A PROPOSAL

THE EFFECT OF ENGLISH SONG BY USING TIKTOK AS A MEDIA

ON STUDENTS’ VOCABULARY MASTERY

AT THE X GRADE OF MAN 1 KOLAKA

Submitted as a Partial Fulfillment of the Requirement of Proposal Seminal at the

English Study Program of Teacher Training and Education Faculty of
Sembilanbelas November Kolaka

By:
ELMA SAID
170220038

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

TEACHER TRAINING AND EDUCATION FACULTY
SEMBILANBELAS NOVEMBER UNIVERSITY
KOLAKA
2021
 CHAPTER I

INTRODUCTION

1.1 Background of the Research

Vocabulary is the components in English. Without understanding

vocabulary, the students will find some difficulties. Therefore, the students must

have knowledge in vocabulary because it can positively facilitate the students to

use English effectively in their communication, in other words it leads the

students to use English well.

Vocabulary is the basic competence that must be reached by students in

order to get other competence like reading, writing, listening, and speaking. It is

difficult to master the other competence without mastering and understanding the

vocabulary.

Mastering vocabulary is not easy, because English vocabulary for daily

living requires more times, it is more difficult to master by foreign learners than

English grammar. The learners should first concentrate on learning that is most

frequently used and therefore most important English vocabulary for their

practical real life needs. Besides, the other difficulties in learning and using

English vocabulary include fixed word collocations, phrase verb, idioms, and

regional differences in vocabulary usage. Furthermore, there are differences in

English usage in English speaking in terms of spelling, pronunciation, vocabulary

and grammar.

Hornby (2017) defines “vocabulary as the total number of words in

language; vocabulary is a list of words with their meanings”. While Ur (2017)

1
 2

states “Vocabulary can be defined, roughly, as the words we teach in the foreign

language. However, a new item of vocabulary may be more than just a single

word: for example, post office, and mother-in-low, which are made up two or

three words but express a single idea.

Rivers in Nunan (2017) argues that the acquisition of an adequate

vocabulary is essential for successful second language because without an

extensive vocabulary, we was be unable to use the structure and functions we may

have learned communication.

The researcher found some information about the problems of English

teaching in learning process at MAN 1 Kolaka. Focusing on the tenth grade

students; the researcher identified the existing problems and classified them into

two problems related to the students’ vocabulary mastery.

The first problem is the students have limited vocabulary because the

students attention and motivation learning vocabulary are decreasing. The second

problem is the students are difficult for them to know new vocabulary items and

differentiate which one are noun, verb, Adverb, and adjective.

For these problems, of course teacher needs an appropriate strategy or

technique to help students to make their vocabulary mastery better. In this case,

the researcher to try purpose an appropriate way namely English song by using a

TikTok as a media that will help students’ mastery in vocabulary.

One of solution to export vocabulary mastery by using song as media.

Almost people in the world like a music. When many people feel sad, boring,

uneasy, and worried, they like listening to music or singing a song because music
 3

can illustrate feeling, emotion, and imagination. Thus, when someone listen to the

music, they will feel enjoy, relax, and happy. Moreover, they will give

appreciation if they can understand and absorb every meaning of word from songs

which they listen. Song can be very useful to students‟ vocabulary because it can

be practice inside and outside the classroom and can be enjoyed every time and

everywhere. By listening English song, the students get new vocabulary and will

know good pronunciation.

Songs are also a form of "listen and repeat‟ (Scott and Ytreberg,2018).

Songs can be broadly divided into many different forms, depending on the criteria

used. Song and music can help develop listening comprehension, facilitate the

acquisition of pronunciation, vocabulary, structure, and about culture. In addition,

songs can also cause taste and a quiet soul let alone the songs I chose for this

study is different than the other songs because religious nuances that can lead

students to the values and religious norms (Nurbiana D, dkk. 2005). Songs are

valuable aids in developing students listening skill. There are many advantages of

using them in the classroom: they present new vocabularies an experience in

context, students become familiar with the pronunciation of native speaker, they

provide a break from textbook and workbook routine. Students will feel enjoy

learning.

Music is powerful stimulus for students' engagement precisely because it

speaks directly to our emotions while still allowing to us to use our brains to

analyze it and it's effect if we so wish. Music and song are included in teaching

media, the use of music and song in the classroom can stimulate very positive

associations to someone who study language. A piece of music can change and

preapre students for a new activity, it can amuse and entertain and it can make a
 4

satisfactory connection between the world of leisure and the world learning

(Anonim, 2010).

TikTok is one of the most populer apps on social media. This app is the

world's peominent destination for creating short-form mobile video in Asia United

States and other parts of the world. it emerged from the founders of the app called

Musical.ly.

TikTok also known as Douyin in China, started in September 2016 and is

maintained by Byte Dance (Laurent Hallanan, 2018). This media app is accesible

in over 150 marketplaces and in 75 languages (Mehvish Mushtaq, 2018).

Tik Tok has generated a moderrn trend among teenagers and permits users

to make and share short 15 second to 3 minutes short video and lets them choose

song, effects, or soundbites. An additional benefit is that collaboration which is a

major motivation where they can do a "duet" with someone by responding to their

video which results in a limitless chain of responses.

Tik Tok is also a high rated app in the Google Play Store which is 4.6 and

makes this application highly qualified Artificial Intelligence and image capture.

Based on the background the research, the researcher counducting a entitled

" The Effect of English Song by Using Tik Tok as a Media on Student Vocabulary

Mastery at the X grade of MAN 1 Kolaka".

1.2 Question of the Research

Based on the background the research, the researcher formulated a research

question as follow "Is there any effect of English song by using a TikTok as a

media on students' vocabulary mastery at the X grade students of MAN 1 Kolaka"

 5

1.3 Objective of the Research

Based on the question of the research, the general purpose of this research

is to finding any effect of English song by using a TikTok as a media on students'

vocabulary mastery at X grade students of MAN 1 Kolaka.

1.4 Significances of the Research

The significances of the research are formulated and expected into two

benefits as follow:

a. Theoritically

The result of this research are expected to be a study and material for the

development of education in students' vocabulary mastery through English song

by using a TikTok as a media.

b. Practically

a. For students, the results of this can be used as motivation to be more active

in working on English text vocabulary use song by using TikTok as a

media. It makes their study enjoyable and it also can increase their reading

skill.

b. For teachers, it gives useful contributions for teachers to help them in

teaching their students especially in vocabulary mastery. This is especially

for the English teacher of MAN 1 Kolaka in improving teaching skills by

using song from TikTok.

c. For school, with the various benefits of the English song that can improve

students’ vocabulary mastery, the principal can give direction to teachers

to give more special attention, especially in terms of teaching techniques

of teachers.
 6

d. For future research, the research is expected to give readers, enriching

references concerned with English teaching and learning, especially the

English song by using TikTok as a media to vocabulary mastery.

1.5 Scope of the Research

The scope of the research is focused on the effect of English song by using

a TikTok as a media on Students' Vocabulary Mastery. The scope of the research

is adjective, noun, verb, and adverb.

