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TEACH!NC ENCL!SH BY US!NC NUS!C AND NOvENENT
TO !NPROvE STUDENTS' vOCABULARY AT
A!SY!YAH PARANC LAYANC K!NDERCARTEN
NAKASSAR


SKR!PS!

Submitted to the Faculty of Teachership and Education Science
University 4S Nakassar in Partial - Fullfillment of the Requirements
for the Degree of Sarjana Pendidikan


NARD!ANA
4S06101011





ENCL!SH EDUCAT!ON DEPARTNENT
FACULTY OF TEACHERSH!P AND EDUCAT!ON SC!ENCE
UN!vERS!TY 4S
NAKASSAR


2010


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PACE OF APPROvAL


Title : Teaching English by Using Nusic and
Novement to !mprove Students'
vocabulary at Aisyiyah Parang Layang
Kindergarten Nakassar.
Name : Nardiana
Register Number : 4S06101011
Faculty/Study Program : Faculty of Teachership and
Education Science/English Education
Department : English Education Department



Approved by



Supervisor !, Supervisor !!,





(Hj. St. Haliah Batau, S.S, N.Hum) (Rampeng, S.Pd, N.Pd)




Known by

Head of Faculty of Teachership and Education Science





Thamrin Abduh, S.E, N.Si.
Nip. 1364031313330310


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ACNOWLEDCENENT


Alhamdulillah, the greatest praise and gratitude to Allah SWT who
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
and appreciation, especially to :
1. The Dean of the Faculty of Teachership and Education Science,
Thamrin Abduh, SE.N.Si , all the lecturers and staffs at The Faculty of
Teachership and Education Science University 4S Nakassar. Who have
given their great knowledge from the day she first entered the Faculty of
Teachership and Education Science University 4S Nakassar.
2. Hj. St. Haliah Batau, S.S. N. Hum as her first supervisor
and Rampeng, S.Pd. N.Pd as her second supervisor for their invaluable
help, advice, comments on, and correcting her skripsi, as well as for their
encourangement toward the comlection of her study.
2. The headmaster of Aisyiyah Parang Layang Kindergarten Nakassar,
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
Education Department ]uherni, Fansury, Rahma, Citra, Narwah, Zet who
have given information, suggestion, attention, and motivation when
writing this skripsi.
As human being, the writer does realize that what she presents of
this skripsi is still far from the perfection. Therefore, criticisms and
suggestion will surely be appreciated.
Finally, the writer pray Nay the Almighty Cod bless all of them. Amin.



Nakassar, February 2010


The write









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ABSTRAK
Nardiana. Teaching English by Using Nusic and Novement to !mprove
students' vocabulary at Aisyiyah Parang Layang Kindergarten Nakassar.
(Dibimbing oleh Hj. St. Haliah Batau, S.S. N.Hum sebagai pembimbing
pertama dan Rampeng, S.Pd, N.Pd sebagai pembimbing kedua).
Tujuan penelitian adalah untuk mengetahui apakah ada perbedaan yang
signifikan pada prestasi siswa dalam menambah kosa kata bahasa !nggris
siswa yang diajar melalui metode gerak dan lagu dengan siswa yang di ajar
melalui metode umum di Taman Kanak·Kanak Aisyiyah Parang Layang
Nakassar.
Netode yang digunakan dalam penelitian ini adalah bentuk percobaan
sebenarnya. Percobaan ini meliputi dua kelompok yaitu , kelompok
percobaan dan kelompok kontrol. Setiap kelas diberi pre·tes, perlakuan, dan
post·tes. Populasi dalam penelitian ini diambil dari dua kelompok kelas B
1
dan
B
2
dari Taman Kanak·Kanak Aisyiyah Parang Layang Nakassar. Sampel
berjumlah 40 siswa yang diperoleh secara random.
Hasil penelitian menunjukkan bahwa kelas percobaan dan kelas kontrol,
menunjukkan nilai t·tes 8.02 dan nilai t·tabel 2.021. Hal itu berarti bahwa
hasil t·tes lebih besar dari pada t·tabel. !tu membuktikan bahwa ada
perbedaan yang signifikan pada siswa yang diajar melalui metode gerak dan
lagu dengan siswa yang diajar melalui metode umum di Taman Kanak·Kanak
Aisyiyah Parang Layang Nakassar.
Kesimpulan dari penelitian ini adalah metode gerak dan lagu lebih
efektif daripada menggunakan metode umum dan juga metode gerak dan
lagu dapat menambah kosa kata bahasa !nggris siswa.















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TABLE OF CONTENTS

Pages

T!TLE PACE ................................................................................. i
PACE OF APPROvAL .................................................................... ii
PACE OF ACCEPTANCE ................................................................ iii
ACKNOWLEDCENENT .................................................................. iv
ABSTRAK ...................................................................................... vi
TABLE OF CONTENT .................................................................... vii
L!ST OF TABLE ............................................................................ ix
L!ST OF APPEND!X.................................................................. ... x

CHAPTER ! !NTRODUCT!ON ..................................................... 1
A. Background ....................................................... 1
B. Statements of the Problem .................................. 4
C. The Objective and Advantages of the
Research..................... .... S

CHAPTER !! REv!EW OF RELATED L!TERATURE ......................... 6
A. Review of Related Literature ............................. 6
1. The concept of vocabulary ............................ 6
a. Definition of vocabulary ............................... 6
b. Types of vocabulary .................................... 7
c. The Principle of Teaching and Learning
vocabulary ................................................ 8
2. The Neaning of Nusic .................................... 3


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. The Neaning of Novement ............................. 1
4. How to Teach by Using Nusic and
Novement.................. .. 14
B. Theoritical of the Framework .............................. 20
C. Hyphothesis ...................................................... 21

CHAPTER !!! NETHODOLOCY OF THE RESEARCH
A. The Location of the Research ............................ 22
B. variable and Design of the Research ................... 22
C. The Definition of Operational variables ................ 2
D. The Population and Sample ................................. 24
E. Technique of the Data Collection ........................ 24
F. Procedure of the Collecting Data.......................... 2S
C. Technique of the Data Analysis ........................... 26

CHAPTER !v F!ND!NCS AND D!SCUSS!ON
A. Findings ............................................................. 23
1. The students' rate percentage through the
test............................................................... 23
2. The mean score and deviation SS of the
students' pre·test............. ...... 1
. The mean score and deviation SS of the
students' post·test............. ...... 2
B. Discussion ......................................................... 4



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CHAPTER v CONCLUS!ON AND SUCCEST!ON ............................ 6
A. Conclusions ....................................................... 6
B. Suggestions ....................................................... 7

B!BL!OCRAPHY ............................................................................ 8
APPEND!X ................................................................................... 40






















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L!ST OF TABLES
Pages


Table 1 : The rate percentage of the score of the experimental
class .......................................................................... 23
Table 2 : The rate percentage of the score of the control class
................................................................................. 0
Table : The mean score and deviation SS of the students'
pre·test............. ................................. 1
Table 4 : The t·test of the students' pretest............ 2
Table S : The mean score and deviation SS of the students'
pre·test............. .................................
Table 6 : The t·test of the students' post·test....... .......












