Professional Documents
Culture Documents
Introduction
the problem, research problems, limitation of the problem, the objectives of the
thoughts, feelings, that are revealed through the utterance. Language is a part
of daily life. People always use the language for communicating with
languages that can be found out. Every language that is used by the people
depend on the ethnic. Language becomes a connection tool between one with
others.
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English language gets first order of teaching and learning in the
shape and create the people which are able to have good attitude in state
scala or international scala. To compete with other countries, one way that
Someone can talk English language if the people are able to master
the fourth of language skills. Those are speaking, reading, listening, and
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From the fourth skills, the most difficult skill and ignored are
the society considers someone that is able to speak well, it is a reflection that
opinion. Without having a listening skill, someone can not master them
because the fourth of language skills have a close relationship each other.
is caused by two reasons. First reason, the teacher can not use modern
learning process. Second reason, the teacher wants to teach the material
When the teachers teach listening in the class, they just make
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handphone. Then, the record will be listened to the students. It causes the
students less know the true pronunciation of the English words. Therefore,
the teacher needs to use other media in teaching and learning activity such as
Media can help the students in comprehending the material that will
be delivered by teacher. And beside that, the students will be also interested
in learning English so far especially in teaching listening skill. Not only the
students can be helped, but also the teacher. By using a media, the teacher
should not be tired to make the students understand about the material.
Talking about media, the writer tries to use song as media in teaching
listening. The writer believes that everyone really loves song. Song can make
someone relax when they are listening. Song is a good tool to help English
learning and teaching process. Song can motivate the students in following
makes the students more sensitive toward sounds, and learning a various of
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1.2 Identification of Problem
In this paper, the writer writes there are several problems that will be
classroom. It means that the teacher must be able to create the situation when
the teacher will explain the material. Whether that situation is great or not.
The situation has a role in teaching and learning activity. When the students
get a bad situation, they will be lazy to learn English. The other way, when
the students get a great situation, they will be quicker to understand the
teacher has an important role. The teacher must be able to control their class
gotten by the students in teaching and learning activity. Whether the students
understand or not about the material. Whereas for a bad situation means the
teachers which can not control their class when the teaching and learning
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Motivation is an encouragement or a desire which actuate someone to
be able to master English well. A high motivation will create a great teaching
and learning. In the other way, a weak motivation will create a bad teaching
and learning.
means the teacher does not try to make something new in teaching listening
and learning activity. Media can be included pictures, songs, videos, etc.
High School rarely or never use a media. In teaching listening skill, media is
media in the class because it is less effective. The teacher can use other
media In teaching listening, the teacher can use video or DVD. By using
media, the students will know the true pronunciation of English words.
Besides, the students will be happy and enthuasistic because there is a new
material so the students can understand that material. Method is the problem
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which faced by the teacher in teaching and learning. Sometimes, the teachers
are less suitable to apply the method when the teacher explains the materials
themselves.
used in teaching and learning. It is caused that someone who learns listening
skill must know the true pronunciation of the English words. If the teacher
uses a dictation method, the teacher is not suitable to pronunce the English
words well yet. Therefore, the teachers should use a suitable method when
and learning. The teaching material should be planned well by the teacher so
the students can comprehend the material. By having teaching material, the
song which is applied is simple. The teacher only provides an English song,
then the English song will be sung together. After that, the teacher asks to the
students to answer the questions based on the English song. It means that the
teacher uses the English song to improve students’ writing skill. It is less
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Beside answering the questions based on the English song, it can be used to
teach other materials. One of them is to teach students’ listening skill. Based
to choose the title, because the writer wants to know how far the use of
English song as a media in improving listening skill. Beside that, the writer
really likes songs. The writer thinks song will give an good impression in
learning English.
Based on the background above, the writer will focus on this research
smaller in order to make easy in reaching the purpose of the study. In this
2) What are the teacher’s roles and student’s roles of teaching listening by
song?
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1.4 Limitation of Problem
The writer realizes that it is not too easy to find out the data if there is
research will not be specified and focused in one thing. Then, the writer puts
some limitation in the research. There are several activities that can improve
film, listen to news reports, listen to video and even listen to English song.
Therefore, the writer in this study will limit the improvement of students’
listening skill through English song. The study will be given to the second
2) To find out what the teachers’ roles and students’ roles of using English
4) To find out what the evaluation of teaching listening skill through English
song is.