1.6 Definition of Term

a. Effect

KBBI (2005), explains, "Influence is the power that exists or arises from

something (person or thing) that help shape a person's character, beliefs or action.

b. Song

Song is a short musical work set a poetic text with equal importance given to

music and to the words. Siti Tarwiyah states that song in foreign language classes

maybe use to motivate students and to create a more relaxing foreign language

classes. “Song is one series of intoned word with rhythm and particular tone”

(Suyanto, 2010 : 113), it makes students feel that certain words are important and

necessary.

c. TikTok

Mehvish Mushtaq (2018), Explain "TikTok is accesible in over 150

marketplaces and in 75 languages .

 7

Rahmawati (2018:1-3) TikTok is a music video and video application the

official Chinese social network that enliven the digital industry in Indonesia.

TikTok makes the user’s phone a running studio. This social media brings special

effects that are interesting and easy to use so that everyone can create a cool video

easily.
 CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 Previous Related Findings

Anggi E Pratiwi (2021) Utilizing TikTok Application as Media for

Learning English pronunciation. This study aims to learn how a TikTok

application can become a medium of learning for the pronunciation skill or

pronunciation of students. Subject of this study was the university's English

education student Suryakancana. The total number of respondents was 8 (eight)

persons of five (5) regular class students and three (3) non-regular class students.

The data collections device was done with observation and questionnaire. The

data in this study was analyzed by qualitative. The data analysis follows an

interactive model from Miles and Huberman, weaving: data reduction, display

data, and verification of data and prediction. From this research shows that the

respondents had a positive attitude toward a TikTok application as a video aid

while learning through TikTok application used it as an English language learning

strategy to help and enhance literacy and speaking skills. In addition, respondents

expressed a strong desire to use a TikTok application to watch and understand all

the content associated with basic English skills.

The similarity of this research with Anggi E Pratiwi is both researches use

the TikTok as a media doing research. Meanwhile, the different is the previous

research focus on English pronunciation. Meanwhile, the recent research is focus

on Vocabulary Mastery.

Lia Valiana (2020) Dampak Pengunaan Aplikasi Tik Tok Terhadap

Perkembangan Karakter Siswa Kelas VI MIN 1 Aceh Utara TikTok is an application

8
 9

in the form of a video or photo that provides interesting effects that can be used

by users of this application. The existence of an application creates a generation of

teenagers who like to dance unnaturally and not according to their age. For this

reason, it is important to understand the impact of using applications, especially

for parents so that children can regulate the use and development of children who

can develop properly and become children with good character. The negative

impact that is obtained, namely the change in behavior that can be caused by using

this typing application is an attitude that is not in accordance with character

education. In accordance with the character that must be instilled by students who

have good character, honesty, obedience, mutual respect and respect for each

other.

The similarity of this research with Arif Mushtaq both researches use the the

TikTok as a media in doing research. Meanwhile, the different is this study using

quasi-experimental research approach and took the sixth grade students of MIN 1

Aceh Utara.

2.2 Vocabulary

a. Definition of Vocabulary

Nana Suyana (2017), explains, Mastery of vocabulary will affect the

way of thinking and creativity of students in the process of language learning

therefore vocabulary mastery can determine the quality of a student in

language. The quality of one's language skills is determined by the quantity

of vocabulary it has. The more vocabulary a person has, the greater his

language skills.
 10

lqahtani Mofareh (2015), explains that vocabulary is the total number

of words that are needed to communicate ideas and express the speakers'

meaning, That is the reason why it is important to learn vocabulary.

b. Types of Vocabulary

Michael Swam (2015) distnguished the types of vocabulary can be

divided into these class:

1. Noun

A noun is type of words that represents a person, thing, or place like

mother, apple or chair. A concrete noun is something you can see or

thouch likes a person or car. An abstract noun is something that you can't

see or touch likes a decision or happines. A countable noun is something

that you can count (for example: bottle, glass, and bag). An uncountable

noun is something that you cab't count (for example: water and money).

2. Verb

A verb is a type of word that describes an action or a state of being

like wiggle, walk, run, jump, be, do, have, or think.

3. Adjective

An adjective is a word that dscribes something (a noun). some

adjective are big, cold, blue, amd silly. One special type of adjective is

an article, a word that introduce a noun and also limits or clarifies it; in

English, indefinite article are A and An, the definite article is the.

4. Adverb

An adverb is a word that tells "how, when, where, or how much".

some adverbs are: easly, warmly, quickly, mainly, and freely.

 11

2.3 Song

a. Definition of Song

Song is short of music with words that be sung (Oxford Learners

Pocket Dictionary, (New York: Oxford University Press, 2008). Song is a

short musical work set a poetic text with equal importance given to music

and to the words. It may be written for one or several voices and it is

generally performed with instrument accompaniment.

Song is an interesting media that offers the high imagination. The

language song usually easy to be understood. It gives motivation and makes

the relation between the teacher and students closer. And the relation will

make the students have bravery to ask the teacher about everything including

new vocabularies in song that they learn.

Siti Tarwiyah states that song in foreign language classes maybe use to

motivate students and to create a more relaxing foreign language classes.

(Siti Tarwiyah, Game, Song and Practical Ideas to Teach Language,

(Semarang: 2008).

The other definition “Song is one series of intoned word with rhythm

and particular tone” (Suyanto, 2010), it makes students feel that certain

words are important and necessary. From, this statement the researcher

knows that without words, the object of the song cannot be achieved. It

means that in teaching of song, the students must master many vocabularies.

It is important for the students to master many vocabularies to do assignment

from teacher easily and the students can translate English well and can

answer questions from the teacher.

 12

b. Types of Song

In our daily life, we are surrounded by songs. A song is like a magic

that can hypnotize us, therefore, when we hear the songs we could be

brought into the songs. According Suyanto (2010) there are some types of

songs as follows:

1. Song for pleasant

Song for pleasant is popular and special songs to make happy

situation and it is usually sung out of class for example when they have

recreation, when they are on the way or when the heart situation is

bored.

2. Songs for lesson

Song for lesson means a special song to learn vocabulary, phrase,

or sentences. It is a song which made by the teacher to students to

understand the material. This song is usually used by the teacher in

teaching and learning process.

The songs are created to teaching and learning process in school,

songs usually have some criteria as like:

1. Songs use words, phrases, and sentences with specific themes.

2. The songs discuss language structures.
3. They are contextual song.
4. The song can be acted by using gesture.
5. They are popular songs.
6. The songs are sung happily and quick intonation.

c. Procedure in Applying the Song

To apply songs in the classroom, the teacher should also plan application

sequence of the songs. In applying songs, the researcher offers procedures

 14

suggested by Haycraft.

 The procedure suggested by Haycraft (2018), he suggested some

variations using songs recorded on tape as follows:

a) Play the tape as many times as necessary and ask questions.

b) Get the class to use line by following the tape.

c) Divide up the class and have a group, each singing a line. Reply the

tape as often as necessary. Find out who has a good voice and try to get

solos. Bring out a student to conduct different combination until the

song is familiar.

d) Play and sing whenever you want to revise. It is good to play songs at

the beginning of class, while everyone is setting down.