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L!ST OF APPEND!XES

Pages

APPEND!X 1 : The list of songs ................................................... 41
APPEND!X 2 : Students' pre·test and post·test ............................. 42
APPEND!X : Lesson plan .......................................................... 4
APPEND!X 4 : The name of sample .............................................. 4S
APPEND!X S : The row score of the experimental class ................. 46
APPEND!X 6 : The row score of the control class ......................... 47
APPEND!X 7 : The row data of the scores of the pre·test of the
both classes ........................................................... 48
APPEND!X 8 : The row data of the scores of the post·test of the
both classes .......................................................... 43
APPEND!X 3 : Nean score and sums of squares of the students'
pre·test ................................................................. S0
APPEND!X 10 : Nean score and sums of squares of the students'
post·test ................................................................ S1
APPEND!X 11 : The t·test of the standard pre·test ........................ S2
APPEND!X 12 : The t·test of the standard post·test ..................... S
APPEND!X 1 : Standard deviation of the students' pre·test and
post·test .............................................................. S4
APPEND!X 14 : Distribution t·table ............................................... SS





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CHAPTER I
INTRODUCTION
A. Background
Due to the development of a country, English is very needed.
Therefore in !ndonesia, learning English as an international language is
introduced to child at the early age. Considering that English is a foreign
language in !ndonesia, an appropriate and effective approach is needed to
make learning English successful and joyful.
The most sensitive period of language in somebody life is zero until
eight years. All kinds of aspects in language must be introduced to
children before the end of this sensitive period. According to Tienje and
!skandar (1333 : SS) that Study language when still child is easier than
after adult.
According to Nontosori in Natondang (2008 : 1) that in this sensitive
priode is most important to introduce how to use a good and correct
language because this skill is very useful to communicate with our
environment. Based on the theory above it is precise if we start to
introduce English since a child. According to Soebijakto (1388 : 71) said :
¨Almost all of knowledge we got it with a language (studying), we save
in a language shape (mind), we retrieved and used it in a language".


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vocabulary is one of the English elements that plays important role in
mastering English and language skills. To make the process of teaching
and learning vocabulary successful, the English teachers need to look for
and discover the strategy of technique in teaching vocabulary. The
technique in teaching vocabulary should be interesting and attractive for
students. So they can obtain vocabulary easier than by using conventional
method. According to Harmer (1382 : 7) said :
¨Children need frequent changes of activity : They need activities
which are exciting and stimulate their curiosity. They need to be
involved in something active (they will usually not sit and listen)".

And According to Dhieni in Bromley (2006 : 1.20) said :
¨Children can understand and remember an information if they get
chance to speak, write, draw, and manipulate it".

English is a foreign language in !ndonesia, 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
excellent attention in successful of learning process. According to
Hildayani (200S : 3.8) said :
¨Children will earlier remember and save it in a long time if they are in
interesting situation."





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The success of English learning process in childhood of course
influence by many factors, they are :
1. The quality of teacher, teacher that can make learning process active,
2. Sources and facility of learning that good,
. A good curriculum, simple, and attractive.
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
them enjoy. So a precise approach needs to be created by teacher to
make English learning process joyful without leaving grammar.
!n English learning process many methods and techniques that we can
use like :
a. Story telling
b. Role play
c. Art and crafts
d. Cames
e. Show and tell
f. Nusic and Novement
We must select the better method and technique based on the
achievement that we want to get. The profesionalisme of teacher


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develops and uses method and technique needed to make learning
process successful.
To answer the problem above the writer decides to conduct a research
that relates to learn vocabulary easily. This research tries to appear a
method that can make the students to learn more active particularly in
processing sufficient vocabulary through teaching learning process in the
classroom. The main focus in this research is the application of ¨ music
and movement to improve students' vocabulary at Aisyiyah Parang
Layang Kindergarten Nakassar."

B. Statement of the Problems
!s there a significant difference of students' achievement in
improving vocabulary between the students taught by using music and
movement method and the students taught by conventional method at
Aisyiyah Parang Layang Kindergarten Nakassar?







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C. The Objective and Advantages of the Research
1. The Objective of the Research
Whether or not there is a significant difference of students'
achievement in improving vocabulary between the students taught by
using music and movement method and the students taught by
conventional method at Aisyiyah Parang Layang Kindergarten
Nakassar.

2. The Advantages of the Research
The main advantages of the research as follows :
1. Civing innovate in teaching English especially teaching vocabulary
in Kindergarten,
2. English teacher will know more how to teach vocabulary more
successful and joyful.








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CHAPTER !!
REv!EW OF RELATED L!TERATURE
A. Review of Related Literature
1. The Concepts of vocabulary
a. Definition of vocabulary
vocabulary is a list of word with their meaning, elements that is
produced by someone to communicate each other. According to Telleng in
Cove (2004 : 7) said :
"vocabulary as a list of words and sometimes, phrases, usually
arranged in alphabetical order and defined , a dictionary, glossary,
or lexicon, all the words used by a particular person, although not
necessarily used by him."

Hornby in Natsir (2001 : 7) states some definition of vocabulary :
1. Body of words know a person used in particular book subject.
2. A total number of words that make up language.
. List of words with their meaning, especially one that accompanies a
textbook in foreign language.






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b. Types of vocabulary
vocabulary is an essential component of language learning. Schail
in Natsir (2001 : 3) states that every person has three types of
vocabulary, as follows :
. Active. These are words one customarily uses in speaking. His active
vocabulary runs from S.000 to 10.000 words.
4. Reserve. These but rarely if ever use in ordinary speech. On uses them
in writing a letter. When he has a time to consider or when he is
searching for a synonym.
S. Passive. The words one recognize vaguely but are not sure of the
meanings. He never uses them in either wring or speech. He just
knows that he has seen them before.
And more specific of vocabulary division is pointed out in the
Encyclopedia of Education, which divided into four types :
1. Oral vocabulary consists of words actively use in speaking.
2. Writing vocabulary the words that come readily to ones fingers
vocabulary.
. Listening vocabulary is the words that which one responds with the
meaning and understanding in the writing of others.