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5) To find out what the result of using English song in improving listening
skill is.
1) The Theoretically
2) The Practically
students. For students, the writer hopes that the students will be interest
The writer also wants to know how the development of using English
teachers, the writer hopes that the result of study will be useful to teach
listening in the classroom. Thirdly, for the next researchers. For the next
researchers, the writer hopes that the next reseachers will apply the study
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Chapter II
Theoretical Foundation
This chapter discusses theories related to this study. There are several
theories provided in this chapter such as teaching listening, the goal of listening,
the types of listening, the process of listening, teaching media, song as a media
tidak disimaknya”. The parents often give advices to their children: If the
parents are talking, not only we hear what the parents say but also listen
carefully and put in your heart. It can not be disclaimed that there are many
ears which process the voice to hearing phase, but it does not process to
listening phase yet. Based on the explanation above, it can be seen that there
comes from outside without concerning the meaning and the voice message.
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A process of listening has been included to hear, in contrast hearing
coincidentally. Hearing and listening are two words that have different
meaning. In hearing, the way that is involved is physical and not intention.
Sutari in Gusviani, Intan (2014) states that listening has the meaning
to take voice indirectly or directly. If there is a voice, our hearing aids will
or hear carefully what the speaker says. Whereas for according to KBBI,
apa yang diucapkan atau dibaca orang (Depdikbud, 1995)”. Based on the
to receive and interact with language input and facilitates the emergence of
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pesan, serta memahami makna komunikasi yang telah disampaikan
sang pembicara melalui ujaran atau bahasa lisan. ( Listening is a
process of hearing oral signs with full concerning, understanding,
appreciating, and interpreting to get the information, take the content
or message, also comprehending the meaning of communication
which has been conveyed by the speaker through pronuncement or
oral language).
are tool that are used to receive the information in communicating activity.
the goal, both of reading and listening have several similarities that are to
get the information, to comprehend the content, and to get the meaning of
communication.
process of hearing and concerning carefully what the speaker says and also
To hear the people whom are reading or talking, listener should get the
intonation.
If the speaker and reader can be able to observe, the listener can
observe speaker’s motion advance and gestures such as expression, lip, and
so on. if the listener listens through media such as tape recorder, music, etc
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In learning listening, there are several ways which need to be done
the material at the same time the listener considers whether the information
established. Secondly, listen essence. It means that listening to get main idea
parts. Thirdly, diction. It means to copy or to rewrite the letters, the words or
listening. From several researches that are done by the expert of language
proved that learning listening skill has own difficulties than other language
The listener can not control the rapidity of talking so the listener can
not get information and understand the information; The listener has
been not an opportunity to ask the speaker repeating or clarificating
the message that the speaker is delivered. For example: when the
listener listens radio or watches television, the listener should be
able to comprehend the information as it is; Limited vocabulary that
is mastered by the listener, making the listener can not understand
the contents of the text. So it makes the listeners bored and
frustrated; Failure of the listener is to recognize and understand the
sign that is delivered by the speaker. Failure of the listener is to
interpret the information, so the contents of information are accepted
or understood different by the listener; The listener can not
concentrate because of various cases. Such as interested topics,
physical exhaustion, noisy environments, etc; Concerns in different
ways and the material which are taught by the teacher with the
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material which is heard by the students through the audio or native
speakers.
than writing text. It is because oral text can be accepted in a short time, so
readers’ need. Beside that, oral text covers the topics which related to life or
anything else. On a various of opportunities the listener can not predict what
which makes the students difficult to comprehend oral language. They are
internal factor and external factor. Internal factors are factors which appears
group.
First, speaker. It means that a listener can not control the speaker in
listener has limited vocabulary skill, grammar and the elements of linguistic,
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In daily conversation, between the speaker and listener can interact
each other, the effect of media is not much. If the listener can not understand
the information, the listener can ask to the speaker to repeat it. However, the
communication can only occurs one direction, so the role of media can help
discourses in oral. Someone may listen to the radio in the morning to decide
for pleasure. Someone listens in different ways based on our purpose. The
Listening for main ideas means that the listener wants to get a
general idea of what is being said; Listening for details is something
we do everyday. For example: we need the details when we are
getting directions to someplace like a friend’s home. Just
understanding the topic in this case does us no good; Listening for
making inferences. Speakers do not always say exactly what they
mean. That is, important aspects of meaning are sometimes implied
rather than stated. Listeners have to “listen between the lines” to
figure out what really is meant.