According theory above the researcher doing the procedure as follows :

1. The teacher selects a song which is appropriate with the material.

2. The teacher prepares some lyric songs.

3. The teacher plays the song twice and the students listen the song carefully.

4. The teacher asks the students to analyze form of vocabulary.

5. The teacher gives the lyric song and corrects the students’ answer.

6. The students sing together while the song is playing.

2.4 TikTok

TikTok is one of the most popular apps on social media. This app is the

world‟s prominent destination for creating short-form mobile videos in

Asia, United States and other parts of the world. It emerged from the

founders of the app called Musical.ly. TikTok, also known as Douyin in

China, started in September 2016 and is maintained by Byte Dance (Lauren

Hallanan, 2018).
 TikTok is an application that provides unique and interesting special

effects that can be used by users of this application easily to make a cool

short video and can attrack the attention of many people who see it.

This TikTok is an application that can also see short videos with

various expressions of each maker, and this application user can also mimic

from other user videos. Such as making videos with two finger rocking

music which is also made by everyone and these videos are also made by

underage children, namely students who have not really understand the

meaning of these videos.

Procedure in applying the TikTok the first, open the application, then

look the song to be use. After finding the song enter the video using the

same song. The last upload the video.

2.5 Conceptual Framework

Referring to all previous pronouncements above which related the

effect of YouTube on students’ vocabulary mastery outcomes, below is

presented conceptual framework. This part explains the scheme of this

research. It is described by the following diagram :

 15

Pre-Test English song by using

TikTok
Post-Test

Students’ Vocabulary

Figure 2.3 :Conceptual Framework

2.6 The Hypothesis of the Research

The hypothesis is the assumption that possibly true or possibly

also

wrong. The hypothesis is the provisional answer to the problems of the

research that theoretically considered possibly or highest the level of his

truth. In this research, the hypothesis can be stated as follows:

- Null hypothesis (H0): the effect of English song by using TikTok as a

media is ineffective on the students’ vocabulary mastery at the X grade

students’ at MAN 1 Kolaka.

- Alternative hypothesis (H1): the effect of English song by using

TikTok as a media is effectively on the students’ vocabulary mastery at

the X grade students at MAN 1 KOLAKA”.

 CHAPTER III

METHOD OF THE RESEARCH

3.1 Design of the Research

This Design of the Research is Pre-Experimental research. (Sugiyono, 2010)

revealed that "pre-experimental research results are dependent variables not solely

influenced by independent variables". This can happen because due to the absence of

control variables, and the sample is not selected randomly. This research is given

treatment to know the influence of TikTok media on the results of learning English

students.

Table 3.1 Research Design Table

Pre-test Treatment Post-test

Where:

: Pre-test value, which is the test score of students' learning results before applying

the effect of English song by using TikTok as a media.

X: Treatment, which is the effect of English song by using TikTok as a media..

: Post-test score, which is the test score of students' learning results has applied

English song by using TikTok as a media.

3.2 Population and Samples of the Research

3.2.1 The Population of the Research

The population is a generalization area consisting of objects or subjects that

have certain qualities and characteristics set by researchers to be studied and then

16
 17

drawn conclusions (Sugiyono, 2016). The population in this study was all grade X

students of MA Negeri 1 Kolaka which amounted to 209 students.

3.2.2 Samples of the Research

Kadir (2015), explain the sample is a set of parts or portions of the

population whose characteristics are thoroughly investigated. The samples in this

study will be selected using purposive sampling techniques. Purposive sampling is

a sampling technique by determining certain criteria. This technique is suitable to

used in this study because the number of samples taken only in grade X IPA 1

students of MA Negeri 1 Kolaka with a total of 28 students.

3.3 Variable of the Research

The research found two variables are Independent Variable and dependent

variable.

a. Independent Variable

The independent variable is a variable that is stated to cause some

outcome. In this research, the independent variable is the effect of song by using

TikTok.

b. Dependent Variable

The dependent variable is the outcome of the independent variable; it is the

effect. The dependent variable observed in this research is the students’ vocabulary

mastery.
 18

3.4 The procedure of the Research

This procedure of the research is carry out with the following steps:

3.4.1 Pretest

Before giving the treatment, the researcher gives a pre-test, the researcher

gives a test about some of the vocabulary about adjectives, verbs, and nouns.

3.4.2 Treatment

The researcher teach vocabulary to the experimental class by used song two times,

the treatments this researcher describes as follow:

1. The researcher will play videos song video that hass been download from

TikTok with a laptop and projector.

2. The students watching the song video

3. The researcher will explain about the song video.

4. The researcher tell students to write all the text and identify the kinds

vocabularies in the song video.

5. The researcher writes the vocabularies find students on the white board.

6. The students writes vocabularies and its meaning on their book.

7. The researcher reads and told students to follow the way of how to pronunc it.

8. The researcher divides vocabulary in 3-4 types of vocabulary.

9. The researcher divides students into 3-4 groups based on the type of

vocabulary.

10. The researcher plays back another song video from TikTok.

11. The researcher tell each group to identify each vocabulary based on this tis type

(verb group looking for special vocabulary about verb)

12. Then, representatives of each groups write the list of vocabulary on white

board based on the ones they get.

 19

13. The researcher determines the group who is most correct in identify the

vocabulary they find.

14. The researcher told students to duet with his friend to sing the song from the

song video of TikTok.

Based on the explanation procedure of use English song above, the

researcher concludes that the step in using English song in the learning process is

showing the video, discerning pronunciation gives a repetition and practice.

3.4.3 Post-test

After giving treatment, the researcher will give a post-test, the content of the

post-test is similar to the pre-test. Post-test aims to find out the result of the

treatment.

3.5 Technique of Data Collection

3.5.1 Test

Tests are used to determine the effectiveness of students' English language

learning outcomes after learning. N-Gain is used to see effect results of learning

English students in experimental class. Pretest and posttest are used to test

students' vocabulary mastery.

3.5.2 Videos

Videos are used as concrete evidence of student activities during the

learning process and teacher activities in managing the classroom.

 20

3.5.3 Documentation

Documentation is use to obtain data in the form of a list of names, the

number of students, and image documentation in the form of photos of teacher

and student activities during the learning.

3.6 Instrument of The Research

The instruments use in this research are vocabulary tests (pretest

and posttest). Pretests are carry out to obtain the grades of students'

vocabulary mastery outcomes at MA Negeri 1 Kolaka. The test is

perform at the end of the lesson. Before the test is use, the instrument's

validity and reliability test are first perform. Meanwhile, the song video

of TikTok use as media on the teaching learning activities take place in

the classroom.. Data collection is carry out during the learning process

with the help of observers.

3.7 Instrument Testing Techniques

This instrument is test before it is given to respondents to be use

in research. Testing this instrument aims to obtain a valid and reliable

instrument.

3.7.1 Validity Test

Validity is the degree to which a test measures what to measure (Sukardi,

2007). The formula use to determine the validity of the instrument concept

through test trials is, researchers use the Pearson Product Moment formula for

its validity coefficient is as follows:

(Sugiyono, 2016)
 21

Where :

: Item correlation coefficient to-i

: Number of scores of items to-j

: Total score

: Many respondents

Figure 3.2 Correlation Coefficient Interpretation

Large Correlation Coefficient Interpretation

Very Low
Low
Fair
Good

3.7.2 Reliability Test

Reliability contains a trustworthy, consistent, strapping, and relevant

meaning. A measuring instrument that has sufficient reliability means that if the

measuring instrument is treat at different times, in a different group of people, and

by different people will give the same measurement results. In other words, the

measuring instrument remains consistent (Hendriana 2014). The reliability test can

use Cronbach's Alpha (α) formula as follows:

( )
k

∑ s 2i
r 11 = ( k−1
k
) 1− i=1

s2
t
(Sundayana, 2014)
 22

Where :

r 11 : Internal reliability coefficient of all items

k : Many valid question items

2
s i : Variance of item score to- i

2
s t : Variance of the total score

The classification criteria used areas in table 3.3 below:

Table 3.3 Coefficient of Reliability Interachievement

Coefficient Interachievement

0,00 < ≤ 0,20 Very low reliability

0,20 < ≤ 0,40 Low reliability

0,40 < ≤ 0,60 Fair reliability

0,60 < ≤ 0,80 Good reliability

0,80 < ≤ 1,00 Very good reliability

(Arikunto, 2014)

3.8 The technique of Data Analysis

3.8.1 Descriptive Analysis

This analysis describes the influence of English song by using TikTok as a

media on the results of learning English students grade X MA Negeri 1 Kolaka.