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4. Reading vocabulary is the words that which one responds with the
meaning and understanding in the speech of others.

c. The principle of teaching and learning vocabulary
Wallace in Natsir (2001 : 7) indicates main principles of
teaching and learning vocabulary as follows :
1. Aims : in teaching vocabulary the teacher must know the aims and
how many of vocabulary listed that learners are expected to be
able to know.
2. Ouantity : it is decided on the number of new words that the
students can learn. The actual number will depend on a number of
factors varying from class and students.
. Needs : to know or to select the words that will be taught to the
students, these based on frequency and usefulness on the various
meaning of a words, students' background and language needs.
4. Frequent exposure and repetition : in teaching and learning
vocabulary there has to be a certain amount of repetition until
there is evidence that students learn the target words.


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S. Neaning presentation : when introducing new words, the teachers
have to give clear explanation to students and deep
understanding.
6. Situation : explaining and teaching vocabulary, the teachers must
know the students' situation whether the students are ready to
accept the materials or not.
7. Presenting in context : one way o present new words or unfamiliar
word is by using reading text.
8. Learning vocabulary in mother tongue and target language in
teaching the words of target languages, the teachers can use
words of mother tongue as tool to compare similarities and
differentiate of the words.

2. The Neaning of Nusic
Nusic 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. Nost people depend their life on music. Nusic becomes
people's exit baggage. When they are in trouble music seems to be
only cure that can case their pain and give a new spirit to move on.
]ust like when they are having fun, music can really be a good friend


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indeed. According to Aristotle (Accessed on Oct 200S) that music has
the ability to calm down the mournful hear has interning therapy, and
the ability to grow the spirit of patriotism.
¨music is sounds that are arranged in a way that is pleasant or
exciting to listen to"(Oxford,200S : 100S).

Nusic is art of tone arranged or sound to arrange in continuity,
combination and temporal correlation to make composition that have
unity and continue (including rhythm). And the manner of tone or
sound that rhythmic called song. So music or song is unity that can't
we separate and can we use to become medium in learning process.
Nusic can enrich emotion and give balance for child .With music
human can express idea, feeling, and control their emotion.
Properly song for children are :
a. Emotion language, which children's song can express feeling,
happy, funny,
b. Tune language, because song can be listened, sung, and
communicated,
c. Novement language, movement in song drawing regulation of tap
in rhythm and melody.
So song is joyful activity for children. !n general the function of
song for children is playing activity than learning activity or send a


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message. According to Dawson (1384 : S4) that songs often provide
good pronunciation practice and unconscious repetition of useful
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
and produce a lot of laughter and enjoyment. So we should all
introduce songs in the classroom from time to time.
Sing can give satisfaction, happiness, enthusiasm for children,
and stimulate children to study hard (joyful learning). With song a
child is faster to study, understand, and practice a material that given
by a teacher. Trough activity, children can improve their ability in
listening, singing, activating.
The selection of song that presented in learning process must
be suitable for children and can support the theme of learning. A good
and suitable song like :
1. Song that can help children's development and growth
(affective, cognitive, physcomotoric),
2. Song that based on children ability ,
a. The content of song is suitable with children's world
b. Use simple language


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c. The range of tone is equal with children power voice and
speech.
d. The theme of song is based on curriculum that used.
Nany sources of children English song that can be taken from :
1. The Complete Daily Curriculum for early childhood Book
(Pam Schiller and Pat Phipps, 2002)
2. The complete Book of Rhimes, songs, poems, fingersplays,
and chants (]ackie Silberg and Pam Schiller)
. The Crant Encyclopedia of circle time and group Activities
for children to 6 (Kathy Chamer, 1336)
4. Where is Thumbkin ? (Pam Schiller and Thomas Noore,
133)
S. Creative Resources for the early childhood classroom (]udy
Herr and !vonne Libby, 133S), etc.
CD/vCD can also as source of song, examples :
1. 80 kidsongs (Together Again video Production, !nc.
Kidsongs T!N and kidsongss kid, 2001)
2. Sing and learn, children favorite songs series, (Worldstar
Nusic !nt'l Ltd, 1338)
. Niss Patty Cake (!ntegrity Nusic just for kids, 1336)


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4. The Donut Nan's (!ntegrity Nusic just for kids, 1336)
Although many source books that we can use, but the
important factor is teacher's competence to select, use, and improve
that song, So it can present and understand by children without
forgetting grammar.

3. The Neaning of Novement.
Novement comes from word 'move' that has meaning place
transition (have activity).After stimulated present (inner or feeling).
Novement activity presents after somebody listening the song.
According to Oxford (200S : 333) said :
¨movement is an act of moving the body or part of the body".
Novement is body language. Children express their feeling with
movement activities after listening song. Children have active
correlation to respon song with move and gymnastic that can draw
feeling and the music of song understand by children. Novement
activity itself needed by childhood to practice their hard motoric.





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4. How to Teach by using Nusic and Novement.
Nusic and movement has important position in children growth
and development process. Using music and movement as a method in
English learning process and presenting in interesting ways can help
children more joyful, study hard and make children easy to understand
the material of teaching, because in learning process children do and
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
like free style or dancing.
Teaching English especially for childhood more emphasizes in
introducing basic instructions a knowledge about theme of things or
objects in their environment (vocabulary). The using of music and
movement in learning process can be done like these :

1. Opening
To get children attention before starting study and we invite
children to sit down with happiness (not compulsory). We do it by
inviting children to sing and shake their parts of body.
Example by singing a song ¨Sit Together ¨(Tune : Where is
Thumbkin?) taken from http//www.wikipedia.com.2008.


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Sit together, sit together,
Look at me, look at me,
! am good, ! am good,
Look at me, look at me.
This song can be sung in sitting down position in circle shape
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
song and movement. By singing together with this song we hope
children can understand the meaning of the song that they sing.

2. As Opening (Praying and Creeting)
Each learning process we must introduce to the children to pray
and give greeting. With praying teacher introduces and teaches
children to always near Cod. Before and after doing activities we invite
children to sing pray's song, example ¨Norning prayer "before doing
activity :






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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,
!n Allah' Name. We pray, Amin.
(http//Wikipedia.com.2008.)