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Listening for appreciating. It means to appreciate something that is
listened. Such as song and music, dialogue, discussion, panel
discussion, and so on; Listening for putting on ideas. It means to put
on opinion or feelings to other people fast and appropriately;
Listening for differing the sounds. It means to differ the sounds
appropriately. Whether the sounds differ the meaning or not;
Listening for solving problem. It means to solve the problem
creatively and analytically; Listening for convincing. It means to
convince oneself toward the problem or opinion that is confused.
meanings, and discourse markers like first, then and after that to assemble
experiences; we know certain things about certain topics and situations and
skills in listening as well. Students must hear some sounds (bottom-up pro-
cessing), hold them in their working memory long enough (a few seconds)
to connect them to each other and then interpret what they’ve just heard
before something new comes along. At the same time, listeners are using
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2.4 The Process of Listening
1) Hearing stage; in this stage, the listener will hear anything which is
which is conveyed.
4) Evaluating stage; in this stage, the listener will evaluate the opinion or
5) Responding stage; in this stage, the listener will accept all ideas and
opinion orally and then the listener will start to respond what the listener
listens.
word “media” is the plural of medium which means a mediator. The word
delivery, etc. The word “media” is also used in tesdaching and education so
Sanjaya, 1996).
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Sulaeman (1988) states that the word “medium” (media-jarak)
communication tool.
which takes the information or the messages of resource to the receiver. For
teaching, the teacher can play role as messager or organizer. In the roles, the
communication smoothly.
it is only used as visual aids. Sulaeman (1988) states that the teaching media
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Media can stimulate the students, give an experience, and give a
perception; Media can stimulate students’ attention and students’
interest, so the students concentrate toward the material which will
be explained by the teacher; Media can facilitate the students in
connecting the knowledge that has been mastered with the
knowledge that will be learned; Media can make the students happy
in teaching and learning activity; Media can make the goal of
teaching and learning easily; Media can make the students in
organizing the information easily.
Based on the explanation above, it may be concluded that teaching
and learning media is a tool that is used in teaching and learning activity.
Teaching and learning media has an important role in teaching and learning
that the students are happy and interested in learning the material. Moreover,
the information or message will be delivered to the students and that creates
the comfortable condition indirectly so the teacher is not tired to deliver the
text which will be sung. Song is the form of written work which is listened
with the music. Someone that listens song can feel sad, happy, enthusiastic,
etc because the effect of song really touches people’s heart. Song can
provide spoken tool indirectly which is saved into the memory. This
short musical work with having poetic text. The work can be written form,
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and sound form which are usually followed by instruments. Whereas
Song are highly memorable. It means that through songs the students
can be easier to remember English words which in it; Songs are
highly motivation. It means that through songs the students can
enjoy the teaching and learning activity that is progressing; Songs
bring variety to the lesson. It means that using songs are one way of
‘escaping’ from the course book and adding new learning
experiences. By using songs in teaching and learning activity, the
students are not bored because there is a new something in English
course; Songs provide examples of everyday language. It means that
the language of most songs are simple, often in a conversational
style. Such as the lyric I am still love you from Mariah Carey, The
heart wants what it wants from Selena Gomez; Songs are fun. It
means that using songs in teaching and learning activity may create
a good condition at classroom. Enjoyable learning has to be more
effective than teacher-centred procedures.
course. Songs also provided simple words so the students can understand
process. Song can motivate the students in following teaching and learning
English. Song can make the classroom more interesting. When the students
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love a song that is taught by the teacher, the students will be happy and
enthusiastic to learn English course. And that time, the students are learning
with students as well as teachers. Music not only assists with listening skills,
but also it creates a relaxed ambiance that facilitates the learning process.
