Chapter I: Introduction

English language students will be called success if they could master all skills,
elements or materials in English language. and mastering English vocabularies is not
the exception. Hatch and brown (1995:1) define that vocabulary is a list of a set of
words for a particular language or a list or a set of words that individual speakers of a
language might use. So, that words is the basic element in language learning.
Vocabulary mastery has an important role in mastering skills in English, so, mastering
much of vocabulary is a must for English language learners. Thornbury (2002:3)
argues that if you spend most of your time studying grammar, your English will not
improve very much. You will see most improvement if you learn more words and
expressions, you can say very little with grammar but you can say almost anything
with words. Moreover, Langan also (2001: 56) believes that a command of many
words will make people become a better writer, speaker, listener and reader.
In fact, many students still find difficulties in enriching vocabulary and also
memorizing the words. They do not know how to expand their vocabulary because it
is difficult and there are too much vocabularies should be memorized, even though
mastering the vocabulary is really important in english learning. There are many ways
to improve someone vocabulary mastery, listening to something is one of many
activity for make your vocabulary aqcuisition better. The activity of listening astablish
someone get new vocabularies, so it can be assumed that someone with great listening
ability also has a good vocabulary acquisition.
Some medias could be listened, song is the one of various medias that could
be listened. Grifee (2001: 10) stated that “Song is part of music that you sing through
words”. Today, almost all people especially students, prefer to listen to songs as they
can be good entertainment in boring activity, and also, nowdays, english teachers
often give a lesson or teach the students in the class using a song as a media. In
addition, there are several reasons that songs might be helpful in learning and teaching
vocabulary. Firstly, song is a part of music which creates relaxing and enjoyable .
Secondly, English songs are associated with native speakers, since they are sung by
the natives. Furthermore, songs are also include in authentic material. Thirdly, songs
are easy to get. We find the anywhere and anytime. The song itself consists of words
or vocabularies which express the writer‟s ideas, feelings, and experiences. Relating
to the words or lyrics contain in English songs, we can assume that it can be used as a
medium to add vocabulary to the students.
In this proposal, researcher has an interest toward a topic about the correlation
between students’s ability in listening to the English song and their vocabulary
mastery. this topic is choosed due to a habit that mostly done by students. Nowdays,
almost everyday pupils listening to the songs and even later, they know and memorize
the lyrics of a song well. From that fact, The researcher also wants to find out about
how far pupils listening toward English songs skill could affect their vocabulary
mastery.
The research on this proposal which is examine the correlation between
students’s ability in listening to the English song and their vocabulary mastery has a

1
great issues. The english education students of 5th semester of UIN Sunan Ampel
Surabaya who use English as the main subject of their study would being participant
of this research, the researcher feels that examine the correlation between students’s
ability in listening to the English song and their vocabulary mastery is important to do
as a basis to get a method for mastering English vocabulary. In addition, the relation
between songs and vocabulary is an interesting thing to investigate.
Some researches have been conducted related to this issue. One of the
previous study that other researcher did is about a correlation between students’s
intensity of listening to English song and student’s vocabulary mastery. the topic of
that previous study is almost same with this proposal, but, the intruments for
collecting datas are different. Questionarre and vocabulary test were used in that past
study, they are could be said as a good instruments for collecting datas. However,
sometimes using questionnare for observing the ability is not really valid for
collecting datas of students’s ability in listening to the English songs . Therefore, the
researcher would like to use the different instruments to find the listening scores as
indicator of students’s ability in listening to English song using a test. In addition, the
researcher woud like to prove whether there is a correlation or not between these the
two variables using different instruments which is more valid.
By examining the topic that related with students’s ability in listening toward
English songs and their vocabulary mastery in this research study, using quantitative
approach and involving students of English education department as a participant or
object of the research, the readers has a chance to be more understand the correlation
between those two variables. With this understanding, readers especially English
teacher and students could take advantage of the listening to English songs ability for
getting more English vocabularies. Moreover, this activity would help to improve
students’ vocabulary mastery.
This research study is conducted with the research question that was
formulated by the researcher. “Is there any correlation between students’s ability in
listening to the English song and their vocabulary mastery?” . In addition, this
research has an aim to find out whether there is a the correlation between students’s
ability in listening to the English songs and their vocabulary mastery.
This study has potential limitation that has a purpose to simplify the study.
The researcher limit the issue in this research on the two variables, those are
students’s ability in listening to the English song and their vocabulary mastery. Then,
from those two variables, the researcher would focus or limit the issue about the
correlation between students’s ability in listening to the English song and their
vocabulary mastery. the research subject is the English education students on the 5th
semester of UIN Sunan. The quantitative approach, and correlation method are used
to examine the correlation between two variables.
There are some key terms used frequently in this study that it would be useful
to provide the definition in this introduction chapter. Those key term are really
important to know as the main focus of this study. They are listening skills, song(s) ,
listening to the english song, vocabulary, vocabulary mastery, correlation.