Once known the data is then calculated to find out the level of relationship of

each variable in this study.

To find out about the effect of English Song by using TikTok as a media on

students’ vocabulary mastery at the X MA Negeri 1 Kolaka, the researcher help

pre-test and post-test data obtained to then be included in the frequency

 23

distribution table to be calculated the average class (mean) from the data

collected through the results of learning.

Based on the explanation above, then for the next process is carried out the

following calculations:

Look up the average value of pretests by summing up the overall posttest

value. Based on this, the average value for the variable is:

−
X=
∑ fx
∑f
Where:

X : Calculate average values (mean)

❑
∑
❑
fx : Sum of the average values of variables

❑
∑
❑
f : Amount of data

(Sugiyono, 2016)

Interpret the mean values that have been obtained category intervals in the following

ways:

R
I=
K

Where :

I: Class interval

R: Range (highest value is less than the lowest value)

K: Number of classes (based on number of multiple-choice questions)

R=H–L
H = lowest value

L = highest value
 24

Standard Deviation (Standard Deviation)

Standard deviation is a value that indicates the variance level (degree) of the

data group or the standard measure of deviation from the average. The standard

deviation of a test result score is calculated by using the formula:

(Sugiyono, 2016)

Where :

: Varies
s: Standard deviation
❑ x̄ : Mean (average) grades of student learning outcomes

: Data values to-i

n: Many respondents

Normalized Gain Test

Gain Index, determine the value of the gain index or normalized gain

calculation is intended to know the category of increas assignment of student

concepts. Hake (Kusumawati and Rizki, 2014) index gain or change analysis can be

calculated using the formula: (Jahring

dan Marniati, 2020)

Table 3. 5 Index Criteria Gain

Percentage Interpretation
g<0,30 Low
0,30 ≤ g <0,70 During
g ≥ 0,70 High
Where: g was written as N-Gain

The range of N-Gain values is 0 to 1. Furthermore, the value of N-Gain is

 25

process, and the processing is adjust to the problems and hypotheses propose. To

know the implementation of learning and activeness students are use

Formula:

Percentage of Activeness = 100%

Percentage Scale Description:

If the success of learning< 20%: Inactive

If the success of learning is only 20% - 40%: Less active

If the success of learning is only 41% - 60%: Enough

If the success of learning is only61% - 80%: Active

If the success of learning> 80%: Very active

3.8.2 Inferential Analysis

Inferential Analysis is use to test research hypotheses. First through another

stage of the test, namely the normality test to conduct a hypothesis test. The data

use in normality tests and t-tests are in the form of Normalized Gain (N-gain)

scores. Gain is the difference between posttest and pretest scores, gain indicates

improvement in student learning outcomes after learning conducted by teachers in

the same group.

By using spss application help as well as by the manual way. The manual

testing steps are as follows:

3.9 Analysis Prerequisite Test

3.9.1 Data Normality Test

Data normality tests are intended to determine whether the population is

normally distributed or not. Because the data is normally distributed, it uses

 26

parametric statistical tests. For this purpose, lilliefors test statistics are use using a

significant level of 5% or 0.05.

Kadir (2014) revealed the steps require in this test are as follows: Formulation

of hypotheses

H0: Sample distribution is equal to normal distribution

H1: Sample distribution is not the same as normal distribution

D=max (|F ( xi ) −F n ( xi )|,|F ( xi ) −Fn ( x i )|)

i−1 i
1≤ i≤ n

Same as

F ( x i )=Φ ¿ is a function of the usual normal cumulative distribution.

Where:

F ( x i )=Φ ( z i ) : Theoretical cumulative distribution functions

: Empirical cumulative distribution functions

The steps require in this test are as follows:

Sort observation data from smallest to largest

to the value

Of course, the area of the curve is below the normal curve Φ () (Value of its

theoretical cumulative distribution function).

Lookup values and values The steps required in this test are as

follows:

1. Sort observation data from smallest to largest

2. Create a list of cumulative data constraints and then specify the cumulative
proportions (Fki)
3. ¿ facilitatethe calculation of make also a list ( F k i−1
)
 −¿

4. Value conversion xi to the value z =x − x ¿

i i
s
 27

5. Of course, the area of the curve is below the normal curve Φ (

z i ) (Value of its
theoretical cumulative distribution function).
ai =|Φ ( zi )−F k ( x i )| bi =|Φ ( zi )−F k ( xi )|
6. Lookup values i−1 and values i

D= max ( a i ,b i )
7. Specify a value 1≤i≤n

Dmax ≤ Dtable , means samples are from normally distributed populations

Dmax > Durable means samples from populations that are not a normal distribution.
(Nasrum, 2018)

3.9.2 Hypothesis Test

Hypothetical test with one t-test to find out more about the effect English

song by using TikTok as a media on students' vocabulary mastery. The data to be

process in this t-test uses a normal Gain score. The hypothesis test is only done if

the data is normally distributed, because the data is normally distribute then the t-

test formula used is:

−
X −μ 0
t=
S
√n (Djurdin, T. 2013)

Where:

t = Calculated value for test -t

−
X = Average value N-Gain

μ0 = Hypothesized values

S = Standard deviation N-Gain

n = Number of respondents

With the testing criteria that is reject H0 if , where obtain from the level of

distribution with and the extent of errors . For the prices Other H0 Rejected.

Hypothetical pairs:
 28

With the testing criteria that is reject H 0 if

t hitung ≥ t tabel , where t tabel obtained from the

level of distribution t with dk =( n−1 ) and the extent of errors α=0 , 05 . For the

prices t Other H0 Rejected.

Hypothetical pairs:

H 0 : μ g ≤0

H 1 : μg ¿ 0

μg = Parameter average N-Gain on students’ vocabulary mastery at the X grade

students MA Negeri 1 Kolaka.

H0 = the effect of English song by using TikTok as a media is ineffective on the

students’ vocabulary mastery at the X grade students’ at MA Negeri 1 Kolaka.

H1 = the effect of English song by using TikTok as a media is effectively on the

students’ vocabulary mastery at the X grade students at MA Negeri 1 Kolaka.

 BIBLIOGRAPHY

Arikunto, S. 2013. Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara.

Arikunto, S. 2014. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineke

Cipta.

Bahri, A. S. P., & Ali, R. 2018. The Effectiveness of Using Song Lyric Toward
Students' Vocabulary Mastery the Eight Grade of MTS N Muara Bungo
in the Academic Year 2016/2017 (Doctoral dissertation, UIN
SULTHAN THAHA SAIFUDDIN JAMBI).