This song is better if the children are in praying position. The
teacher invite the children to say hello to each other. we can do it with
song like :
¨Hello·hello"
Hello, hello, hello and how are you?
!'m fine, !'m fine, ! hope that you are too.
(htpp//www.wikipedia.com.2008.)

When this song we sing we invite children to raise their hand and shake it
each other as a greeting movement. Say greeting in English ,like : "Cood
Norning".(Tune : Where is thumbkin?)
Cood morning, good morning,
How are you? How are you?
very well, ! thank you.
very well, ! thank you.
How about you, how about you?
Cood afternoon, good afternoon,


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How are you? How are you?
very well, ! thank you.
very well ! thank you,
How about you,? How about You?
(http//www.wikipedia.com.2008.)

The song is better if the students sing in each learning process,
because repetition is very needed by childhood to study something
new.

. As Perception
As introduction in learning material, teacher can use song as
perception, example : when teaching about my face theme, teacher
can invite children to sing : "Happy face"(Tune: Head and Shoulders)
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.)

And also when we teach the other theme like transportation we
can also use song ¨The Train". For animals theme we can use song
like ¨Three little monkeys", "Naughty pushy Cat", and family theme
song ¨Happy Family", etc.


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The important things that we must be noticed is the election of
song must be suitable with material that we want to teach and the
level of mental development of the children.

4. !n Ouintessence of Learning
When learning process teacher can sing as a spelling or
memorizing the material of teaching, example : To teach the sound of
alphabets we can sing a song ¨Letters Sound".

Ants on the apple, a, a, a, x
'a' is the sound of 'A',
Balls are bouncing b, b, b, x
'b' is a sound of 'B',..
(http//www.wikipedia.com.2008.)

When children sing this song teacher can show flash card that
we told. So children can understand alphabets shape in a visual and
spell the correct sound. Song as a material of learning not only is
sung, but also read and understood by children. So material of
learning must be suitable with children age. Song becomes something
that joyful not a task.



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S. As a Closing of Learning
After finish learning we invite children to tidy all their things while
singing, example song ¨Clean Up Time".
Clean up time! Clean up time!
Everything will look just fine,
We'll pick up the things and put them all away,
We can use another day.
(http//www.wikipedia.com.2008.)

!n this activity, children can practice to improve their responsible.
!n closing learning process the song that we can use as a closing greeting,
example :

¨Cood Bye"
Cood bye, good bye everybody,
Cood bye, good bye everybody,
Cood bye, good bye everybody,
See you next time again.
(http.www.wikipedia.com.2008.)

With interesting and variety learning process of course can
motivate children to study English and they like it.





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B. Theoritical of the Framework.



















vOCABULARY
TEACH!NC NETHOD

S1C8?
1LLLlnC

CRANNAR
CURR!CULUN
TEACHER
SPCW Anu
1LLL

A81 Anu
C8Al1S

8CLL ÞLA?

Mu5lc 4Nu
MOv£M£N1
CAMLS
ANALYS!S
F!ND!NC
(STUDENTS' ACH!EvENENT)



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This research is about teaching of vocabulary that use two method.
They are music and movement method and conventional method, but the
focus of research here is music and movement method to improve
students' vocabulary at Aisyiyah Parang Layang kindergarten in Nakassar.
After that we can know students achievement, so we can conclude which
method is better to teach vocabulary in kindergarten

C. Hyphothesis
Based on the statement of the problem in chapter ! researcher
made hyphothesis that teaching English by using music and movement
can improve students' vocabulary better than using conventional method
at Aisyiyah Parang Layang kindergarten Nakassar.










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CHAPTER !!!
NETHODOLOCY
A. The Location of Research
This research was located at Aisyiyah Parang Layang
kindergarten in Nakassar subdistrit of Bontoala, Nakassar city.

B. variable and Design of Research
a. variable
There are two variables that used in this research, independent
variable and dependent variable. !ndependent variable is music and
movement method and dependent variable is students' achievement.
b. Design of The Research
This research employed true experiment design. !t involved
two groups design. They were experimental and control group.







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The design can be illustrated as follows :
Control group pre·test - post·test design
E O
1
X
1
O
2

C O
1
X
2
O
2

Where : O
1
: pre·test
O
2
: post·test
E : an experiment
C : a control
X
1
: treatment (music and movement)
X
2
: treatment (conventional method)
(Cay, 1381 : 22 )

C. The Definition of Operational variables
To clarify this research direction, researcher gives definition namely
music and movement method is a method that uses song and moves our
parts of body to introduce vocabulary.
Student's achievement is student ability to get how much of the
language thought during a period of time has been learned.
Conventional method is traditional way that is usually applied by a
teacher in teaching English. Explanation in teaching by translating the
words into !ndonesia or into English characterizes this method.


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D. The Population and Sample
1. Population
The population of this research was taken from two classes of ¨B"
classes of Aisyiyah Parang Layang kindergarten Nakassar.

2. Sample
The subject that was included in this sample was 40 students.
There were 20 students in B1 class and 20 students in B2 class. They
were randomly formed.

E. Technique of the Data Collection
The instrument of this research that used to collect the data was
vocabulary test. Test was be used to know student's vocabulary
achievement between the students taught by using music and
movement method and the students taught by using conventional
method. The vocabulary test was applied in pre·test and post·test
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.


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F. Procedure of the Collecting Data
Procedure of data collecting which writer used in this research
covered of two matters, they were :
a. Data collecting through library research, by reading and analysing
book or literature, magazine, thesis, and existing other erudite
masterpiece
b. Data collecting through field research, what writer obtained with
the exiting instrument like test. The chronological order was
bellow :
1. Pre·test
!t was given before doing the treatment in both classes.
The test in the pre·test was same in the post·test.
2. Treatment
!t was conducted four times and each class was thought
once a week.
. Post·test
!t was given after doing the treatment in both classes. The
test in the post·test was same in the pre·test.