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Chapter II : Review of Literature
A. Review of related literature
1. Review on Students’ Skill of Listening English Song
A. Definition of Skill
Based on Business Dictionary, the definition of skill is an ability and capacity
obtained through deliberate, systematic, and ongoing efforts to achieve fluency
and adaptive carrying out complex activities or job functions involving ideas that
include on cognitive skills, and then things, that is coming from technical skills or
people, thatas object ina interpersonal skills and competence also. It means that
skill is human need that is an important role in daily life, all activities always
involve skills that can help to succeed at all aspects, for example skills in
academics or job.
According to Muzni Ramanto, Soemarjadi, Wikdati Zahri (1991:2) Skill is
attached to dexterity. People who can succeed in completing are those who do or
complete their work quickly and clearly. However, it is not agreed that the person
who does complete the work quickly, but the result are not appropriate or wrong,
so that person can not be called as an expertise. And vice versa, it the person
completes their work correctly but is slow to finish, he can not to be called an
expertise also. While Gardon (1976) defined skill an someone’s ability to
operating the job more easily. Robbins (2000) divided the skill into four
categories as follows:
1. Basic Literacy Skill: That is basic skill possessed by everyone such as writing,
reading, listening.
2. Technical Skill: Skill that related in technology, such as using computers,
repairing mobile phones.
3. Interpersonal Skills: It is the expertise of each person in communicating, such
as working in team’
4. Problem Solving: An ability in solving problems by using their logic.
Based on some of the opinion of the experts above, there are conclution that
skill is a form of ability that include the mind and actions in completing or doing
activities effectively and efficiently. In addition, everyone’s skills need to be
honed and developed through training or guidance programs. Thus are have to
supported by the basic abilities.

A. Listening skill
Language skill are consist of four basic skill, there are: listening,
reading, speaking, and writing. It is important to distinguish between them as
they demand varied abilities, particularly as English pronunciation is so
different from its written form. In this research, listening skill will being a
main skill that examined by the researcher.
Listening is a vital component of the oral communications, or the
interactive process in which the individual takes the role of speaker and
listener through a verbal and noun verbal component. When examining the