Damayanti Reski. 2015. Improving the Students Vocabulary Mastery by Using

Picture Media at the Second Grade of SMP Negeri 1 Lasusua. Kolaka:
Universitas Sembilanbelas November Kolaka.

Dewi, Kustiani. 2009. Improving Students' Vocabulary Mastery Through Listening

English Song. Semarang: IKIP PGRI.

Djurdin, T. 2013. Statistik Parametrik-Dasar Pemikiran dan Penerapannya dalam

Penelitian. Yogyakarta: Tiara Wacana.

Jahring & Marniati. 2020. Efektivitas Model Pembelajaran Inside Outside Circle
(IOC) Terhadap Hasil Belajar Matematika Siswa SMP. Jurnal Karya
Pendidikan Matematika 7(1) 24 (diakses pada 4 Oktober 2020)

Kadir. 2014. Statistika Terapan: Konsep Contoh dan Analisis Data dengan Program
SPSS dalam Penelitian. Jakata: PT. raja Grafindo Persada,

KBBI (Kamus Besar Bahasa Indonesia). 2005. Jakarta: PT (Persero) penerbitan dan
percetakan.

Mushtaq Arif, dkk. 2019. Living in a Moment: Impact of TicTok on Influencing

Younger Generation into Micro-Fame. Uni Emirat Arab: City
University College of Ajman.

Nunan. 2017. Practical English Language Teaching Young Learner. New York:
Oxford University.

Penny Ur. 2017. Acourse in Language Teaching. United Kingdom: Cambridge

University.

Pratiwi, A. E., Ufairah, N. N., & Sopiah, R. S. 2021. Utilizing TikTok Application as
Media For Learning English Pronunciation. In International
Conference on Education of Suryakancana (IConnects Proceedings).

Rahmawati, Siska. 2018. Institutional Repositories & Scientific Journals. Fenomena

Pengguna Aplikasi TikTok di Kalangan Mahasiswa. Universitas
Pasundan Bandung.

29
Sugiyono. 2012. Metode penelitian kuantitatif, kualitatif, dan R&D. Bandung:
Alfabeta.

Sugiyono. 2014. Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif,

dan R&D. Bandung: Alfabeta.

Sugiyono. 2016. Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: PT.
Alfabet.

Sukardi. 2007. Metode penelitian pendidikan kompetensi dan praktiknya. Jakarta:

Bumi Aksara.

Sundayana, Rostina. 2014. Statistika Penelitian Pendidikan. Bandung: Alfabeta.

Thombury, Scott. 2018. How to Teach Vocabulary. London: Longman

Valiana, Lia. 2020. dampak pengunaan aplikasi tik tok terhadap perkembangan karakter
siswa Kelas VI MIN 1 Aceh Utara. Aceh Utara: IAIN

Yang, H. 2020. Secondary-school Students ’ Perspectives of Utilizing Tik Tok for

English learning in and beyond the EFL classroom. Etss, 162–183.

30
APPENDICES
 31

Appendix 1
TikTok Channel
 32

Appendix 2
RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : MAN 1 Kolaka

Mata Pelajaran : Bahasa Inggris
Kelas / Semester : X IPA 1
Pokok Bahasan : Kata Sifat, Kata Kerja, Kata Benda, Kata Keterangan
Alokasi Waktu : 1 x 45 Menit
Pertemuan : 1, 2, 3, 4, 5 dan 6

A. KOMPETENSI INTI (KI)

KI-1 : Menghargai dan menghayati ajaran agama yang dianutnya.

KI-2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,

peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi
secara efektif dengan lingkungan sosial dan alam dalam jangkauan
pergaulan dan keberadaannya

KI-3 : Memahami dan menerapkan pengetahuan (faktual, konseptual, dan

prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.

KI-4 : Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan,

mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut
pandang/teori.
A. KOMPETENSI DASAR
1. KOMPETENSI DASAR
1.1 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi
social dari teks kata sifat, kata kerja, kata benda, dan kata keterangan
(sesuai dengan konteks penggunaannya).
 37

INDIKATOR:
1.1.1 Menyebutkan fungsi social dari kata sifat, kata kerja, kata benda,
dankata keterangan.
1.1.2 Menyebutkan unsur kebahasaan dari kata sifat, kata kerja, kata benda,
dan kata keterangan.
1.1.3 Menyebutkan struktur teks dari kata sifat, kata kerja, kata benda, dan
kata keterangan.

1.2 Menghargai perilaku santun dan peduli dalam melaksanakan komunikasi

antar pribadi dengan guru dan teman.

INDIKATOR:
1.2.1 Menunjukkan sikap perilaku santun dan peduli

B. TUJUAN PEMBELAJARAN
Setelah melaksanakan serangkaian kegiatan pembelajaran, siswa
dapat:
a. Siswa diharapkan dapat membuat struktur teks dan unsur kebahasaan untuk
melaksanakan fungsi social dari teks kata sifat, kata kerja, kata benda, dan
kata keterangan (sesuai dengan konteks penggunaannya).

1. Membuat kata sifat, kata kerja, kata benda, dan kata keterangan dengan
bahasa yang santun.
2. Di berikan teks tertulis berbentuk kata sifat, kata kerja, kata benda, dan
kata keterangan pada peserta didik agar dapat menyebutkan teks tertulis
unsur kebahasan.
3. Diberikan teks tertulis berbentuk kata sifat, kata kerja, kata benda, dan kata
keterangan pada peserta didik agar dapat menyebutkan secara lisan
struktur teks.

b. Siswa diharapkan dapat menghargai perilaku santun dan peduli dalam

melaksanakan komunikasi antar pribadi dengan guru dan teman
C. MATERI PEMBELAJARAN

 Fungsi sosial dari ungkapan:

- Menunjukan kata sifat, kata kerja, kata benda, dan kata keterangan.

- Menunjukan kata sifat, kata kerja, kata benda, dan kata keterangan.

- menghargai kinerja yang baik

- menunjukan kata sifat, kata kerja, kata benda, dan kata keterangan.

 Struktur Teks dari kata sifat, kata kerja, dan kata benda, yaitu:

- opening

- content/sustaining

- closing

 Unsur kebahasaan dari ungkapan kata sifat, kata kerja, dan kata benda,
yaitu:

- Ungkapan dari kata sifat, kata kerja, kata benda, dan kata keterangan
(beautiful, sick, handsome, lazy, busy, etc., eat, run, walk, drink, etc., chair,
table, plate, window, door, night etc., right now, etc).

- Ucapan, tekanan kata, intonasi

- Ejaan dan tanda baca

- Tulisan tangan

 Topik
Berbagai hal terkait dengan interaksi antara guru dan siswa selama proses
pembelajaran di dalam maupun di luar kelas, dengan memberikan keteladanan
tentang perilaku jujur, disiplin, percaya diri dan bertanggung jawab.
D. METODE PEMBELAJARAN

English song by using TikTok

E. MEDIA, ALAT DAN SUMBER PEMBELAJARAN

1. Media:
Papan tulis, LCD, LKS (lembar kerja siswa)
2. Alat/Bahan:
 Spidol marker.
3. Sumber Belajar:
TikTok

LANGKAH – LANGKAH PEMBELAJARAN

F. LANGKAH – LANGKAH PEMBELAJARAN

PERTEMUAN KE-1

a. Kegiatan Pendahuluan

 Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti
proses pembelajaran dengan memberi salam,mengajak peserta didik untuk
merapikan kelas dan penampilan mereka, mengajak peserta didik untuk
mengawali kegiatan dengan berdoa, dan memeriksa kehadiran peserta
didik.

