Professional Documents
Culture Documents
SKRIPSI
MARDIANA
4506101011
2010
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PAGE OF APPROVAL
Approved by
Known by
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ACNOWLEDGEMENT
has been guiding the writer. No words can describe her feeling to finished
this skripsi. Therefore, the writer would like to express her great gratitude
Thamrin Abduh, SE.M.Si , all the lecturers and staffs at The Faculty of
given their great knowledge from the day she first entered the Faculty of
and Rampeng, S.Pd. M.Pd as her second supervisor for their invaluable
help, advice, comments on, and correcting her skripsi, as well as for their
Hj. Haslinda who has allowed the writer to do her research at her school.
All the teachers of the school who helped the writer in doing the
research.
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2. The writer also expressed her thanks to all her friends in English
As human being, the writer does realize that what she presents of
this skripsi is still far from the perfection. Therefore, criticisms and
Finally, the writer pray May the Almighty God bless all of them. Amin.
The write
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ABSTRAK
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TABLE OF CONTENTS
Pages
TITLE PAGE
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i
PAGE OF APPROVAL
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...................................................................................................
ii
PAGE OF ACCEPTANCE
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ACKNOWLEDGEMENT
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iv
ABSTRAK
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TABLE OF CONTENT
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LIST OF TABLE
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LIST OF APPENDIX..................................................................
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CHAPTER I INTRODUCTION
1
A. Background
.........................................................................
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1
B. Statements of the Problem
.........................................................................
.........................................................................
4
C. The Objective and Advantages of the
Research…………………………………………………….
.........................................................................
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5
6
A. Review of Related Literature
........................................................................
........................................................................
6
1. The concept of Vocabulary
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6
a. Definition of Vocabulary
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6
b. Types of vocabulary
.......................................................................
.......................................................................
7
c. The Principle of Teaching and Learning
Vocabulary
.................................................................
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8
2. The Meaning of Music
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9
3. The Meaning of Movement
.........................................................................
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13
4. How to Teach by Using Music and
Movement………………………………………………
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14
B. Theoritical of the Framework
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........................................................................
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20
C. Hyphothesis
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21
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.........................................................................
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25
G. Technique of the Data Analysis
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36
A. Conclusions
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36
B. Suggestions
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37
BIBLIOGRAPHY
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38
APPENDIX
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40
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LIST OF TABLES
Pages
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Table 3 : The mean score and deviation SS of the students’
pre-test…………………………………
................................................................................
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31
Table 4 : The t-test of the students’ pretest…………………………….
................................................................................
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32
Table 5 : The mean score and deviation SS of the students’
pre-test…………………………………
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33
Table 6 : The t-test of the students’ post-test…………………
................................................................................................
33
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LIST OF APPENDIXES
Pages
vi
.............................................................................
.............................................................................
48
APPENDIX 8 : The row data of the scores of the post-test of the
both classes
.............................................................................
.............................................................................
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APPENDIX 9 : Mean score and sums of squares of the students’
pre-test
.............................................................................
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APPENDIX 10 : Mean score and sums of squares of the students’
post-test
.............................................................................
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APPENDIX 11 : The t-test of the standard pre-test
...................................................................................................
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APPENDIX 12 : The t-test of the standard post-test
...................................................................................................
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APPENDIX 13 : Standard deviation of the students’ pre-test and
post-test
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............................................................................
............................................................................
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APPENDIX 14 : Distribution t-table
...................................................................................................
...................................................................................................
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CHAPTER I
INTRODUCTION
A. Background
children before the end of this sensitive period. According to Tienje and
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Iskandar (1999 : 55) that Study language when still child is easier than
after adult.
and learning vocabulary successful, the English teachers need to look for
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English is a foreign language in Indonesia, so the learning process
must be done step by step. The selection of material that relevant with
the age of child. And the situation of learning that joyful must become
“Children will earlier remember and save it in a long time if they are in
interesting situation.”