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 state of listening in FLT, it is noticed the lack of an agreement on an exact
definition (Witkin, 1990) as he argued that no one theory about what listening
is. Listening is an essential part communication process and vital mental
capacity one of the principal ways through which we understand and take part
in would around us (Rost, 1994) as he quoted that listening is considered to be
a part of oracy, a capacity to formulate thought verbally and to communicate
with others, so it is the skill that underline all verbal communication.
While (Miller, Goodith, 2001, 48) believe that listening is an ability to
identify and understand what the speaker is saying through understanding the
accent, pronunciation, grammar, vocabulary and grasping his meaning. It
means in process of listening we can find the informations, meaning, and
purpose from the something that we have haerd. (Rost, 1994) give well
explanation about component to master when dealing listening skill, there are
follows:
1. Discriminating between sounds
2. Recognizing particular of word
3. Try to identifying stressed word and grouping of word
4. Identifying function in conversation
5. Connecting linguistic cues to paralinguistic cues and to non linguistic cues
gestures and relevant object in the situation in order to construct meaning
6. Using background knowledge and context to predict and then to confirm
meaning.
7. Recalling important word, topics and ideas.
8. Giving appropriate feed back to the speaker
9. Reformulate what the speaker has said.
From those expert’s explanations above, we can sum up that listening
is an active process of paying attention to and trying to get the meaning from
information that we heard including the process of distinct components of
perception and linguistics knowledge which a steam of sound with what one
knows of the phonological, semantic and syntactic potentialities of the
languages form.
B. Definition of Listening to English Song
Listening to English song is different from the other kind of listening, such as
listening to the instruction, stories, and ideas from another people. Listening is
different from hearing, as Blumental (1963) state that hearing and listening are
two different things. Listening is educated hearing in another word, it is hearing
for the purpose. So listening need more attention related to the mind tha hearing.
While according to Rivers and Temperly (1978), listening is complex operation
integrating the distinct componont or perception and linguistic knowladge in ways
that are at present poorly understood. Furthermore, listening is an actieve process
of paying attention to and trying to get the meaning from something we hear
which is at present unknown. Song, as Griffee (1992: 3) has define are pieces of
music that have words, while music itself is related with rhythm. A group of word
without music perform can not called as a song. Song are generally performed in a

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 repetitive pattern here is that in song, and also usually several line of song, which
are repeated twice, or more what so called refrain when they are performed
English song, therefore, is groups of English word performed in rythms called
music.
To sum up, singing and listening English song is the activity of producing
English word and music witht voices, which tying to get meaning from groups of
English words that contained in the song (lyrics).
C. The Usage of Song in Language Learning and Teaching
Songs are good for all people, whether in gender or age. Song can change a
person’s mood, and be able to express feelings too. Song offering an interesting
technique in presenting the language focus because it provide enjoyment
especially in raising excitement and self-confidance for both learners and teacher.
According to Murphey (1992:3) said that listening to English songs offers two
main advantages that is, highly memorable and higly motivating especially for
young learners. Because students have habit in listening to English song, students
will be easier to understand what they listen. There are two provide language
learning s follows.
Based on Byrne (1997:78) explained that song provide a good techniques in
teaching, the song will give more exercise to their listening skill, having much
listening activity made the students give more sense of the new word. Because
they are generally so concerned to make out the words. Song contaid words that
are perfomed with music , so it will raise students’ excitement and encourage
them catch the words of song (lyrics).
Song also will encourage the student enthusiasm when learning language
process, the learners will be introduced to the component of language such as
grammar, pronunciation, and vocabulary that can help to communicate clearly.
D. Characteristic of Song
Listening to the English song is one of potential activities that could enrich
vocabulay, grammar, and they could listen good pronunciation through English
song. Students Should not be passive, enjoy, and showing seriousness in speaking
lesson. According to (Suyanto, 2001) in (Abdul Rokhim, 2014) stated that there
are some charecteristics of song are appropriate with the purpose of teaching
English. The Characteristic are as follows:
1. The song consist of word, phrases, or sentenses with spesific theme.
2. The song should be repetitive.
3. The song is contextualized, so it will having meaning.
4. The song is sung with body movement.
5. The song could be sung by other young learners outside the class.
6. The song has happy tone and fast.
Before choosing the song, should pay attention with the song which choosed.
This is important because there are a lot of potential pitfalls. It is better for
teacher or learner to use a non mainstream song with difficult language which is
not commonly used. In addition, the chosen songs should be included on that