 Guru mengajukan pertanyaan tentang materi Bahasa Inggris yang dipelajari

atau telah dikenal sebelumnya.

 Guru menyampaikan tentang tujuan pembelajaran atau kompetensi dasar

yang akan dicapai.

 Guru menyampaikan cakupan materi dan uraian kegiatan sesuai RPP.

b. Kegiatan Inti

Mengamati

 Peserta didik memperhatikan video yang di berikan oleh guru tentang

ungkapan kata sifat.

 Peserta didik menuliskan hal-ikhwal yang belum diketahui berkaitan

dengan video vocabulary yang telah mereka saksikan.

Menanya

 Dengan bimbingan guru peserta didik merumuskan pertanyaan terkait

dengan isi, fungsi sosial, dan struktur teks, serta unsur kebahasaan dalam
teks yang telah disaksikan.

 Dengan bimbingan guru merumuskan pertanyaan tentang bagaimana cara

mengungkapkan kata sifat.
Mengeksplorasi

 peserta didik menjawab pertanyaan tentang isi teks dari ungkapan kata sifat
yang disaksikan melalui lagu video dari TikTok.

 peserta didik menjawab pertanyaan tentang struktur teks dari kata sifat yang
disaksikan melalui media lagu video dari TikTok.

 peserta didik menemukan ungkapaan dari kata sifat yang terdapat dalam
video yang disaksikan.

Mengasosiasi

 Dalam kelas yang terdiri dari beberapa peserta didik, dengan data yang
dimiliki saat menyaksikan video yang telah diberikan, peserta didik
menjawab pertanyaan-pertanyaan yang telah mereka rumuskan.

 Peserta didik meminta bantuan guru bila memerlukannya.

Mengomunikasikan

 Setiap peserta didik mempresentasikan jawaban terhadap pertanyaan-

pertanyaan dari masing-masing siswa.

 Peserta didik menerima umpan balik dan/atau penguatan (isi, fungsi sosial,
struktur, dan unsur kebahasaan teks) dari guru.

c. Kegiatan Penutup

 Guru dan peserta didik secara bersama-sama membuat ringkasan bahan

yang sudah dipelajari pada pertemuan ini.

 Guru mengajukan pertanyaan kepada peserta didik untuk membantu mereka

melakukan refleksi terhadap kegiatan belajar yang telah mereka lakukan.

 Guru memberikan tugas kepada peserta didik untuk mempraktikkan

ungkapan kata sifat dan mencatat kepada siapa saja peserta didik
mengucapkan ungkapan tersebut.

 Guru menjelaskan rencana kegiatan pembelajaran yang akan datang.

PERTEMUAN KE-2

a. Kegiatan Pendahuluan
  Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti
proses pembelajaran dengan memberi salam,mengajak peserta didik untuk
merapikan kelas dan penampilan mereka, mengajak peserta didik untuk
mengawali kegiatan dengan berdoa, dan memeriksa kehadiran peserta
didik.

 Guru mengajukan pertanyaan tentang materi Bahasa Inggris yang dipelajari

atau telah dikenal sebelumnya.

 Guru menyampaikan tentang tujuan pembelajaran atau kompetensi dasar

yang akan dicapai.

 Guru menyampaikan cakupan materi dan uraian kegiatan sesuai RPP.

b. Kegiatan Inti

Mengamati

 Peserta didik memperhatikan penjelasan guru yang melibatkan ungkapan

kata kerja.

 Peserta didik menuliskan hal-ikhwal yang belum diketahui berkaitan

dengan berkomunikasi dalam bahasa Inggris yang disaksikannya.

Menanya

 Dengan bimbingan guru peserta didik merumuskan pertanyaan terkait

dengan isi, fungsi sosial, dan struktur teks, serta unsur kebahasaan dalam
teks yang telah disaksikan.

 Dengan bimbingan guru merumuskan pertanyaan tentang bagaimana cara

mengungkapkan kata kerja.

Mengeksplorasi

 peserta didik menjawab pertanyaan tentang isi teks dari ungkapan kata kerja
yang disaksikan melalui lagu video dari TikTok.

 peserta didik menjawab pertanyaan tentang struktur teks dari kata kerja
yang disaksikan melalui lagu video dari TikTok.

 peserta didik menemukan ungkapaan dari kata kerja yang terdapat dalam
video yang disaksikan.
 38

Mengasosiasi

 Dalam kelas yang terdiri dari beberapa peserta didik, dengan data yang
dimiliki saat menyaksikan video yang telah diberikan, peserta didik
menjawab pertanyaan-pertanyaan yang telah mereka rumuskan.

 Peserta didik meminta bantuan guru bila memerlukannya.

Mengomunikasikan

 Setiap peserta didik mempresentasikan jawaban terhadap pertanyaan-

pertanyaan dari masing-masing siswa.

 Peserta didik menerima umpan balik dan/atau penguatan (isi, fungsi sosial,
struktur, dan unsur kebahasaan teks) dari guru.

c. Kegiatan Penutup

 Guru dan peserta didik secara bersama-sama membuat ringkasan bahan

yang sudah dipelajari pada pertemuan ini.

 Guru mengajukan pertanyaan kepada peserta didik untuk membantu mereka

melakukan refleksi terhadap kegiatan belajar yang telah mereka lakukan.

 Guru memberikan tugas kepada peserta didik untuk mempraktikkan

ungkapan kata kerja dan mencatat kepada siapa saja peserta didik
mengucapkan ungkapan tersebut.

 Guru menjelaskan rencana kegiatan pembelajaran yang akan datang.

PERTEMUAN KE-3

a. Kegiatan Pendahuluan

 Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti
proses pembelajaran dengan memberi salam,mengajak peserta didik untuk
merapikan kelas dan penampilan mereka, mengajak peserta didik untuk
mengawali kegiatan dengan berdoa, dan memeriksa kehadiran peserta
didik.

 Guru mengajukan pertanyaan tentang materi Bahasa Inggris yang dipelajari

atau telah dikenal sebelumnya.
 39

 Guru menyampaikan tentang tujuan pembelajaran atau kompetensi dasar

yang akan dicapai.

 Guru menyampaikan cakupan materi dan uraian kegiatan sesuai RPP.

b. Kegiatan Inti

Mengamati

 Peserta didik memperhatikan penjelasan guru yang melibatkan ungkapan

kata benda.

 Peserta didik menuliskan hal-ikhwal yang belum diketahui berkaitan

dengan berkomunikasi dalam bahasa Inggris yang disaksikannya.

Menanya

 Dengan bimbingan guru peserta didik merumuskan pertanyaan terkait

dengan isi, fungsi sosial, dan struktur teks, serta unsur kebahasaan dalam
teks yang telah disaksikan.

 Dengan bimbingan guru merumuskan pertanyaan tentang bagaimana cara

mengungkapkan kata benda.