1. The quality of teacher, teacher that can make learning process active,
The other hand we must know that childhood is the age of playing,
every child is unique person, singing and playing is their world and make
use like :
a. Story telling
b. Role play
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c. Art and crafts
d. Games
process successful.
method that can make the students to learn more active particularly in
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movement method and the students taught by conventional method at
Makassar.
in Kindergarten,
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2. English teacher will know more how to teach vocabulary more
CHAPTER II
a. Definition of vocabulary
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1. Body of words know a person used in particular book subject.
b. Types of vocabulary
vocabulary, as follows :
3. Active. These are words one customarily uses in speaking. His active
4. Reserve. These but rarely if ever use in ordinary speech. On uses them
5. Passive. The words one recognize vaguely but are not sure of the
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And more specific of vocabulary division is pointed out in the
vocabulary.
3. Listening vocabulary is the words that which one responds with the
4. Reading vocabulary is the words that which one responds with the
1. Aims : in teaching vocabulary the teacher must know the aims and
able to know.
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3. Needs : to know or to select the words that will be taught to the
understanding.
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Music is an essential part of human. Weather they realized it or
not people listen to music through good times and even bad times in
their life. Most people depend their life on music. Music becomes
only cure that can case their pain and give a new spirit to move on.
Just like when they are having fun, music can really be a good friend
the ability to calm down the mournful hear has interning therapy, and
sound that rhythmic called song. So music or song is unity that can’t
Music can enrich emotion and give balance for child .With music
happy, funny,
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b. Tune language, because song can be listened, sung, and
communicated,
words and phrases. Students often want to know the words of English
pop songs, and to study these in class can be highly motivating to sing
be suitable for children and can support the theme of learning. A good
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1. Song that can help children’s development and growth
speech.
1993)
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1. 80 kidsongs (Together Again Video Production, Inc.
forgetting grammar.
correlation to respon song with move and gymnastic that can draw
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feeling and the music of song understand by children. Movement
children more joyful, study hard and make children easy to understand
practice movement suitable with the meaning of the song that they
sing. So sing a song to children not only sing a song, but bring contents
and the meaning of song and also practice the song with movement
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1. Opening
on the floor and sing with clap their thigh themselves. Teacher as a
model must be active in the class to make children pleasant with the
children can understand the meaning of the song that they sing.
children to always near God. Before and after doing activities we invite
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children to sing pray’s song, example “Morning prayer ”before doing
activity :
Dear Lord,
Thank you for today,
Thank you for the school,
Thank you for the teacher and friends,
Help us to learn, help us to listen,
In Allah’ Name. We pray, Amin.
(http//Wikipedia.com.2008.)
teacher invite the children to say hello to each other. we can do it with
song like :
“Hello-hello”
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When this song we sing we invite children to raise their hand and shake it
new.
3. As Perception
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Eyes, ears, mouth and nose, mouth and nose 2x
Show your happy face, smile…and laugh…,
Eyes, ears, mouth and nose, mouth and nose.
(http//Wikipedia.com.2008.)
can also use song “The Train”. For animals theme we can use song
like “Three little monkeys”, ”Naughty pushy Cat”, and family theme
song must be suitable with material that we want to teach and the
4. In Quintessence of Learning
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When children sing this song teacher can show flash card that
5. As a Closing of Learning
After finish learning we invite children to tidy all their things while
“Good Bye”
Good bye, good bye everybody,
Good bye, good bye everybody,
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Good bye, good bye everybody,
See you next time again.
(http.www.wikipedia.com.2008.)
CURRICULUM
TEACH
ER
VOCABULARY GRAMMAR
TEACHING METHOD
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STORY GAMES MUSIC AND ROLE PLAY ART AND SHOW AND
TELLING CRAFTS TELL
MOVEMENT
ANALYSIS
FINDING
(STUDENTS’ ACHIEVEMENT)
This research is about teaching of vocabulary that use two method.