When you are learning a new language, listening is more difficult than
reading or speaking.
where a word starts and ends, let alone a sentence. It seems impossible that
you will ever understand or manage to speak the language. But, you know
that we picked up our mother tongue by listening, and we can do the same
skills only when they are well integrated into a scheme of work and
carefully selected for the cognitive and linguistic needs of pupils. Kirsch
appropriate, and authentic texts (e.g., a story, song, or poem) that assist
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listening and remembering and that match the language and grade level of
pupils.
have to adjust the songs in accordance the students. Therefore, Ersöz (2007)
2.7.1 Evaluation
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3) Diagnostic function, to identify students’ difficulties in learning
teacher may know how the teaching and learning activity is done in
well or not. By evaluating, the teacher can be also easier to know the
difficuties that are faced by the students when the material is conveyed
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credits, placement, or promotion. Finally, ment on a large scale,
language programs.
basic task. The basic task purposes to take theoretical notion about a
practice, in a set of test items (A test items is the part of the test that
have been three main approaches to language testing that are the
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approach is that it is possible to identify and isolate the separate bits,
giving one mark or point, for each correct item, and using the total
Example 1:
Test-takers hear
I hear they have developed a better vine near here.
They read:
I hear they have developed a better vine/wine near here
Example 2:
Test-takers hear:
How much time did you spend in Boston?
They read:
a. Yes, I did.
b. Almost $250
c. Yes, I had to.
d. About four days
same time. Oller stated that there are regular and rule-governed
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know a language it is necessary to know how these elements relate to
each other.
approach that are listening cloze, other gap filling, dictation, and
translation.
way. The test-takers has to fill in the blanks by writing down the word
they think fits best. In the following example of listening cloze is:
spoken text, with words deleted, then play a recording of the text and
ask the test-takers to fill in the blanks based on what they have heard.
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The porters live in Dartmouth a small English town at the mouth of
the River Dart. Mr. Porter is a lecturer in engineering at the local
college. Mrs. Porter is a nurse and works in a nearby hospital. The
Porters have their friends, the Saids, visiting them from Egypt.
They’ve been there a week now. What they really enjoy doing is
taking a large boat out and spending an hour or two fishing.
Yesterday, Mr. Porter caught two fishes, and Mrs. Porter caught
three nice ones. Mr. Said caught a fish too, but it got away.
and punctuation. Hughes and Weir in Gary Buck (2001) states that
passage and write down what they have heard. Usually this involves
listening to the passage twice: the first time, test-takers just listen and
these pauses test-takers write down what they have heard. In the
Test-takers hear:
Mary lives with her mother and father in a small town just outside
London. Everyday from Monday to Friday she works in a large
office in the centre of London. She always gets up at half-past six.
First she has a shower, then she has a good breakfast she usually
reads the morning paper. After she’s finished breakfast she puts on
her make-up, gets changed and leaves the house at about eight
o’clock. It only takes her five minutes-past-eight-train.
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Segment #
Words
Mary lives her mother and father
(7)
In a small town just outside London
(7)
Everyday from Monday to Friday
(5)
She works in a large office
(6)
In the centre of London
(5)
to score each word written correctly: the total available score for each
segment is the total number of words, and the total test score is the
make many mistakes. Because it is not always clear exactly which part
applying the translation testing, the test-takers can do the test easily or
simple. The test-takers were asked to listen to the recording and then
during the pauses, write down a translation of what the man had said.
The translation testing was scored by awarding one mark for each
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There are two advantages to this technique. First, having a
for a particular purpose and the important thing is not what a person
knows about the language, nor how grammatically correct they are,
will be used.
be less concerned with how much a person knows about the language
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As Carroll in Gary Buck (2001) states that the use of language
is the objective, and the mastery of the formal pattern, or usage, of that
measure the students’ skill toward the material that is delivered by the
During the research, the writer will use gap filling test. These
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Templeton. Gap filling will be used as the guidelines for assessing
scoring, the listening cloze only needs to answer the missing words as
listening for doing the research. There is the assessment rubric of song
as follows:
Assessment Rubric:
No
Description Score
.
Every answer is correct and the
1. 5
sentence is perfect.
Every answer is correct and the
2. 4
sentence is almost perfect.
Every answer is correct and the
3. 3
sentence is sufficient perfect.
Every answer is correct and the
4. 2
sentence is less perfect.
Every answer and the sentence is
5. 1
incorrect.
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Total score:
= Score X 100
75
2.7.2 Worksheet
exercises.
