 3 3 3 3 3 47

15 A.H. S 3 4 3 4 3 3 4 4 3 3 3 3 3 3 3 49

16 E. S. H 4 4 3 4 3 3 3 4 4 4 4 4 4 3 4 55

17 A.F. J 4 4 3 4 3 3 4 4 3 3 3 2 3 3 3 52

18 Y. A. P 4 4 3 4 3 3 4 4 3 3 4 3 4 4 4 54

19 W 3 3 2 3 3 3 3 4 2 3 1 1 1 2 4 38

20 L. D. S. S 3 3 3 3 2 2 2 2 2 3 2 3 2 2 3 37

21 A.Z. F. F 4 4 3 3 3 2 3 3 4 4 3 3 2 2 3 42

22 L. D. U 4 4 4 4 3 3 4 4 3 4 3 3 2 2 3 50

73

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 ∑

24 M. A. S 3 3 4 3 3 3 3 3 3 3 3 3 4 4 4 49

25 F. H 3 3 4 4 3 3 2 3 2 3 3 3 3 3 3 45

26 K. R. F 3 3 4 4 3 3 3 3 3 3 4 3 3 3 3 48

a. Frequency of the Students’ Responses to Each Statement of the Questionnaire

No Statement Frequency

4 3 2 1

Part A

1 Enjoying the activity 20 34 0 0 2 Learning with song is fun 22 32 0 0 3 Curious to know about the content of the

song 26 27 1 0 4 The activity help to improve listening

skill 36 18 0 0 Part B

5 Listening song seriously 10 41 3 0 6 Active in answering questions 8 38 8 0 7 Doing the task seriously 14 35 5 0 8 Asking when have difficulties 22 30 2 0 9 Motivated in learning through song 17 33 3 1 10 Being enthusiastic to learn 18 33 3 0

Part C

11 Understanding the vocabulary better 15 30 8 1 12 Vocabulary increased 14 32 5 3 13 Memorizing vocabulary better 14 34 5 1 14 Improving pronunciation 13 31 10 0 15 Easy to learn through song 19 31 4 0

No Statement Percentage

4 3 2 1

Part A

1 Enjoying the activity 37.04 62.96 0 0 2 Learning with song is fun 40.74 59.26 0 0 3 Curious to know about the content of

the song 48.15 50 1.85 0 4 The activity help to improve

listening skill 66.67 33.33 0 0 % 48.15 51.39 0.46 0 Part B

5 Listening song seriously 18.52 75.92 5.55 0 6 Active in answering questions 14.81 70.37 14.81 0 7 Doing the task seriously 25.92 64.81 9.26 0 8 Asking when have difficulties 40.74 55.55 3.70 0 9 Motivated in learning through song 31.48 61.11 5.55 1.85 10 Being enthusiastic to learn 33.33 61.11 5.55 0

% 27.47 64.81 7.40 0.31 Part C

11 Understanding the vocabulary better 27.76 55.55 14.81 1.85 12 Vocabulary increased 25.92 59.26 9.26 5.55 13 Memorizing vocabulary better 25.92 62.96 9.26 1.85 14 Improving pronunciation 24.07 57.41 18.52 0 15 Easy to learn through song 35.18 57.41 7.41 0 % 27.77 58.52 11.85 1.85

76

No Questions Answers Participants Percentage

1 Do you like listening class? Yes 50 92.59

Not really 2 3.70

No 2 3.70

Why? Yes:

 Make them happy 6 11.11

 Make them enthusiastic to follow the learning activity

15 27.76

 Make the class more fun and cheerful 12 22.22

 They did not get bored or sleepy 10 18.52

 A variation in class 3 5.55

 Easy and understandable material 4 7.41

Not really:

 Listening is quite difficult 2 3.70

No:

 Listening is difficult 1 1.85

 They do not like learning English 1 1.85

2 The most improved skills Listening 49 90.74

Speaking 3 5.55

Reading 2 3.70

Writing 1 1.85

3 The less improved skills Listening 0 0

Speaking 3 5.55

Reading 4 7.41

77

4 The Advantages Improving listening skill 20 37.04

Improving vocabulary and pronunciation 12 22.22 Evoke students’ enthusiasm and motivation 8 14.81

Easy to learn 4 7.41

Never make the students get bored 10 18.52

5 Disadvantages None 30 55.52

Unclear lyrics 14 25.92

Student 1

1. Apakah kamu suka kelas listening? Mengapa?

Suka, karena pelajarannya gak membosankan. Jadi, ada hiburan

2. Apakah kemampuan/ketrampilan listening sulit dikuasai? Sebutkan alasanmu!

Enggak, lebih gampang. Karena mendengarkan lebih gampang daripada membaca

3. Apakah kamu selalu memperhatikan pelajaran ketika belajar dengan lagu? Mengapa?

Iya, karena seneng aja mbak

4. Apakah kamu aktif menjawab pertanyaan-pertanyaan dari guru selama belajar dengan lagu? Mengapa?

Ya, sering menjawab, karena jadi semangat aja gitu buat jawabnya

5. Apakah kamu merasa sulit untuk mengenali kata-kata yang muncul dalam sebuah lagu? Mengapa?

Sering, karena kurang memahami, juga karena terbiasa mendengarkan kata-kata berbahasa Indonesia

6. Apakah menurutmu aktifitas listening dengan lagu membuat kamu bersemangat/senang dalam belajar bahasa Inggris? Mengapa?