They are music and movement method and conventional method, but the
C. Hyphothesis
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CHAPTER III
METHODOLOGY
a. Variable
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This research employed true experiment design. It involved
E O1 X1 O2
C O1 X2 O2
Where : O1 : pre-test
O2 : post-test
E : an experiment
C : a control
X1 : treatment (music and movement)
X2 : treatment (conventional method)
(Gay, 1981 : 232 )
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To clarify this research direction, researcher gives definition namely
music and movement method is a method that uses song and moves our
1. Population
The population of this research was taken from two classes of “B”
2. Sample
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The instrument of this research that used to collect the data was
segments. The pre-test was given to the students at the first meeting
or before time for treatment to the both classes. While the post-test
was given after time for treatment. Number of items in both tests were
20 items.
masterpiece
was bellow :
1. Pre-test
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It was given before doing the treatment in both classes.
2. Treatment
once a week.
3. Post-test
The data were collected through the test, and it was analyzed
3. Classifying the students’ score of the test were classified into seven
levels as follows :
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c. 7.60 to 8.50 is classified as good.
(Depdikbud, 1985 : 5)
F
% = N x 100 %
In which :
F = frequency
formula :
ΣX
X=
n
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X = Sum of score in the group
(Gay, 1981)
After succeeding to manage the gathered data, the next step was
to analysis the data coming from research of test, as effort to get the
X1 − X2
t=
SS 1 + SS 2
√( n1 + n2 −2 )( 1
+
1
n 1 n2 )
Note :
t : test of significance
X 1 : Mean score of experimental class
X 2 : Mean score of control class
SS1 : The sum of squares of experimental class
SS2 : The sum of squares of control class
n1 : total of experimental class
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n2 : total of control class
(Gay, 1981 : 331)
CHAPTER IV
and the discussions of the research findings. It entirely describes the result of
A. FINDINGS
and analyzing the students’ scores into seven levels then they were
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a. Experimental class
Table 1
The rate percentage of the scores of the experimental class
Pre-test Post-test
No Classification
F % F %
1. Excellent - - 1 5
2. Very good - - 6 30
3. Good - - 6 30
4. Fairly good - - 5 25
5. Fair 1 5 2 10
6. Poor 10 50 - -
7. Very poor 9 45 - -
Total 20 100 20 100
Note :
F is students’ score frequency
the experimental class. In the pre-test, there are 9 (45%) students who
classification.
b. Control class
Table 2
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The rate percentage of the score of control class
Pre-test Post-test
No Classification
F % F %
1. Excellent - - - -
2. Very good - - - -
3. Good - - 1 5
4. Fairly good - - 3 15
5. Fair - - 7 35
6. Poor 10 50 9 45
7. Very poor 10 50 - -
Total 20 100 20 100
Note :
F is students’ score frequency
score. This table contains the result of the students pre-test and post-test
shows that there are 9 (45%) students are in poor classification, 7 (35%)
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The mean score and deviation SS of the students’ pre-test of the
experimental class and control class are presented in the following table.
Tabel 3
Class X Deviation SS
Experimental 3.075 51.114
Control 3 47.5
The table 3 shows us that the mean score of the students’ pre-test in
students in the control class have 3 for the mean score and 45.7 for the
deviation SS.
Tabel 4
The table 4 above points out that the result of pre-test of the
students t-test is 0.15 while t- table value is 2.021. Base on the data the
writer conclude that the result of deviation SS students’ t-test lower than
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The table below shows us that the result of the students’ post-test
of the both experimental class and control class in the field of the mean
Table 5
Class X Deviation SS
Experimental 8.175 11.89
Control 5.93 17.14
The table 5 above reveals the result of the students’ post-test in both
class. The result above are about students’ mean score and deviation SS. The
mean score is 8.175. For the treatment class and its deviation SS is 11.89.