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C. Technique of the Data Analysis
The data were collected through the test, and it was analyzed
quantitatively. The steps were as follows :
1. Scoring the students' test answer by using the following formula :
x
Test oI Number Total
Answer Correct s ' Student
Score =
2. Tabulating the students' scores.
. Classifying the students' score of the test were classified into seven
levels as follows :
a. 3.60 to 100 is classified as excellent.
b. 8.60 to 3.S0 is classified as very good.
c. 7.60 to 8.S0 is classified as good.
d. 6.60 to 7.S0 is classified as fairly good.
e. S.60 to 6.S0 is classified as fair.
f. .S0 to S.S0 is classified as poor.
g. 0.00 to .S0 is classified as very poor.
(Depdikbud, 138S : S)









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4. Rate percentage of the students' score

=

x 100

!n which :
F = frequency
N = Total number of students
(Hatch and Farhady in Nurbing, 2000 : 2S)
S. Calculating the mean score of students' test result and the
formula :
n
X
X
L
=
Notation: X= Nean score
LX = Sum of score in the group
n = The number of pairs of subject in the study
(Cay, 1381)
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
accurate conclusion by using the following method :





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Finding out the significant difference between the pre·test and
post·test by using formula :
T· test for independent sample
¦
¦
'
+

'

+
¦
¦
'
+

'

+
+

=




n n n n
SS SS
X X
t
Note :
t : test of significance
X
1
: Nean score of experimental class
X
2
: Nean score of control class
SS
1
: The sum of squares of experimental class
SS
2
: The sum of squares of control class
n
1
: total of experimental class
n
2
: total of control class
(Cay, 1381 : 1)










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CHAPTER !v
F!ND!NC AND D!SCUSS!ON
This chapter consists of two sections. They are research findings
and the discussions of the research findings. !t entirely describes the result of
data collected and analyses through pre·test and post·test.
A. F!ND!NCS
1. The Student's Rate Percentage Through the Test.
!n the previous chapter, it has been explained that after tabulating
and analyzing the students' scores into seven levels then they were
classified into percentage.
a. Experimental class
Table 1
The rate percentage of the scores of the experimental class
No Classification
Pre·test Post·test
F F
1. Excellent · · 1 S
2. very good · · 6 0
. Cood · · 6 0
4. Fairly good · · S 2S
S. Fair 1 S 2 10
6. Poor 10 S0 · ·
7. very poor 3 4S · ·
Total 20 100 20 100

Note :
F is students' score frequency


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Table 1 shows us the result of students' pre·test and post·test in
the experimental class. !n the pre·test, there are 3 (4S) students who
got very poor classification, 10 (S0) students are in the poor
classification, and 1 (S) students are in fair classification.
Neanwhile the result of the students' post·test in the
experimental class that there are 2 (10) students are in fair
classification, S (2S) students are in fairly good classification, 6 (0)
students are in good classification, and 1 (S) students are in excellent
classification.
b. Control class
Table 2
The rate percentage of the score of control class
No Classification
Pre·test Post·test
F F
1. Excellent · · · ·
2. very good · · · ·
. Cood · · 1 S
4. Fairly good · · 1S
S. Fair · · 7 S
6. Poor 10 S0 3 4S
7. very poor 10 S0 · ·
Total 20 100 20 100

Note :
F is students' score frequency



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Table 2 shows us that there are 7 classification of the students'
score. This table contains the result of the students pre·test and post·test
of the control class.
!n the pre·test, there are 10 (S0) students are in very poor
classifications, and 10 (S0) students are in poor classification.
While the result of the students' post·test in the control class
shows that there are 3 (4S) students are in poor classification, 7 (S)
students are in fair classification, (1S) students are in fairly good
classification, and only 1 (S) students who get a good classification.

2. The Nean Score and Deviation SS of The Students' Pre·test.
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
The mean score and deviation SS of the students' pre·test
Class Deviation SS
Experimental .07S S1.114
Control 47.S



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The table shows us that the mean score of the students' pre·test in
the experimental class is .07S and it is deviation SS are S1.14. While
students in the control class have for the mean score and 4S.7 for the
deviation SS.
Tabel 4
The t·test of the students' pre·test
variable t · test t · table
Pre·test 0.1S 2.021

The table 4 above points out that the result of pre·test of the
students t·test is 0.1S 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
the t·table value.

3. The Nean Score and Deviation SS of the Students' Post·test.
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
score and deviation SS.




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Table S
The mean score and deviation SS of the students' post·test
Class Deviation SS
Experimental 8.17S 11.83
Control S.3 17.14

The table S 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 8.17S. For the treatment class and its deviation SS is 11.83.
While students in the control class get S.3 for the mean score and 17.14 for
the deviation SS.
Table 6
The t·test of the students' post·test
variable t · test t · table
Post·test 8.02 2.021

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.



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B. D!SCUSS!ON
Before time for treatment, the experimental class shows us the
result of the students' pre·test. !t points out there are 3 (4S) in very
poor classification, 10 (S0) are in the poor classification, and 1 (S)
are in fair classification. Based on data the researcher concluded that
the students' pre·test result of the experimental class, most of them are
in poor classification.
While in control class, the result of students pre·test reveals
that there are 10 (S0) are in very poor classification and 10 (S0) 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 .07S and its deviation SS
is S1.14. while the students' pre·test of the control class mean score is
and its deviation SS is 47.S.
Neanwhile the result of the t·test of the students in both
classes base on the pre·test is 0.1S on the t·table value is 2.021 with
p = 0.0S and df = 8. Base on this data the researcher conclude that
there is not a significant difference between the results of pre·test of the
both classes.


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After time for treatment, the experimental class point out the
result of the students' post·test. !t shows us that there are 2 (10) are
in fair classification, S (2S) are in fairly good classification, 6 (0)
are in good classification, 6 (0) are in very good classification, and
there are 1 (S) are in excellent classification.
While in the control class, the data shows that there are 3
(4S) are in poor classification, 7 (S) are in fair classification.
(1S) are in fairly good classification, and 1 (S) are in good
classification. the data above indicate that most of the students in the
control class are in poor and fair classification.
The students post·test means score result of the experimental
class is 8.17S and its deviation SS is 11.83. while students who are in
the control class have S.3 and its deviation SS is 17.14.
Nean 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 = 0.0S, and
df = 8. Base on the data the researcher concluded that there is a
significant difference between the result of the post·test of the both
classes. Because the result of the post·test t·test is higher than t·table
value.



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CHAPTER v
CONCLUS!ON AND SUCCEST!ON

This chapter covers research conclusions and some suggestion for
the teacher who wants to apply a different variation in teaching English.

A. Conclusions
Base on research data analysis, the writer puts forward the
conclusions below :
1. There is a significant difference of students' achievement in
improving vocabulary between the students taught by conventional
method at Aisyiyah Parang Layang Kindergarten Nakassar.
2. Teaching English especially in Kindergarten by using music and
movement method is more effective than by using conventional
method.
. Nusic and movement method can improve students' English
vocabulary
4. Teaching English by using music and movement can make students
happy and interested to study.