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something which relate with what the material is being learned by
the students).
worksheet can also develop process skill and optimize learning result.
systematically.
d) To help the students to make note about the material that will be
In listening aspect, there are many forms that may be given by teacher.
Those are:
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This form is a simplest form because the use of this form is not
identify the words that have been heard. The words that is empty
is:
Test-takers hear:
I see your boyfriend in the Gramedia bookstore.
They read:
I see/sea your boyfriend in the Gramedia bookstore.
Jumbled Text
correctly. In this form, the text is usually randomed line by line and is
not whole text. In this form, students will arrange the text based on the
Fast heartbeats
Promises and color
Brave to be how
how can I’m afraid to fall when I love
but watching stand you alone
all of my doubt somehow goes suddenly away
one closer step
Error Recognition
identify the wrong words in the text/song. In this case, the teacher will
change the word which is in the text/song with other words. Whereas
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the students will be asked to determine which words are wrong. There
Thousand Years
By Christina Aquilera
end all along I belief I would fine you
time has brought your heart to me
I have love you for a thousand years
I love you for a thousand more
Chapter III
Research Methodology
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This chapter discusses the research methodology related to this study.
There are several research methodology which cover research design, population
improving listening skill. The research applied is descriptive and uses the
qualitative method. The writer does the research by following several steps.
These following are the steps that will be done by the research.
1) Planning
Before doing the study, the writer needs to prepare lesson plan
will be held, make a preparation for the teacher who will teach during
material.
2) Implementation
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will be implemented into three activities which are: pre-activities, main-
Beside also that, the research will observe how the teacher’s role
writer will observe the use of worksheet in teaching listening and also
using English song. The writer will observe the respondents’ opinion
3) Reporting
English song in teaching listening, and then the writer will arrange the
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In conducting the study, the writer will use a method that called
descriptive qualitative method. The writer chooses that method because the
writer wants to describe the use of English song in improving listening skill.
Because the research uses a classroom action study, the writer needs
using song in improving listening skill and also the difficulties that faced
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by student. There are the cycles that will be presented into the following
chart.
Planning
Observing
Planning
Observing
1) Planning: In this stage, the researcher will explain about why, when,
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2) Acting: Research acting is the implementation or application of the
teachers have finished to do the action, and then dealing with the
action research is the teachers as a actor tells to the observer about some
acivities that felt it has been running well and which are not.
Based on the chart above, the researcher will explain both of cycles,
among others:
1) Cycle I
In the cycle I, the writer will use it to lesson plan 1. In this cycles,
the researcher will take two times meeting to the students. In the first
meeting, the writer will give a test to the students without explaining
about the material. In the second meeting, the writer will do treatment or
action to the students. In this meeting, the writer will explain the
material based on lesson plan I which has been made. In this step, the
writer will continue the next action that called cycle II.
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2) Cycle II
In this cycle II, the writer will use lesson plan II as the guidelines
in teaching and learning. The cycle II can be applied by the writer based
on the lack of the lesson plan. In the cycle II, the writer will do two
meetings. In the first meeting, the writer will give a treatment or action
again. The treatment or action will refer to the lack of lesson plan I, so
During the process of treatment, the writer will also give several
exercises which help student’s listening skill with using an English song.
The second meeting, the writer will give a test with using an English
song. It purposes to measure how the result of using an English song is.
And the last meeting, the writer will interview the students and teacher
Data collection are the process of collecting some data which are
needed by the writer for completing the result of the research. Those data
listening skill. These are the procedures of collecting data that will be done
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3.3.1 Test
a test which is used by the students before getting the treatment and
test is a test which is used by the students after getting the treatment
and also using English as a media in teaching listening. The test for
pre-test, the students will listen song. Then, the students fill the
missing words.