5
 criteria, clear lyrics and enjoyable song will be more effective to give more new
vocabulary.
1. Review on Vocabulary Mastery
A. Definitions of Vocabulary
There are many elements in english languange learning. One of the most
important is vocabulary. Without vocabulary we can not master the English
language skill listening, reading, writing, and speaking. It means, at least we have to
knowing vocabulary in order English activities will run well. According to (Paul C.
B., 1966) have defined vocabulary is the stock pf word used by person class or
profession. Vocabulary refers to the words we know to communicated effectively. In
general, vocabulary can be described as oral vocabulary or reading vocabulary. Oral
vocabulary refers to words that we used in speaking or recognize in listening.
Reading vocabulary refers to word we recognize or use in print.
In addition, (David Grambs, 1984) said that vocabulary is a list of word
usually defined and alphabetized as a dictionary or specialized glossary complete
word stock of a language. Meanwhile (Harmer, 1999) has statement that vocabulary
is more than merely a list of the word. The words which express meaning but
meanings are a slippery concept, Some words may appears to be simple to refer to
one thing and therefore easy to teach. However, some word may also difficult to
teach because their meaning may change depends on the words they are attached
with. In other words (Harimurti, 1993) defines vocabulary is a component of
language maintaining all of information about meaning and using word in a
language.
Other explanation about vocabulary is provide in the Collins Essential English
Dictionary 2nd Editions, there, vocabulary define as:
1. All the words that a person known
2. All the word contained in a language
3. The specialist terms used in a given object
4. A list of word in another language with their translations
5. A range of symbols or techniques as used in any of the arts the building
vocabulary of material, textures, and tones.
From the statement above, vocabulary is considered as the most important part
in learning a language. It helps students easier to understand the main activities in
learning foreign language in for aspect there are reading, listening, writing, and
speaking. Memorize and understanding of new words it will make students to realize
higher achievement. It is impossible for students to learning language well if they do
not have enough background knowledge about vocabulary.

B. Definition of Vocabulary Mastery

In english language learning, vocabulary is one of the language aspect
which should be learnt. Learning vocabulary is important because we are able to
speak, write, and listen nicely we have know vocabulary first. As Langan (2001:
56) states that a command of many words will make people become a better
writer, speaker, listener and reader. According to Red Jhon (2000: 16) vocabulary
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 is information involved knowing the implication of the word and therefore the
purpose of the vocabulary tests in to find out whether the learners can coodinate
each word with a synonym, a dictionary tape definitions, or an equivalent word in
their own language.
In learning vocabulary automatically we have to know the meaning of word
itself and can used it in sentences. In addition, Wilkins (1972): 130) said that
vocabulary learning is learning to discriminate progressing the meaning of word in
the target language from the meaning of their nearest equivalent in the mother
tongue. It is also learning to make the most appropriate lexical choices for
particular linguistic and situational context.
C. Types of Vocabulary
Vocabulary is the main element of English language, it is always has rules in
each English skill (listening, reading, writing, and speaking) therefore, vocabulary can
be divided into several types of vocabulary as follows:
1. Reading Vocabulary
It is all the word that can be recognize when reading, this is the largest type of
vocabulary simply because it includes the other three.
2. Listening Vocabulary
It is all the words that can be recognize when listening to speech. This vocabulary
is aided in size by context and tone of voice.
3. Speaking Vocabulary
A person’s speaking vocabulary is all the word that may use in speech. Due to the
spontaneous nature of speaking vocabulary.
4. Writing vocabulary
Writing vocabulary is all the word that can employ in writing stimulated by its
users.
5. Focal Vocabulary
Focal Vocabulary is a specialized set of terms and distinctions that is particularly
important to a certain group, those with particular focuses of experience or
activity. A lexicon, or vocabulary, is a language’s dictionary, its set of names for
things, events, and ideas.
6. Vocabulary Growth
Vocabulary is a list of word or stock of word used by person in language
containing meaning, some easily takin and reach meaning, aspesially those refer
to concrete objects and activities other are difficult to understand of variety
diverse meaning.
B. Statement of Research Hypothesis
Based on theory above and also the past research that has already done by
other people, the researcher make the hypothesis as follow:
1. There is a possitive significant correlation berween students” ability in listening
to the English song and vocabulary mastery.