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B. Suggestions
The following suggestions are the writer's experiences during
doing this research in Aisyiyah Parang Layang Kindergarten Nakassar.
They are as follows :
1. Teaching English to the students should use some strategies to
create a good atmosphere in the classroom.
2. One of the strategies is by using music and movement method.
. Teacher should give the students some opportunities to practice their
vocabulary.
4. !n teaching English we must see the characteristic of the students
that we want to teach.











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B!BL!OCRAPHY
Ali, Cusri Emiyati : 200S. !ncreasing The Students' vocabulary Nastery By
Using Key Words Came. Thesis English Department Languages And
Arts. UNN Nakassar.
Anwar,Desi Asriana : 2006. The Criticsm Against Ceorge W Bush !n Creen
Day's Songs ¨American !diot, Holiday,And Favorite Son.Thesis
English Department Languages And Arts.UNN Nakassar.
Arikunto, Suharsami : 2006. Prosedur Penelitian Suatu Pendekatan Praktik
(Edisi revisi v! ). ]akarta : Rineka Cipta.
_______ Departemen Pendidikan Dan Kebudayaan : 1334. Petunjuk Tekhnis
Proses Belajar Nengajar Di Taman Kanak·Kanak. DEPD!KBUD.
Dhieni,Nurbiana dkk : 2006.Netode Pengembangan Bahasa. ]akarta :
Universitas Terbuka.
Dowson,Colin : 1384. Teaching English As A Foreign Language. Hongkong :
Thomas Nelson, ltd.
Harmer,]eremy : 1382. The Practice Of English Language Teaching. London :
Longman.
Hildayani, Rini dkk : 200S. Psikologi Perkembangan Anak. ]akarta :
Universitas Terbuka.
Kasim : 2001. Teaching English For Young Learners By Using Classroom
Simulation Cames. Thesis English Department Of FBS UNN
Nakassar.
Natondang, Elisabeth Narsaulina : 2008. Nenumbuhkan Ninat Belajar Anak
Nelalui Nusik dan Cerak. Http : // www. Wikipedia . Com.
Natsir, Novey Astanty : 2001. The Correlation Between vocabulary Nastery
And Speaking Ability Of The Second Crade Students Of SNA Negeri
4 Watampone.Thesis English Department Faculty Of Language and
Art UNN Nakassar.


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Nurbing : 2000. Using Croup Discussion To Activate Students To Speak
English. Thesis FBS UNN Nakassar.
Oxford : 200S. Oxford Advanced Learner's Dictionary. China : Oxford
University Press.
Soebijakto, Sri Utari : 1388. Psikolinguistik : Suatu Pengantar. ]akarta :
Departemen P dan K.
Telleng, Rampeng : 2004. Building Up Young Learners' vocabulary Through
Flashcards As visual Aid Within varied Activities. Thesis Craduated
Programe State University Of Nakassar.
Tientje dan !skandar : 1333. Pendidikan Anak Dini usia Untuk Nultiple
!ntelegensi. ]akarta : Departemen P dan K.
















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APPEND!XES

APPEND!X 1
¨ TOUCH ¨

You see with your eyes
Touch your eyes (tin din..din...)
You hear with your ears
Touch your ears (tin din....din....)
You sneeze with your nose
Touch your nose (hatchi.....)
You kiss with your lips
Kiss me here (ummach.....)

¨ Boys and Cirls ¨

!' m a boy and you are a girl x
Do you want to be my friend ?
!' m a girl and you are a boy x
Yes, ! want to be your friend


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APPEND!X 2
A. ]awablah pertanyaan - pertanyaan berikut !
1. Kata ¨ you " artinya apa ?
2. You see with your eyes, kata ¨ see ¨ artinya apa ?
. What in English ¨ mata ¨ ?
4. Touch your eyes, kata ¨ touch ¨ artinya apa ?
S. You hear with your ears, kata ¨ hear ¨ artinya apa ?
6. What in English ¨ telinga ¨ ?
7. You 'sneeze with your nose, kata ¨sneeze" artinya apa ?
8. What in English ¨hidung" ?
3. You kiss with your lips, kata ¨kiss" artinya apa ?
10.What in English ¨bibir" ?
11.Kiss me here, kata ¨me" artinya apa ?
12.Kata ¨here" artinya apa ?
1.!'m a boy and you are a girl, kata ¨boy" artinya apa ?
14.Kata ¨girl" artinya apa ?
1S.What is in English ¨teman" ?
16.Yes, ! want to be your friend, kata yes artinya apa ?
B. Sebutkan 4 dan tunjukkan nama - nama anggota tubuh mu dalam bahasa
!nggris !


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APPEND!X 3

LESSON PLAN

Tema : Ny body
Kelompok : B
Semester : !

!. !ndikator
Nengenal dan mengetahui kosa kata mengenai anggota tubuh dalam
bahasa !nggris.

!!. Tujuan Pembelajaran
Siswa dapat mengenal dan mengetahui kosa kata mengenai anggota
tubuh dalam bahasa !nggris.

!!!. Nateri Pelajaran
Eyes, ears, nose, lips, hear, see, hear, sneeze, touch, you, kiss, here, me,
boy, friend, girl.



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!v. Kegiatan Pembelajaran
1. Nethode : music and movement
2. Aktivitas Pembelajaran
Curu memberi contoh menyanyikan lagu ¨Touch / Boys and Cirls
sambil melakukan gerakan · gerakan untuk memperjelas kata -
kata yang dimaksud.
Siswa mengikuti peragaan guru

v. Alat dan Sumber
1. Alat : lagu · lagu dalam Bahasa !nggris
2. Sumber Pembelajaran : Dari berbagai sumber

v!. Evaluasi
Penilaian dilakukan pada saat proses pembelajaran berlangsung.