While students in the control class get 5.93 for the mean score and 17.14 for
Table 6
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The table 6 above shows that the result of the students’ post-test of
the t- test and t- table value. The result of the t-test is 8.02 and the t- table
is 2.021. The data indicate that the t-test is higher than t-table value.
B. DISCUSSION
result of the students’ pre-test. It points out there are 9 (45%) in very
the students’ pre-test result of the experimental class, most of them are
in poor classification.
that there are 10 (50%) are in very poor classification and 10 (50%) are
in poor classification.
The result of data analysis also indicates that the pre-test mean
score of the pre-test of the treatment class is 3.075 and its deviation SS
is 51.14. while the students’ pre-test of the control class mean score is 3
classes base on the pre-test is 0.15 on the t-table value is 2.021 with
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p = 0.05 and df = 38. Base on this data the researcher conclude that
both classes.
After time for treatment, the experimental class point out the
result of the students’ post-test. It shows us that there are 2 (10%) are
While in the control class, the data shows that there are 9
classification. the data above indicate that most of the students in the
class is 8.175 and its deviation SS is 11.89. while students who are in
Mean while the result of the t-test in the both classes after
post-test is 8.02 and the t-table value is 2.021 with p = 0.05, and
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classes. Because the result of the post-test t-test is higher than t-table
value.
CHAPTER V
A. Conclusions
conclusions below :
method.
vocabulary
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4. Teaching English by using music and movement can make students
B. Suggestions
vocabulary.
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BIBLIOGRAPHY
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Natsir, Novey Astanty : 2001. The Correlation Between Vocabulary Mastery
And Speaking Ability Of The Second Grade Students Of SMA Negeri
4 Watampone.Thesis English Department Faculty Of Language and
Art UNM Makassar.
Tientje dan Iskandar : 1999. Pendidikan Anak Dini usia Untuk Multiple
Intelegensi. Jakarta : Departemen P dan K.
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APPENDIXES
APPENDIX 1
“ TOUCH “
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I’ m a girl and you are a boy 3x
APPENDIX 2
13. I’m a boy and you are a girl, kata “boy” artinya apa ?
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B. Sebutkan 4 dan tunjukkan nama – nama anggota tubuh mu dalam bahasa
Inggris !
APPENDIX 3
LESSON PLAN
Tema : My body
Kelompok : B
Semester : I
I. Indikator
bahasa Inggris.
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Eyes, ears, nose, lips, hear, see, hear, sneeze, touch, you, kiss, here, me,
2. Aktivitas Pembelajaran
VI. Evaluasi
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APPENDIX 4
The name of samples of the “B” class of Aisyiyah Parang Layang Kindergarten
Makassar.
APPENDIX 5
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Subject Pre-test Post-test
1 5.5 10
2 5 9.5
3 5 9.5
4 5 9
5 4.5 9
6 4.5 9
7 4 9
8 4 8.5
9 4 8.5
10 3.5 8.5
11 3.5 8
12 2.5 8
13 2 8
14 2 7.5
15 1.5 7.5
16 1.5 7.5
17 1 7
18 1 7
19 1 6.5
20 0.5 6
APPENDIX 6
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10 3.5 6
11 2.5 6
12 2 5.5
13 2 5.5
14 2 5.5
15 2 5.5
16 1.5 5
17 1.5 5
18 1 5
19 0.5 4.5
20 0.5 4.5
APPENDIX 7
The row data of the scores of the pre-test of the both classes.
X1 X12 X2 X22
5.5 30.25 5 25
5 25 5 25
5 25 5 25
5 25 5 25
4.5 20.25 4.5 20.25
4.5 20.25 4.5 20.25
4 16 4 16
4 16 4 16
4 16 3.5 12.25
3.5 12.25 3.5 12.25
3.5 12.25 2.5 6.25
2.5 6.25 2.5 6.25
2 4 2 4
2 4 2 4
1.5 2.25 2 4
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1.5 2.25 1.5 2.25
1 1 1.5 2.25
1 1 1 1
1 1 0.5 0.25
0.5 0.25 0.5 0.25
61.5 240.25 60 227.5
APPENDIX 8
The row data of the scores of the post-test of the both classes.