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Chapter III : Method
A. Participants
The research about the correlation between students’s ability in listening to the
English song and their vocabulary mastery was conducted at Tarbiyah faculty of UIN
Sunan Ampel Surabaya. For doing this research, population was needed by the
researcher as the object of the research, “Population is any group of individuals that
have one or more characteristics in common that are of interest to the research.” (Best,
1981:8). Referring to the statement, the population of this research is the english
education students on the 5th semester of UIN Sunan Ampel Surabaya which is
consisting of 90 students. The sample are 30 students taken with convinience
sampling or taken voluntarily. Convinience sampling is choosed due to the situation
that are faced by the researcher, lack of availability of place and also lack of
availabiality of time for doing the data collection activity make the researcher decides
to use this type of sampling.
Each students who being a sample of this research got the same treatment
from the researcher. Two different tests, those are listening to the english song test
and vocabulary test was given for the students to get the data results as the main
objects to be processed for answering the research questions of this research study.
B. Research Instrument
Collecting the data of the research need research instruments. Thus, the
researcher designs the research instruments to collect the data. Two different kinds of
tests was used to collect the data of students’s ability in listening to the English song
and students’s vocabulary mastery.
The researcher used Listening to the English song test as the first instrument
for data collection process. In this listening to the English song test, the researcher
used the song entitled “I’ll never love again” by Lady Gaga. The listening test is
taken from education website called BusyTeacher.org. The duration of the song is 5.
13 minutes, and this song was only played once when we conducted the listening test.
Moreover, When the listening to the English song done, the researcher gave the
listening tasks on the piece of paper and the participants should answer the task. The
test consisted of 40 items and they are divided into 5 units of task. There are 2 fill in
the blank , 2 order sentences and a correct mistake tasks The researcher gives 1 point
for each number. If the students answer 40 items correctly, they will get a 40 scores.
For the second instrument, the researcher used vocabulary test identify the
students’s vocabulary mastery, the researcher used the kind of vocabulary test in
TOEFL that taken from English Learning Technology, SAM Electronic Publication.
The vocabulary test consist of thirtty items, The researcher gives 1 point for each
number. If the students answer 30 items correctly, they will get a 30 scores. Choose
the synonims and choose the closest meaning are Two types of vocabulary questions
that was applied in this test. The test was given to participants after they do the
listening to the English song test, and the duration of the vocabulary test is 15 minutes

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C. Research design
This study used quantitative method, the purpose of this research is to
determine the relationship among two variables, the first variable is students’s ability
in listening to the English song and the second variable is student’s vocabulary
mastery . Moreover, the non experimental type of quantitative method is choosed by
the researcher for doing this research. In this research, the 30 students on the 5th
semester of UIN Sunan Ampel Surabaya are given two different types of test which
are listening to the English song test for a purpose to know students’s ability in
listening to the English song and also vocabulary test. The score of both test, listening
to the English song and vocabulary tests, will being the main data to be examined for
getting the result of the research.
D. Procedure
For answering the research question in this study, the researcher used two
instruments for analyzing the data. The researcher used two kinds of tests. The first
test is listening test which is used english song as a object to be listened. And the
second test is a vocabulary test. Procedures of doing those both test are already made
by the researcher.
The listening to the English song test had six procedures. Firstly, the researcher
gather the sample of population or research participant in a room or class for doing a
test. Secondly, the paper of listening to the English song task was shared to the
students. Third, the information of the test was given to the students, the researcher
informed the title of the song, the duration of the test and also the instruction for
answering the test. fourth, the students listened to the English song, the English song
which was used by the researcher as a object to be listened is “I’ll never love again”
by Lady Gaga. This listening test was done for only seven minutes and it will be only
play once, that have a purpose to get the real students score which indicated students
listening ability toward English song. Fifth, the researcher ended the listening to the
English song test and ask the samples to submit their task. Lastly, the listening test
answers assessed by the researcher to find the students score and take the score for
being analized.
After giving a listening to the English song test for research participants, the
researcher directly gave a vocabulary test to the research participants. Those two test
was done at adjacent times and in the same place because the researcher would like to
get the more valid data that taken in the almost same time from participant. The
vocabulary test for collecting the data about students vocabulary mastery had five
procedures. Firstly, the research participant that already did the listening to the
English song test should be asked by the researcher to keep staying at the room.
Secondly, the researcher gave the tasks or papers for the vocabulary test that already
prepared to the participant. Third, intruction of the vocabulary test was given by the
research before the test begin. Fourth, research participant start taking the vocabulary
test, the duration of the vocabulary test is 15 minutes for 30 numbers. Lastly, the
researcher will ask the participants to stop working when the time runs out.
After doing listening to the English song and vocabulary tests, the researcher got
the scores as a result of the test. The scores of listening to the English song and
vocabulary tests that taken from the research participants was analyzed by the
researcher to find out whether there is a correlation or not between students’s ability
in listening to the English song and their vocabulary mastery.