Mengeksplorasi

 peserta didik menjawab pertanyaan tentang isi teks dari ungkapan kata
benda yang disaksikan melalui lagu video dari TikTok.

 peserta didik menjawab pertanyaan tentang struktur teks dari kata benda
yang disaksikan melalui lagu video dari TikTok.

 peserta didik menemukan ungkapaan dari kata benda yang terdapat dalam
video yang disaksikan.

Mengasosiasi

 Dalam kelas yang terdiri dari beberapa peserta didik, dengan data yang
dimiliki saat menyaksikan video yang telah diberikan, peserta didik
menjawab pertanyaan-pertanyaan yang telah mereka rumuskan.

 Peserta didik meminta bantuan guru bila memerlukannya.

 40

Mengomunikasikan

 Setiap peserta didik mempresentasikan jawaban terhadap pertanyaan-

pertanyaan dari masing-masing siswa.

 Peserta didik menerima umpan balik dan/atau penguatan (isi, fungsi sosial,
struktur, dan unsur kebahasaan teks) dari guru.

c. Kegiatan Penutup

 Guru dan peserta didik secara bersama-sama membuat ringkasan bahan

yang sudah dipelajari pada pertemuan ini.

 Guru mengajukan pertanyaan kepada peserta didik untuk membantu mereka

melakukan refleksi terhadap kegiatan belajar yang telah mereka lakukan.

 Guru memberikan tugas kepada peserta didik untuk mempraktikkan

ungkapan kata benda dan mencatat kepada siapa saja peserta didik
mengucapkan ungkapan tersebut.

 Guru menjelaskan rencana kegiatan pembelajaran yang akan datang

PERTEMUAN KE-4

a. Kegiatan Pendahuluan

 Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti
proses pembelajaran dengan memberi salam,mengajak peserta didik untuk
merapikan kelas dan penampilan mereka, mengajak peserta didik untuk
mengawali kegiatan dengan berdoa, dan memeriksa kehadiran peserta
didik.

 Guru mengajukan pertanyaan tentang materi Bahasa Inggris yang dipelajari

atau telah dikenal sebelumnya.

 Guru menyampaikan tentang tujuan pembelajaran atau kompetensi dasar

yang akan dicapai.

 Guru menyampaikan cakupan materi dan uraian kegiatan sesuai RPP.

 41

b. Kegiatan Inti

Mengamati

 Peserta didik memperhatikan penjelasan guru yang melibatkan ungkapan

kata benda.

 Peserta didik menuliskan hal-ikhwal yang belum diketahui berkaitan

dengan berkomunikasi dalam bahasa Inggris yang disaksikannya.

Menanya

 Dengan bimbingan guru peserta didik merumuskan pertanyaan terkait

dengan isi, fungsi sosial, dan struktur teks, serta unsur kebahasaan dalam
teks yang telah disaksikan.

 Dengan bimbingan guru merumuskan pertanyaan tentang bagaimana cara

mengungkapkan kata benda.

Mengeksplorasi

 peserta didik menjawab pertanyaan tentang isi teks dari ungkapan kata
keterangan yang disaksikan melalui lagu video dari TikTok.

 peserta didik menjawab pertanyaan tentang struktur teks dari kata

keterangan yang disaksikan melalui lagu video dari TikTok.

 peserta didik menemukan ungkapaan dari kata keterangan yang terdapat

dalam video yang disaksikan.

Mengasosiasi

 Dalam kelas yang terdiri dari beberapa peserta didik, dengan data yang
dimiliki saat menyaksikan video yang telah diberikan, peserta didik
menjawab pertanyaan-pertanyaan yang telah mereka rumuskan.

 Peserta didik meminta bantuan guru bila memerlukannya.

Mengomunikasikan

 Setiap peserta didik mempresentasikan jawaban terhadap pertanyaan-

pertanyaan dari masing-masing siswa.

 Peserta didik menerima umpan balik dan/atau penguatan (isi, fungsi sosial,
struktur, dan unsur kebahasaan teks) dari guru.
 42

c. Kegiatan Penutup

 Guru dan peserta didik secara bersama-sama membuat ringkasan bahan

yang sudah dipelajari pada pertemuan ini.

 Guru mengajukan pertanyaan kepada peserta didik untuk membantu mereka

melakukan refleksi terhadap kegiatan belajar yang telah mereka lakukan.

 Guru memberikan tugas kepada peserta didik untuk mempraktikkan

ungkapan kata benda dan mencatat kepada siapa saja peserta didik
mengucapkan ungkapan tersebut.

 Guru menjelaskan rencana kegiatan pembelajaran yang akan datang

 43

Appendix 3
Adjective
1. Fika gets a new bike from his father. Fika is really…. Now
a. Charm b. Happy c. Sad d. Confused
2. Herma had a busy schedule on the campus yesterday. Herma is …. Yesterday
a. Fun b. Fine c. Good d. Tired
3. He is slow runner. The antonym of the bold type is….
a. Quick b. Fast c. Energetic d. Calm
4. Nilan: Hi Siti, do you bring the book you borrowed yesterday?
Siti: Oh no! I…. to put in my bag. I’m sorry Nilan.
Nilan: It’s okay, I’ll take it in your home later in the afternoon.
a. Take b. Buy c. Borrow d. Forget
5. Maya is always… at everyone. People always greet her well.
a. Bad b. Beautiful c. Good d. Evil
6. There is a clown at my friend’s birthday party. He is very …. He makes all
children laugh and happy.
a. Angry b. Noisy c. Funny d. Quiet
7. Don’t be…in the library.
a. Noisy b. Disturb c. Silent d. Smart
8. Firda: French Fries and fried chicken are my favorite foods.
Risna: Yes, I like them too. These French Fries and fried chicken are very ….
a. Salty b. Sour c. Delicious d. Bitter
Noun
9. What is the antonym of the word “Melt”…
a. Burning b. Fuse c. Full d. Freezing
10. I bring something with my…
a. Foot b. Nose c. Mouth d. Hand
11. Erna wants to buy a motorbike but she has not…
a. House b. Passport c. Money d. Certificate
12. What is the synonym of the word “Hope”…
a. Attempted b. Manage c. Fight d. Expectation
13. You can find …. in your kitchen.
a. Pillow b. Stove c. Television d. Sofa
 44

14. My mother is a tailor. She sews and makes ….

a. Books b. Foods c. Chairs d. Clothes
15. My father always reads ….. every morning in the living room.
a. Newspaper b. Radio c. Computer d. Television
16. I kick the ball with my …
a. Mouth b. Hand c. Foot d. Head
17. I bring something with my…
a. Foot b. Nose c. Mouth d. Hand
18. We often watch… in the evening
a. Newspaper b. Radio c. Magazine d. Television
Verb
19. What is the antonym of the word “Laugh”…
a. Happy b. Fun c. Cry d. Tired
20. Taris: Are you busy today?
Arun: No, I’m not busy.
Taris: Let’s… soccer for a while in the afternoon.
Arun: Ok
a. Swim b. Run c. Play d. Sport
21. Ilana and Kim Seok-Jin began a new life in South Korea. The synonym of the bold
type is…
a. Start b. Find c. Finally d. Choose
22. Siti: Do you… my pen?
Fika: Yes, I found it in my desk.
a. Lost b. Find c. Bring d. Buy
23. Tonight I will… at 10 pm. Today my schedule is very dense.
a. Slept b. Run c. Sleep d. Sleeping
24. My mother… brownies cake everyday.
a. Made b. Making c. Make d. Draw
25. A school is a place where students … with their teachers.
a. Teach b. Work c. Play d. Study
Adverb
26. You should… smoke as it is dangerous for your health.
a. Always b. Never c. Ever d. Usually
27. Maya qlooks beautiful from her… until now.
 45

a. Young b. Later c. Right now d. Tomorrow

28. My father will be… of town this weekend
a. Inside b. Out c. Outside d. Behind
29. Ivan plays football…
a. Aggressively b. Hardly c. Sympatheticall d. Hard
y
30. Ever since the ilness I get tired very....
a. Easy b. Easily c. Hard d. Hardly
 46