The test for post-test is a paper test that has same categories
with the English song of pre-test. For the post-test, the students will be
the post-test, the writer will explain the material about descriptive text
English song.
answer the English song. And then, the writer will use the scoring
3.3.2 Observation
teaching and learning activity. During the research, the teacher will
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write all things that happened during the class activities from start
3.3.3 Interview
and the difficulties that students have during teaching listening using
There are six data that will be analyzed by the writer Those data are
skill, the data of student and teacher’s role, the data of worksheet
implementation, the data of learning evaluation, the data of result, and the
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data of student and teacher’s respondents. The researcher will use several
improve listening skill. Data will be analysed by comparing the lesson plan
Second data is the data of student and teacher’s role. The role of
of the activities of teachers and students during the learning process. The
activities of teacher and students then is compared with the theory that has
been imprinted.
learning evaluation result, the researcher will analyze data from test which
are pre-test and post-test. First, the researcher reads both of data. Secondly,
the researcher will analyse both of the data, examine the data, then compare
the data. The researcher will use a rubric scoring of listening assessment for
evaluating the result of post-tet and pre-test. The result will be formed into a
description.
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Fifth data is the result data of study. To get the data, the writer will
analyze the data of pre-test and post-test and then that data will be
calculated with using the formula. The writer will compare how many the
Sixth data is the data of students and teacher’s respondents. The data
will be gotten by using interview. The data interview will be analysed by the
will make a conclusion based on the all the data which have been analysed.
3.5.1 Population
population, the writer will take the second grade students of SMPN 36
Bandung with totaling 286 students which divided into 8 classes (class
3.5.2 Sample
takes one class as a sample from eight classes. The class which is
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Chapter IV
Data Analysis and Findings
This chapter presents data analysis and findings. Data analysis and
post-test and also the students’ response in using English song as a media in
This study was conducted during three weeks with 5 active days. It
was started from August, 07th 2015 until August 24th 2015. In collecting the
instruments which are pre-test, post-test, and interview. The data required to
answer research questions that were given to eighth grade students of SMP
Negeri 36 Bandung.
study to get their pre-existing skill in listening. In pre-test, the subjects were
given 15 of fill the blanks items to determine their skill in learning listening.
Post-test was administered in both of cycle. This was the fact that in each
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Data analysis was divided into six terms analysis to answer the
research problems which are the analysis of the learning procedure by using
English song as a teaching media, the role of teacher and students, the data
the research compared the lesson plan with a data of instrument which
evaluating and reflection the score of the observation and revising the
1) Cycle I
following explainations:
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The English teacher seldom uses Audio in teaching listening.
model.
heard.
After found the facts that the students’ listening was still low,
the writer would use English song as teaching media. The writer
who did observation while the writer was conducting the teaching
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a) The first meeting
the students and asked them to pray together. After that, the
teacher asked to check the cleanness of the class and also the
students’ attendance.
time. There was not more time or less because the teacher
the teacher gave the material to the students that was done
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Exploration,
material and gave oral questions about the material. The both
could follow the teaching and learning process that was taking
Elaboration,
This category has six activities. Those are: give the text
text of the song, listen teacher that is singing the song with the
identify the difficult words of the song and the theme of the
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In this activity, Elaboration had been done by the writer
by the observer, the writer got the good criteria. But, there was
the writer should sing that song and did not read it in the front
Confirmation,
also knew how far the students understood the song that they
sang.
the teaching and learning together, ask the difficulties that are
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In implementing post activities, the writer tended not to
learning activity.
activity.
English teacher. The English teacher made notes while the teaching
song, the writer asked to the students to find out the difficult words
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After that, the writer asked to the students to listen carefully
while the writer was singing the song. The students repeated what
process, the writer gave the exercise to the students because the
cycle I, the writer has obtained the good and excellent criteria
(score 4 and 5). That data can be seen in appendice. Although the
got satisfied score, but the students still got bad score in doing
exercise given by writer. There were 9 students who got the score
The most of children who got bad score faced the problem to
word that was not perfect writing would impact to the words. To
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focused on main activity in implementing the next activity
2) Cycle II
song that was listened. The writer identified this problem through
the exercises which were given. There were 25 students who got
score was low, and still needed to implement the next cycle so
learning process, the writer asked each student to sing the English
song. This aim of teaching and learning was to know what the
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class. In anticipating the limited time because of rich materials
after the students did the test, the writer asked them to answer the
Exploration,
Elaboration,
the writer asked to each line to find out the difficult words and
translate that words. After that, the writer sang that song with
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the appropriate pronunciation as for example. Every students
Confirmation,
just gave positive feedback to the students and asked how the
not.