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 E. Data analysis
To find out the correlation betweeen students’s ability in listening to the
English song and students’s vocabulary mastery, with the listening and vocabulary
tests score as the data to be analyzed, the correlation could be found by using SPSS
application with spearman formula. In addition the correlation between students’s
ability in listening to the English song and students’s vocabulary mastery could also
find using calculation with the correlation formula by spearman to test the correlation
between those two variables. The formula of spearman correlation is served below:

However, in this research study, the researcher will focus on finding the correlation
using SPSS application with spearman formula.

Chapter IV : Results

A. Descriptive Analysis
As it has been mentioned in the previous chapter, the researcher conducted
field research, having finished doing research on correlation between listening to the
English song ability and their vocabulary mastery done by English education
department students in UIN Sunan Ampel Surabaya, the researcher collected the data
of this research from the listening and vocabulary tests.
The researcher took the listening to the English song and vocabulary tests
scores of 30 students in English education department, and analyzed those scores in
order to find out whether there is a correlation between those two variables which are
English song and vocabulary tests scores.
In this chapter, the researcher gives the report concerning the data description
and correlate the achievement of those two scores. The data of students’s scores in
listening to the English song and vocabulary tests can be seen as:

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The Students’ Score in Vocabulary Test
(Maximum Score = 20)

No Participant Correct Answer Individual Score

1 Participant 1 15 15
2 Participant 2 15 15
3 Participant 3 15 15
4 Participant 4 16 16
5 Participant 5 19 19
6 Participant 6 14 14
7 Participant 7 16 16
8 Participant 8 15 15
9 Participant 9 16 16
10 Participant 10 17 17
11 Participant 11 17 17
12 Participant 12 14 14
13 Participant 13 13 13
14 Participant 14 14 14
15 Participant 15 13 13
16 Participant 16 17 17
17 Participant 17 12 12
18 Participant 18 19 19
19 Participant 19 19 19
20 Participant 20 17 17
21 Participant 21 19 19
22 Participant 22 19 19
23 Participant 23 19 19
24 Participant 24 20 20
25 Participant 25 14 14
26 Participant 26 13 13
27 Participant 27 13 13
28 Participant 28 20 20
29 Participant 29 17 17
30 Participant 30 15 15

Actually there are 90 students in the fifth semester in English education departement
at UIN Sunan Ampel Surabaya, but the researcher only took the sample of 30 students. From
the data above we can obtain that the lowest score in vocabulary test is 13 and the highest
score is 20. In addition, for listening to the English song’s scores, from 30 sample of students
that have already done the listening test, the lowest score in vocabulary test is 20 and the

11
highest score is 40. The list of listening to the English song’s test could be seen in the table
below.