Appendix 4
Answer Key

1. B 11. C 21. A
2. D 12. D 22. B
3. B 13. B 23. C
4. D 14. D 24. C
5. B 15. A 25. C
6. C 16. C 26. B
7. A 17. D 27. A
8. C 18. D 28. B
9. D 19. C 29. A
10. D 20. C 30. B
 LIST OF CONTENTS

COVER............................................................................................................
APPROVAL SHEET......................................................................................i
LIST OF CONTENTS....................................................................................ii
LIST OF TABLES..........................................................................................iii
LIST OF FIGURES........................................................................................iv
LIST OF APPENDIXES................................................................................v
CHAPTER I INTRODUCTION
1.1 Background of the Research......................................................................1
1.2 Question of the Research...........................................................................4
1.3 Objective of the Research..........................................................................5
1.4 Significance of the Research.....................................................................5
1.5 Scope of the Research................................................................................6
1.6 Definition of terms.....................................................................................6
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Previous Related Findings..........................................................................8
2.2 Vocabulary..................................................................................................9
2.3 Song............................................................................................................11
2.4 TikTok........................................................................................................14
2.5 Conceptual Framework...............................................................................14
2.6 The Hypothesis of the Research.................................................................15
CHAPTER III METHOD OF THE RESEARCH
3.1 Design of the Research...............................................................................16
3.2 Population and Samples of the Research....................................................16
3.2.1 The Population of the Research..........................................................16
3.2.2 Samples of the Research.....................................................................17
3.3 Variable of the Research...............................................................................17
3.4 The procedure of the Research.....................................................................18
3.4.1 Pretest..................................................................................................18
3.4.2 Treatment............................................................................................18
3.4.3 Post-test...............................................................................................19

ii
 3.5 Technique of Data Collection.....................................................................19
3.5.1 Test ................................................................................................19
3.5.2 Videos ...........................................................................................19
3.5.3 Documentation...............................................................................20
3.6 Instrument of The Research........................................................................20
3.7 Instrument Testing Techniques...................................................................20
3.7.1 Validity Test...................................................................................20
3.7.2 Reliability Test...............................................................................21
3.8 The technique of Data Analysis..................................................................22
3.8.1 Descriptive Analysis.........................................................................22
3.8.2 Inferential Analysis...........................................................................25
3.9 Analysis Prerequisite Test..........................................................................25
3.9.1 Data Normality Test..............................................................................25
3.9.2 Hypothesis Test.....................................................................................27
BIBLIOGRAPHY.............................................................................................29

iii
 LIST OF TABLES
Table 3.1 Research Design Table.....................................................................16
Figure 3.2 Correlation Coefficient Interpretation.............................................21
Table 3.3 Coefficient of Reliability Interachievement.....................................22
Table 3.5 Index Criteria Gain...........................................................................24

iv
 LIST OF FIGURES
Figure 2.3 :Conceptual Framework..................................................................15
Fgure 3.2 Correlation Coefficient Interpretation.............................................. 21

v
 LIST OF APPENDIXES

Appendix 1 TikTok Channel............................................................................ 31

Appendix 2 Lesson Plan...................................................................................32
Appendix 3 Instrumental of the Research.........................................................43
Appendix 4 Answer Key...................................................................................48

vi
 VOCABULARY

a. Jessie J. - Price Tag

a. Noun b. Verb
1. Everybody = Semua orang 1. Sleep = Tidur
2. Price = Harga 2. Acting = Bertindak
3. Sale = Penjualan 3. Look = Melihat
4. Truth = Kebenaran 4. Paying = Membayar
5. Eyes = Mata 5. Make = Membuat
6. Heels = Hak sepatu 6. Dance = Menari
7. Money = Uang 7. Buy = Membeli
8. World = Dunia 8. Guarantee = Jamin
9. Price tag = Label harga
10. Music = Musik
11. Happiness = kebahagiaan

a. Adjective b. Adverb
1. Wonder = Heran 1. Night = Malam
2. Smile = Senyum 2. Minute = Waktu
3. Serious= Serius 3. so high = Terlalu Tinggi
4. Mysterious = Misterius 4. Slow down = Melambat
5. Good time = Bersenang- senang 5. Right now = Saat ini
6. Right = Kanan
7. Left = Kiri
8. Feel = Rasa
9. Love = Cinta
10. Forget = Lupa
11. Tired = Lelah
12. Enjoy = Santai
b. Coldplay & The Chainsmokers – Something Just Like This
a. Noun b. Verb
1. Achilles = Achilles 1. Reading = Baca
2. Books = Buku-buku 2. Looking = Mencari
3. Gold = Emas 3. Go = Pergi
4. Hercules = Hercules
5.Spiderman = Spiderman
6. Batman = Batman
7. You = Kamu
8. She = Dia
9. Somebody = Seseorang
10. Superhero = Pahlawan super

c. Adverb
1. Old = Lama
2. Cleary = Jelas

c. Alessia Cara – How Far I'll Go

a. Noun b. Verb
1. Daughter = Anak 1. Try = Mencoba
2. Wind = Angin 2. Take = Ambil
3. Everybody = Semua orang 3. Make = Buat
4. Trail = Jejak 4. Go = Tuju

5. I = Saya 5. Lead = Memimpin

6. Calling = Memanggil

7. Shine = Bersinar

8. Find = Temukan
9. Cross = Melewati

c. Adjective d. Adverb
1. Perfect = Sempurna 1. Edge of the water = Tepian air
2. Happy = Bahagia 2. Place = Tempat
 3. Strong = Kuat 3. Sea = Laut
4. Satisfied = Puas 4. One day = Suatu hari
5. Island = Pulau

d. Justin Bieber- Love Yourself

a. Noun b. Verb
1. You = Kamu 1. Rain on = Menghias
2. Heart = Hati 2. Think = Pikir
3. Girl = Gadis 3. Broke = Menghancurkan
4. I = Saya 4. Crying = Menangis
5. Song = Lagu 5. Care = Peduli
6. Phone = Ponsel 6. Moving on = Melangkah
7. Baby = Sayang 7. Write = Menulis
8. Mama = Mama 8. Admit = Mengakui
9. She = Dia 9. Sleeping = Tidur
10. Everyone = Semua orang 10. Go = Pergi
11. Friends = Teman-teman 11. Make = Membuat
12. Then = Mereka 12. Forget = Lupa

c. Adverb
1. All the times = Setiap waktu
2. My parade = Menghiasi hariku
3. All the club = Semua klub
4. Caught = Terjebak
5. Everytime = Setiap kali