Iya, suasananya jadi lebih santai, gak tegang

7. Aktifitas apa yang kamu sukai dari belajar menggunakan lagu? Sebutkan alasannya!

Mengisi titik-titik (melengkapi lagu), seneng aja mbak

8. Aktifitas apa yang tidak kamu sukai dari belajar menggunakan lagu? Sebutkan alasannya!

Nyanyi-nyanyi barengnya gitu, soalnya jadi gampang terganggu

9. Apakah menurutmu belajar bahasa Inggris menggunakan lagu dapat meningkatkan kemampuan listening? Sebutkan alasannya!

Ya, dengan mendengarkan kita bisa mengetahui kosakata bahasa Ingrris dan mengucapkannya dengan baik

10. Apakah menurutmu pembelajaran bahasa Inggris menggunakan lagu sudah tepat untuk diterapkan? Mengapa?

Sudah, karena bisa untuk variasi dalam belajar

11. Berikanlah saran dan kritik untuk mengembangkan pembelajaran bahasa Inggris menggunakan lagu!

menggunakan lagu?

Bisa memahami katanya lebih baik, lebih termotivasi untuk belajar bahasa Inggris

13. Apakah kerugian yang kamu dapat setelah belajar bahasa Inggris menggunakan lagu?

Gak ada

Student 2

1. Apakah kamu suka kelas listening? Mengapa?

Suka, gak membosankan, santai, gak terasa tegang keadaan kelasnya 2. Apakah kemampuan/ketrampilan listening sulit dikuasai? Sebutkan

alasanmu!

Gak terlalu, ya mungkin kan kalo itu bisa buat belajar kosa kata bahasa Inggris mungkin bisa lebih dimengerti atau dimaksudkan lewat sebuah lagu itu

3. Apakah kamu selalu memperhatikan pelajaran ketika belajar dengan lagu? Mengapa?

Iya, karena pelajarannya jadi lebih menarik

4. Apakah kamu aktif menjawab pertanyaan-pertanyaan dari guru selama belajar dengan lagu? Mengapa?

Iya,karena jadi lebih bersemangat

5. Apakah kamu merasa sulit untuk mengenali kata-kata yang muncul dalam sebuah lagu? Mengapa?

Iya, soalnya belum pernah denger sebelumnya jadi pas mau nulis juga jadi bingung

6. Apakah menurutmu aktifitas listening dengan lagu membuat kamu bersemangat/senang dalam belajar bahasa Inggris? Mengapa?

Iya, karena jadi gak bikin bosen

7. Aktifitas apa yang kamu sukai dari belajar menggunakan lagu? Sebutkan alasannya!

Melafalkan kata-katanya, karena jadi tau pengucapan yang benar

8. Aktifitas apa yang tidak kamu sukai dari belajar menggunakan lagu? Sebutkan alasannya!

Ya, terasa lebih gampang dan mudah dimengerti

10. Apakah menurutmu pembelajaran bahasa Inggris menggunakan lagu sudah tepat untuk diterapkan? Mengapa?

Sudah, sebelumnya kan kurang memahami bahasa Inggris, mungkin dengan lagu kita jadi lebih bisa mengerti artinya dan mempelajarinya dengan mudah

11. Berikanlah saran dan kritik untuk mengembangkan pembelajaran bahasa Inggris menggunakan lagu!

Kalo pake lagu anak-anaknya jadi agak nyepelein pelajaran, jadi kalo bisa seneng tapi serius

12. Apakah keuntungan yang kamu dapat setelah belajar bahasa Inggris menggunakan lagu?

Kalo ga pake lagu kan kelasnya kjadi terkesan serius, bisa untuk hiburan, biar ga bosen

13. Apakah kerugian yang kamu dapat setelah belajar bahasa Inggris menggunakan lagu?

Gak ada

Student 3

1. Apakah kamu suka kelas listening? Mengapa?

Suka, karena kalo dengan musik itu dapat membantu saya agar lebih mudah dalam belajar

2. Apakah kemampuan/ketrampilan listening sulit dikuasai? Sebutkan alasanmu!

Tidak, karena kalau dipelajari terus tidak terlalu sulit

3. Apakah kamu selalu memperhatikan pelajaran ketika belajar dengan lagu? Mengapa?

Ya, sering memperhatikan pelajaran, karena menarik

4. Apakah kamu aktif menjawab pertanyaan-pertanyaan dari guru selama belajar dengan lagu? Mengapa?

Aktif, karena tahu dan jawabannya dan pengen berpartisipasi gitu mbak 5. Apakah kamu merasa sulit untuk mengenali kata-kata yang muncul

dalam sebuah lagu? Mengapa?

Semangat, karena tidak merasa bosan

7. Aktifitas apa yang kamu sukai dari belajar menggunakan lagu? Sebutkan alasannya!

Aktifitas mendengarkan

8. Aktifitas apa yang tidak kamu sukai dari belajar menggunakan lagu? Sebutkan alasannya!

Gak ada

9. Apakah menurutmu belajar bahasa Inggris menggunakan lagu dapat meningkatkan kemampuan listening? Sebutkan alasannya!

Dapat, karena jika menggunakan lagu kita jadi mudah mengerti

10. Apakah menurutmu pembelajaran bahasa Inggris menggunakan lagu sudah tepat untuk diterapkan? Mengapa?

Sudah, karena dapat meningkatkan kecerdasan listening siswa

11. Berikanlah saran dan kritik untuk mengembangkan pembelajaran bahasa Inggris menggunakan lagu!

Semoga setiap pelajaran bisa ada kegiatan menggunakan lagi,nyanyi2 jg jgn cm ngisi titik2

12. Apakah keuntungan yang kamu dapat setelah belajar bahasa Inggris menggunakan lagu?

Mudah untuk mengingat pelajaran, membuat kita tidak merasa bosan, jadi tahu kata-kata baru

13. Apakah kerugian yang kamu dapat setelah belajar bahasa Inggris menggunakan lagu?