X1 X12 X2 X22
10 90.25 8 64
9.5 90.25 7.5 56.25
9.5 90.25 7 49
9 81 7 49
9 81 6.5 42.25
9 81 6.5 42.5
9 81 6 36
8.5 72.25 6 36
8.5 72.25 6 36
8.5 72.25 6 36
8 64 6 36
8 64 5.5 30.25
8 64 5.5 30.25
7.5 56.25 5.5 30.25
7.5 56.25 5.5 30.25
7.5 56.25 5 25
7 49 5 25
7 49 5 25
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6.5 42.25 4.5 20.25
6 36 4.5 20.25
163.5 1348.5 118.5 719.25
APPENDIX 9
I. Mean score
X2 = ΣX2 = 60 =3
n2 20
II. Deviation SS
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= 227.5 - 3600
20
= 227.5 – 180
= 47.5
APPENDIX 10
I. Mean score
II. Deviation SS
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= 719.25 - 14042.25
20
= 719.25 – 702.11
= 17.14
APPENDIX 11
SO1 t = 3.075 – 3
51.14 + 47.5 1 + 1
20 + 20 – 2 20 20
SO1 t = 0.075
98.64 2
38 20
= 0.075
2.59 0.1
= 0.075
0.259
= 0.075
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0.51
= 0.15
APPENDIX 12
t = X1 – X2
SS1 + SS2 1 + 1
n1 + n2 – 2 n 1 n2
11.89 + 17.14 1 + 1
20 + 20 – 2 20 20
SO1 t = 2.245
29.03 2
38 20
= 2.245
0.76 0.1
= 2.245
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0.076
= 2.245
0.28
= 8.02
And : df = 38 p = 0.05 t-table =2.021
APPENDIX 13
a. Experimental class
where SS = 51.14
N = 20
SS
So = SD = √ N
51.14
= √ 20
= √ 2.557
SD = 1.59
b. Control class
where SS = 47.5
N = 20
SS
So = SD = √ N
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47.5
= √ 20
= √ 2.375
SD = 1.54
a. Experimental class
where SS = 11.89
N = 20
SS
So = SD = √ N
11.89
= √ 20
= √ 0.59
SD = 0.77
b. Control class
where SS = 17.14
N = 20
SS
So = SD = √ N
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17.14
= √ 20
= √ 0.857
SD = 0.93
APPENDIX 14
Distributions t- table
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9 0.703 1.383 1.833 2.262 2.821 3.250
Continuation . . .
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28 0.683 1.313 1.701 2.048 2.467 2.763
CURRICULUM VITAE
South Sulawesi. She is the first child in her family. Her father is H. Mustafa
1997 She finished her study in SDN (State Elementary School ) 3 in Parepare.
In the same year she continued her education in SMPN (State Junior High
School ) 1 Parepare and finished in 2000. Also in 2000 she pursued her study
in SMA (Senior High School ) Kartika VII-1 Makassar and finished in 2003.
She worked in PT. Luxindo Raya in the middle of 2003 until 2004. In
the end of 2004 she joined in teacher of kindergarten school and has become
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In 2005/2006 academic year, she studied at Open University and then
SURAT KETERANGAN
Nomor : 002/PCA/D/TK/I/2010
menerangkan bahwa :
Nama : MARDIANA
NIM : 4506101011
Jurusan : Pendidikan Bahasa Inggris
Fakultas : Keguruan dan Ilmu Pendidikan
Perguruan Tinggi : Universitas “45” Makassar
Dengan ini menyatakan bahwa sesungguhnya mahasiswa tersebut di
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Using Music and Movement to Improve Students’ Vocabulary at Aisyiyah
sebagaimana mestinya.
Hj. Haslinda
Nip : 19661231198603207
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