In the second meeting, the writer just gave the test to the
minutes. After that, the writer gave interview paper to know the
far.
control. The students could listen well the English song, beside that
the students can pronunce the words correctly. The students also
57
teaching and learning process such as gave the questions, answered
cycle II, the writer has obtained the good and excellent criteria
from all students’ score who got the score up 75. Therefore, the
writer decided to complete the study until cycle II. Because the
writer thought that the score 75 was enough for knowing students’
a) Teacher’s Roles
the teacher had also become a controller. In this way, the teacher
58
tried to make the class to be conducive. It means that the teacher
conveyed.
The fourth role of the teacher was a director. In this way, the
toward the material that was given. The last role of the teacher
was a resource. In this way, the teacher had to able to answer the
b) Students’ Roles
worksheet correctly.
learning listening did not get the problem anything. From the data
59
of students and teacher’s role, it could be concluded that the
gave the material and followed the rule of teaching and learning
used by the writer was in conformity with the theory in chapter II. The
total questions were 10 questions and the time was 20 minutes. The
English songs which were used in worksheet were popular songs and
cycle I and Big Big Word-Emilia in cycle II. In doing the worksheet,
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4.1.4 The Evaluation in Teaching Listening
In evaluating, the writer took the data from pre-test and post-
test. The data of pre-test and post-test will be compared so the writer
the following table from the pre-test and post-test, which described as
follows
Tabel 4.1
The score of pre-test and post-test in listening skill
at SMP Negeri 36 Kota Bandung, Eighth Grade, one class.
1. D. I 21 76 55%
2. F. A 15 80 65%
3. E. J 17 76 59%
4. P. W 39 77 38%
5. I. R 37 80 43%
6. DA 39 81 42%
7. I. G 33 76 43%
8. L. M 13 75 62%
9. R. A. G 16 76 60%
10. C. M 19 75 56%
11. HA 10 75 65%
12. K. N 13 76 63%
13. G. A 52 93 41%
14. D. A 40 87 47%
15. P. C 25 80 55%
16. A. N 25 80 55%
17. D. P 33 87 54%
18. M. A 33 87 54%
19. Y. M 10 79 69%
20. S. C 48 83 35%
21. B. P 43 93 50%
22. T. T 15 79 64%
23. A. N 13 79 66%
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24. M. M 52 95 43%
25. A. A 39 85 46%
26. Y. Y 35 87 52%
27. P. N 21 80 59%
28. H. R 29 81 52%
29. S. N 45 81 36%
30. H. N 37 85 48%
31. S. N. R 31 88 57%
32. K. S. N 25 79 54%
33. A. N 24 85 61%
34. A. P 12 75 63%
Total
28,20 81,5 53%
Average
Note:
X0 = Pre-test
X1 = Post-test
M = ΣX
N
X = Score
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Based on the table 4.1, the writer could conclude that the
and the average of post-test is 81,5. It was important for the writer to
better result.
Figure 4.1
Figure 4.1
90
80
70
60
50
40
30
20
10
0 Pre-test
X0 X1
Post-test
found out some differences between the score of the cycle I and cycle
63
II. In cycle II, there were some positive results and weaknesses that
1) Positive results
lesson.
b. The writer could manage the class better. The writer also could
could be seen from the result of the cycle II, that it was higher
than cycle I.
2) Weaknesses
made a noisy and busy with their activities which could disturb
attention to them.
64
In chapter two, the writer has explained that the final test of
song. The students have to listen carefully to the teacher. and they had
07th, 2015, whereas post-test was conducted on August, 21st, 2015. The
test of listening skill was to choose the best answers by filling the
blanks. The English song that used by the writer entitled I have a
After getting the data as showed on table 4.2 all of the gathered
data were computed in order that could find the mean of initial
reflection scores and the mean of post-test scores for two sessions (X 0
and X1).
65
1. The mean score of pre-test: X0 = 959 = 28,20
N 34
2. The mean score of post-test: X2 = 2771 = 81,5
N 34
writer would use the below table. The students’ achievement would
80 – 100 Excellent
70 – 79 Good
60 – 69 Fair
50 – 59 Poor
0 – 49 Failure
From the result above, there were five sets of raw scores, which
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Table 4.2
Summary of the Research Showing the Average of Each Session
and the Grand Mean for Pre-test and Post-test.