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APPEND!X 4
The name of samples of the ¨B" class of Aisyiyah Parang Layang Kindergarten
Nakassar.
No Experimental class No Control class
1. Nuh. Haikal Al qadri 1. Aqilah !rsyadia
2. Nuh. Dody Alfayed 2. Nuh. Naulana Na'arif
. Nifthal Khair . Annisa Nutmainnah
4. St. Nabila Azzahrah 4. A. Nuh. Reski Ridwan
S. A. Nuh. Aqdin zizau S. Yasmin Trisna Aulia
6. Nuh. Dzaki Wiyanda Faiz 6. Nuh. Rizan Daffah
7. Nuraisyah Nuthia Raya 7. A. Nuh. Nur Hilal
8. Adika Ananda Aulia 8. Neipa Ulang Dari
3. Nurhaliza ]amaluddin 3. Amanda !ka Aprilia
10. Annisa Naharani 10. Nurasyah
1. Azizah Cita Cahyani 1. Nusdalipa ]uniyanti
12. Rahmat Hidayatullah 12. N. Firmansyah
1. Fika Sahira 1. Nuh. Rasul Arliansyah
14. Nuh. Syawal Al fajri 14. Tasnin Tastabila
1S. ]ilan Nawaddah 1S. St. Nurhalifa
16. Rindi Antika 16. St. Nurul Rahma
17. Dwi Putri Lestari 17. Nurul !lmi Sahrani
18. A. Nuh ]ibran 18. Tri Adimas Patoni
13. Nusyawir 13. Husnul Fadilah
20. Nuh. Ridwan H. !smail 20. Dappa Adrizoi



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APPEND!X S
The row scores of the experimental class
Subject Pre·test Post·test
1 S.S 10
2 S 3.S
S 3.S
4 S 3
S 4.S 3
6 4.S 3
7 4 3
8 4 8.S
3 4 8.S
10 .S 8.S
11 .S 8
12 2.S 8
1 2 8
14 2 7.S
1S 1.S 7.S
16 1.S 7.S
17 1 7
18 1 7
13 1 6.S
20 0.S 6




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APPEND!X 6
The row scores of the control class
Subject Pre·test Post·test
1 S 8
2 S 7.S
S 7
4 S 7
S 4.S 6.S
6 4.S 6.S
7 4 6.S
8 4 6
3 .S 6
10 .S 6
11 2.S 6
12 2 S.S
1 2 S.S
14 2 S.S
1S 2 S.S
16 1.S S
17 1.S S
18 1 S
13 0.S 4.S
20 0.S 4.S





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APPEND!X 7
The row data of the scores of the pre·test of the both classes.
X
1
X
1
2
X
2
X
2
2

S.S 0.2S S 2S
S 2S S 2S
S 2S S 2S
S 2S S 2S
4.S 20.2S 4.S 20.2S
4.S 20.2S 4.S 20.2S
4 16 4 16
4 16 4 16
4 16 .S 12.2S
.S 12.2S .S 12.2S
.S 12.2S 2.S 6.2S
2.S 6.2S 2.S 6.2S
2 4 2 4
2 4 2 4
1.S 2.2S 2 4
1.S 2.2S 1.S 2.2S
1 1 1.S 2.2S
1 1 1 1
1 1 0.S 0.2S
0.S 0.2S 0.S 0.2S
61.S 240.2S 60 227.S







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APPEND!X 8
The row data of the scores of the post·test of the both classes.
X
1
X
1
2
X
2
X
2
2

10 30.2S 8 64
3.S 30.2S 7.S S6.2S
3.S 30.2S 7 43
3 81 7 43
3 81 6.S 42.2S
3 81 6.S 42.S
3 81 6 6
8.S 72.2S 6 6
8.S 72.2S 6 6
8.S 72.2S 6 6
8 64 6 6
8 64 S.S 0.2S
8 64 S.S 0.2S
7.S S6.2S S.S 0.2S
7.S S6.2S S.S 0.2S
7.S S6.2S S 2S
7 43 S 2S
7 43 S 2S
6.S 42.2S 4.S 20.2S
6 6 4.S 20.2S
16.S 148.S 118.S 713.2S




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APPEND!X 3
Nean score and sums of squares of the students' pre·test
!. Nean score
X
1
= X
1
= 61.S = .07S
nŵ ŶŴ
x
2
ƹ X
2
= 60 =
n
2
20
!!. Deviation SS
SS
1
= X
1
2
· (X
1
)
2

n
1


= 240.2S · (61.S)
2

20
= 240.2S · 782.2S
20
= 240.2S - 183.11
= S1.14


SS
2
= X
2
2
· (X
2
)
2

n
2


= 227.S · (60)
2

20
= 227.S · 600
20
= 227.S - 180
= 47.S




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APPEND!X 10
Nean score and sums of squares of the students' post·test.
!. Nean score
X
1
= X
1
= 16.S = 8.17S
nŵ ŶŴ
x
2
ƹ X
2
= 118.S = S.3
n
2
20
!!. Deviation SS
SS
1
= X
1
2
· (X
1
)
2

N
1


= 148.S · (16.S)
2

20
= 148.S · 2672.2S
20
= 148.S - 16.61
= 11.83


SS
2
= X
2
2
· (X
2
)
2

N
2


= 713.2S · (118.S)
2

20
= 713.2S · 14042.2S
20
= 713.2S - 702.11
= 17.14




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APPEND!X 11
The t·test of the standard pre·test
X
1
= 61.S X
2
= 60
X
1
2
= 240.2S X
2
2
= 227.S
X
1
= .07S X
2
=
SS
1
= S1.14 SS
2
= 47.S
n
1
= 20 n
2
= 20
So
t
` = ŹÊź
SSŵ + SSŶ ŵ + ŵ
nŵ + nŶ - Ŷ nŵ nŶ

S0ŵ ` = ŷ.ŴŻŹ - ŷ
Źŵ.ŵŸ + ŸŻ.Ź ŵ + ŵ
ŶŴ + ŶŴ - Ŷ ŶŴ ŶŴ

S0ŵ ` = Ŵ.ŴŻŹ
98.źŸ Ŷ
ŷ8 ŶŴ

= Ŵ.ŴŻŹ
Ŷ.Ź9 Ŵ.ŵ

= Ŵ.ŴŻŹ
Ŵ.ŶŹ9

= Ŵ.ŴŻŹ
Ŵ.Źŵ
= ŴŵŹ

And ť df ƹ 38 p ƹ 0Ŧ03 LŴLable ƹ 2Ŧ021



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APPEND!X 12
The t·test of the standard post·test
X
1
= 16.S X
2
= 118.S
X
1
2
= 148.S X
2
2
= 713.2S
X
1
= 8.17S X
2
= S.3
SS
1
= 11.83 SS
2
= 17.14
n
1
= 20 n
2
= 20
So
t