The Students’ Score in listening to the English song’s Test

(Maximum Score = 20)

No Participant Fill in the Order Order Correct Fill in All

blank 1 sentences sentences mistakes the blank score
1 2 2
1 Participant 1 7 5 1 8 10 31
2 Participant 2 9 3 5 10 10 38
3 Participant 3 10 5 5 10 10 40
4 Participant 4 6 5 2 10 10 33
5 Participant 5 6 5 1 6 10 28
6 Participant 6 8 2 5 8 6 29
7 Participant 7 8 5 5 10 10 28
8 Participant 8 10 3 2 10 10 35
9 Participant 9 8 5 5 4 8 30
10 Participant 10 10 5 3 10 10 38
11 Participant 11 7 5 3 6 10 31
12 Participant 12 10 5 5 8 8 36
13 Participant 13 4 3 5 4 8 24
14 Participant 14 10 5 5 10 10 40
15 Participant 15 6 5 5 4 10 30
16 Participant 16 6 2 2 4 6 20
17 Participant 17 7 5 5 10 8 35
18 Participant 18 7 2 5 8 10 32
19 Participant 19 7 5 3 4 10 29
20 Participant 20 8 5 5 10 10 38
21 Participant 21 4 3 5 10 8 30
22 Participant 22 8 5 1 4 10 28
23 Participant 23 8 5 3 10 6 32
24 Participant 24 6 5 5 10 10 36
25 Participant 25 5 1 5 4 10 25
26 Participant 26 7 5 2 10 10 34
27 Participant 27 7 1 5 10 10 33
28 Participant 28 8 3 5 10 10 36
29 Participant 29 10 5 5 10 6 36
30 Participant 30 5 2 3 8 10 28

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B. Inferential Analysis to Address Questions or Hypothesis
It has been mentioned before, the data gained from the tests scores of 5th
semester students in English education department of UIN Sunan Ampel Surabaya.
Then the writer analyzed those score by using SPSS application with spearman
formula for finding the correlation. And the result is shown in the table below:

Correlations

ratavocab ratasong

Spearman's rho ratavocab Correlation Coefficient 1.000 -.018

Sig. (2-tailed) . .926

N 30 30

ratasong Correlation Coefficient -.018 1.000

Sig. (2-tailed) .926 .

N 30 30

In the table above, the correlation between two variables could be seen. The first
variable is the scores of vocab test that already done by the participants (rata vocab)
and the second variable is the scores of listening to the English song test (rata song).
The researcher established the mean of all scores before determining the correlation
with SPSS application.
Based on the result that exist in the table. It indicates that the spearman
correlation coefficient of those two variables is -0,018. The negative symbol of the
correlation means that there is a negative correlation between variables but the
correlation is too low. In addition, the sig (2-tailed) in the second row of the table is
0.926 (up to 0.05), it means that the correlation of the vocab test’s scores and the
scores of listening to the English song test are not significant.
From all those explanation. The researcher could be revealed that there is a
negative low correlation and the correlation was not significant between students’s
vocabulary test scores and students’s listening to the English song test scores. These
statement could be answered the research question about the correlation between
students’s ability in listening to the English song and their vocabulary mastery.
However, the result of this calculation could indicate that the hypotheses that the
researcher stated in the second chapter is incorrect or different.

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 C. Tables and Figures to Display The Data
The researcher found the correlation between the listening to the English
song’s ability and vocabulary mastery using SPSS aplication with spearman formula .
Before reaching the correlation the means of those two score should be known. The
scores and means of the two scores are delivered in the table below:

The Score of Listening to the English Songs and Vocabulary Mastery Test

No Participant Vocab Means Song Score Means

Score
1 Participant 1 15 0.75 31 6.20
2 Participant 2 15 0.75 38 7.60
3 Participant 3 15 0.75 40 8.00
4 Participant 4 16 0.80 33 6.60
5 Participant 5 19 0.95 28 5.60
6 Participant 6 14 0.70 29 5.80
7 Participant 7 16 0.80 28 5.60
8 Participant 8 15 0.75 35 7.00
9 Participant 9 16 0.80 30 6.00
10 Participant 10 17 0.85 38 7.60
11 Participant 11 17 0.85 31 6.20
12 Participant 12 14 0.70 36 7.20
13 Participant 13 13 0.65 24 4.80
14 Participant 14 14 0.70 40 8.00
15 Participant 15 13 0.65 30 6.00
16 Participant 16 17 0.85 20 4.00
17 Participant 17 12 0.60 35 7.00
18 Participant 18 19 0.95 32 6.40
19 Participant 19 19 0.95 29 5.80
20 Participant 20 17 0.85 38 7.60
21 Participant 21 19 0.95 30 6.00
22 Participant 22 19 0.95 28 5.60
23 Participant 23 19 0.95 32 6.40
24 Participant 24 20 1.00 36 7.20
25 Participant 25 14 0.70 25 5.00
26 Participant 26 13 0.65 34 6.80
27 Participant 27 13 0.65 33 6.60
28 Participant 28 20 1.00 36 7.20
29 Participant 29 17 0.85 36 7.20
30 Participant 30 15 0.75 28 5.60
Frequency Table

14
 Statistics

Ratavocab ratasong

N Valid 30 30

Missing 0 0

Std. Deviation
.11885 .96612

Minimum
.60 4.00

Maximum 1.00 8.00

Frequency diagrams

15
Chapter V : Discussion
After finishing the whole discussion and analyzing the datas to find the result of this
research, the researcher comes to the conclusion that :
1. The vocabulary mastery of 5th semester students of English education
department in UIN Sunan Ampel Surabaya will be inversely proportional to
their English song listening’s ablility.
2. The students’s ability in listening to the English song and their vocabulary
mastery have a negative low correlation, it means that if the vocabulary score
is low, the listening to the English song’s score will be high and vice versa.
The correlation was also not significant.

The result that already found by the researcher explained that the correlation
between The students’s ability in listening to the English song and their vocabulary
mastery is really low and negative. It was little bit different with the result in the past
literature that indicated the positive correlation between the 2 variables. In addition,
the implications for the future research are they should consider the instruments that
they will use on their research. Then, ensure the method is more effective to produce
data that similar with the previous research. It will being as reinforcement related to
correlation student’s ability in listening to the English song and their vocabulary
mastery research.

16
References

 ayoksinau.com
 Blumental, J. C. 1963. The English Language. USA: Harcourt, Blance and Wold.
 Byrne, Donn, Teaching Oral English (Landon: Longman, 1997)
 David Grambs, Word about Word (New York: Mc Graw Hill Book Company, 1984) p.73
 Griffe, Dale. T. 1992. Songs in Action. Wiltshire: Prentice Hall Intenational.
 H. Ramsey Fowler, The Litlle Hand Book, (Boston: Little, Brown and Company, 2001), p.3.
 Harimurti, Kridalaksana, Kamus Linguistic (Jarakrta: PT. Gramedia Pustaka Utama: 1993) p.
127
 http://en.wikipedia.org?wiki/Vocabulary, 2009.
 http://www.thefreedictionary.com/vocabulary. Monday, 2000. taken from Collins Essential
English Dictionary 2nd Edition 2006 HarperCollins Publishers 2004, 2006.
 Jeremy Harmer, How To Teach English, (England: Pearson Education Limited, 2000), p.79.
 Jeremy Harmer, Teachig Vocabulary English Teaching Proffesional, English Teaching Forum
(Issued: Thirteen, 1999) p.3
 Murphey, Tim, Music and Songs (Oxford: Oxford Univercity Press, 1992)
 Paul C, B,. et al, The Language art in Childhood Education (Chicago: Rand Mc. Wally &
Company, 1966) p.248
 http://jurnalonline.om.c.id/data/artikel/artikel181B6340FEFD58DA6452FB3FI1DA941E.pdf
 Rost, Michael. 1991. Listening in Action. UK: Prentice Hall International.
 Rost, Michael. 1996. Listening in Language Learning. UK: Logman Group.

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