IR Students’
Grand Mean
( Initial Reflection) Achievement
PRE-TEST X0 = 28,20 FAILURE
POST-TEST X1 = 81,5 EXCELLENT
Listening
also used the data from interview data. The writer interviewed
67
The aim of interview data was also to give the
which were:
68
( In my opinion, song is a media that is always loved by
each student).
69
appropriate or suitable in teaching and learning?)
Note:
WQ : Writer’s Question
TA : Teacher’s Answer
and smoothly. The students will accept the material easily that is
taught.
Place : Classroom
70
Beside getting the interview data of English teacher, the writer
also took the interview data from students. The writer wanted to
students also could know the English songs. Beside getting the
was not a few weaknesses derived from the songs. The most of
students did not have vocabulary more so that some of them got
71
difficulty to indentify theme of songs. Therefore, the writer decided
implemented by two cycles. It was because the writer wanted to get the
accurate data. In this study, all activities in teaching and learning will be
noted by the English teacher or observer because the writer wanted to know
successful or not.
When the teaching and learning process took place, the English
teacher or observer noted all cases in the classroom, how the teacher’s role
and students’ role in teaching and learning activity. The teaching and
others:
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c) Teacher as a manager. Before starting the material, the teacher prepared
e) Teacher as a resource. The teacher gave the precise answers from each
through English song which are: the students listened carefully English song
that was played, did the exercises, identified the theme of songs, and found
Beside that, the writer found out the data of observation. Based on
teaching media can improve students’ listening skill. It could be seen from
the average of pre-test was 28,20 whereas the average of post-test was 81,5
English. It was because song has simple words and can be understood easily
73
by the students. Song had tones which made the students are not bored
listening could improve. The students seemed enjoyed with the material
the best and most creative way. In his opinion, beside there was something
effective way to learn English. Because English song usually has general
of the song. By using song, the students were not bored or sleepy in the
classroom. Although there were some of them which did not still
comprehend English words, but the students kept enthusiasm than before.
74
Chapter V
Conclusions and Suggestions
listening through English song as a teaching media toward the eighth grade
students of SMP Negeri 36 Bandung City. Beside presenting the conclusion, this
chapter also provides several practical suggestions which are directed to several
people or institutes. So that this suggestion can give the benefit for the English
5.1 Conclusions
75
This study is classroom action research. Classroom action research is
speaking, reading and listening skills. In this study, the writer uses English
and learn English vocabulary easily. Through English song as a media, the
writer knows so far students’ skill to identify each English word which is in
that song.
repair the treatment in cycle I. In every cycle, the writer takes the data of
listening skill. All data are analysed into the description because the study
Based on the data of chapter IV, the writer has implemented the
Meanwhile, the writer takes the worksheet data of every cycle. The writer
also analysed the data of students and teacher’s roles in teaching and
learning activity. There are the result of teacher’s roles in teaching listening
Whereas for the data of students’ roles, the writer observes the
students’ activity at classroom whether they can follow the material or not.
76
Beside, the writer gets the data evaluation and result through pre-test and
post-test. Based on the data pre-test and post-test that the use of English
song can improve students’ listening skill. It can be seen from score of pre-
test and post-test are different. The average of pre-test is 28,20, whereas for
than pre-test.
and post-test is 53%. Therefore, the study of using English song as a media
correctly, and they are not bored in the classroom. Using English song as a
classroom.
There are the advantages of English song as a media that the students
will enjoy during teaching and learning listening in the class. Beside, the
that the writer used the unpopular by the students. So, one students who
does not get a good score from the other students. They only get a standard
score.
77
The writer also implements her study to some sides. It is because the
5.2 Suggestions
Based on the findings of the study, it can conclude that the use of
makes the classroom active and the students are more enjoyable for
listening skill, the writer would like to suggest the following things as
follows:
Based on the study which is done by the writer, the use of English
classroom. The writer suggests to the English teacher to use English song
the class will be different. If the students usually listen the teacher
speaks, so the students will listen directly how to pronunce the English
words correctly. Moreover, the words in that song are very simple so the
students are easy for remembering that English words. The rhythm which
78
is in that song, makes the students keep enthuasism and are not sleepy for
learning.
The students often listen the English songs so that their listening
skill is more increasingly. Beside also that, the writer can add the English
English songs so that the students can add the knowledge widely.
listening for the students of Junior High School. Also, this study gives
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