` = ŹÊź
SSŵ + SSŶ ŵ + ŵ
nŵ + nŶ - Ŷ nŵ nŶ

S0ŵ ` = 8.ŻŹ - Ź.9ŷ

ŵŵ.89 + ŵŻ.ŵŸ ŵ + ŵ
ŶŴ + ŶŴ - Ŷ ŶŴ ŶŴ

S0ŵ ` = Ŷ.ŶŸŹ
Ŷ9.Ŵŷ Ŷ
ŷ8 ŶŴ

= Ŷ.ŶŸŹ
Ŵ.Żź Ŵ.ŵ

= Ŷ.ŶŸŹ
Ŵ.ŴŻź

= Ŷ.ŶŸŹ
Ŵ.Ŷ8
= %ŴŶ
And ť df ƹ 38 p ƹ 0Ŧ03 LŴLable ƹ2Ŧ021


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APPEND!X 13
Standard deviation of the students' pre·test and post·test
!. Standard deviation of the students' pre·test
a. Experimental class
where SS = S1.14
N = 20
So = SD =

$$


=
20
14 . 51

= 557 . 2
Su ƹ 1Ŧ39




b. Control class
where SS = 47.S
N = 20
So = SD =

$$


=
20
5 . 47

= 375 . 2
Su ƹ 1Ŧ34



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!!. Standard deviation of the students' post·test
a. Experimental class
where SS = 11.83
N = 20
So = SD =

$$


=
20
89 . 11

= 59 . 0
Su ƹ 0Ŧ77




b. Control class
where SS = 17.14
N = 20
So = SD =

$$


=
20
14 . 17

= 857 . 0
Su ƹ 0Ŧ93





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APPEND!X 14
Distributions t· table
Untuk uji dua pihak (two tail test)
0.S0 0.20 0.10 0.0S 0.02 0.01
Untuk uji satu pihak (one tail test)
dk 0.2S 0.10 0.0S 0.02S 0.01 0.00S
1 1.000 .078 6.14 12.706 1.821 6.6S7
2 0.816 1.886 2.320 4.0 6.36S 3.32S
0.76S 1.68 2.S .182 4.S41 S.841
4 0.741 1.S 2.12 2.776 .747 4.604
S 0.727 1.476 2.01S 2.S71 .6S 4.02
6 0.718 1.440 1.34 2.447 .14 .707
7 0.711 1.41S 1.83S 2.6S 2.338 .433
8 0.706 1.37 1.860 2.06 2.836 .SS
3 0.70 1.8 1.8 2.262 2.821 .2S0
10 0.700 1.72 1.812 2.228 2.764 .163
11 0.637 1.6 1.736 2.201 2.718 .106
12 0.63S 1.S6 1.782 2.173 2.681 .0SS
1 0.632 1.S0 1.771 2.160 2.6S0 .012
14 0.631 1.4S 1.761 2.14S 2.624 2.377
1o be conLlnue Ŧ Ŧ Ŧ


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ConLlnuaLlon Ŧ Ŧ Ŧ

1S 0.630 1.41 1.7S 2.11 2.602 2.347
16 0.683 1.7 1.746 2.120 2.S8 2.321
17 0.688 1. 1.740 2.110 2.S67 2.838
18 0.688 1.0 1.74 2.101 2.SS2 2.878
13 0.687 1.28 1.723 2.03 2.S3 2.861
20 0.687 1.2S 1.72S 2.086 2.S28 2.84S
21 0.686 1.2 1.721 2.080 2.S18 2.81
22 0.686 1.21 1.717 2.074 2.S08 2.813
2 0.68S 1.13 1.714 2.063 2.S00 2.807
24 0.68S 1.18 1.771 2.064 2.432 2.737
2S 0.684 1.16 1.708 2.060 2.48S 2.787
26 0.684 1.1S 1.706 2.0S6 2.473 2.773
27 0.684 1.14 1.70 2.0S2 2.47 2.771
28 0.68 1.1 1.701 2.048 2.467 2.76
23 0.68 1.11 1.633 2.04S 2.462 2.7S6
0 0.68 1.10 1.637 2.042 2.4S7 2.7S0
40 0.681 1.0 1.684
2.021
2.42 2.704
60 0.673 1.236 1.671 2.000 2.30 2.660
120 0.677 1.283 1.6S8 1.380 2.S8 2.617
× 0.674 1.282 1.64S 1.360 2.26 2.S76



vl

CURR!CULUN v!TAE
The writer Nardiana, was born on October 17
th
, 1384 in Parepare,
South Sulawesi. She is the first child in her family. Her father is H. Nustafa
and her beloved mother is Hj. Nashura.
She spent one year to study in Kartika Chandra Kirana Kindergarten. !n
1337 She finished her study in SDN (State Elementary School ) in Parepare.
!n the same year she continued her education in SNPN (State ]unior High
School ) 1 Parepare and finished in 2000. Also in 2000 she pursued her study
in SNA (Senior High School ) Kartika v!!·1 Nakassar and finished in 200.
She worked in PT. Luxindo Raya in the middle of 200 until 2004. !n
the end of 2004 she joined in teacher of kindergarten school and has become
the real teacher in kindergarten since 200S until now.
!n 200S/2006 academic year, she studied at Open University and then
in the 2006/2007 academic year she transfered to ¨4S" university to continue
her study in the English Education Department of Faculty of Teachership and
Education Science, S1 program. During her study she participated in some
campus organizations such as : committee of BEN FK!P since 2006/2007
periode until 2007/2008 periode, President of English Education Department
Students Association (H!NAPB!NC ) and secretary BEN FK!P in 2008/2003
periode. And as a member of Kakilima art Workshop.


vl

DEPARTENENT PEND!D!KAN NAS!ONAL
TANAN KANAK - KANAK A!SY!YAH PARANC LAYANC NAKASSAR
SURAT KETERANCAN
Nomor : 002/PCA/D/TK/!/2010

Yang bertanda tangan di bawah ini, kepala TK Aisyiyah Parang Layang
menerangkan bahwa :
Nama : NARD!ANA
N!N : 4S06101011
]urusan : Pendidikan Bahasa !nggris
Fakultas : Keguruan dan !lmu Pendidikan
Perguruan Tinggi : Universitas ¨4S" Nakassar
Dengan ini menyatakan bahwa sesungguhnya mahasiswa tersebut di
atas telah melaksanakan penelitian skripsi dengan judul ¨Teaching English by
Using Nusic and Novement to !mprove Students' vocabulary at Aisyiyah
Parang Layang Kindergarten Nakassar" di sekolah kami.
Demikianlah surat keterangan ini dibuat untuk dipergunakan
sebagaimana mestinya.
Nakassar, 2S ]anuari 2010
Kepala TK Aisyiyah Parang Layang,

Hj. Haslinda
Nip : 136612113860207



vl



 

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