Ni Made Sinta 4516101009 - 2

IMPROVING STUDENTS’ LISTENING COMPREHENSION BY USING
SPOTIFY APPLICATION AT CLASS IX SMPN 35 MAKASSAR
SKRIPSI
NI MADE SINTA
4516101009
ENGLISH LANGUAGE EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION
BOSOWA UNIVERSITY MAKASSAR
2021
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IMPROVING STUDENTS’ LISTENING COMPREHENSION BY USING
SPOTIFY APPLICATION AT CLASS IX SMPN 35 MAKASSAR
SKRIPSI
Submitted Partial Fulfillment of the Requirement for the Degree of Sarjana

Pendidikan (S,Pd) in English Education Department
By
NI MADE SINTA
4516101009
ENGLISH LANGUAGE EDUCATION DEPARTEMENT

FACULTY OF TEACHER TRAINING AND EDUCATION
BOSOWA UNIVERSITY MAKASSAR
2021
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ABSTRACK
Ni Made Sinta. 2020. Improving Students’ Listening Comprehension by Using

Spotify Application at Class IX SMPN 35 Makassar. (Supervised by Dahlia D.
Moelier and Hj. Nurfaisah Sahib).
The aim of this research was to find out whether teaching listening by using
Spotify Application for learning English to improve students’ listening
comprehension, and to find out students’ interest in learning listening
comprehension at the nine grade of SMPN 35 Makassar. The result of this
research are expected to be useful for students’ to improve their English listening
comprehension and help teachers to be more creative.
This research used pre-experimental in one class pre-test and post-test. This
research was conducted at SMPN 35 Makassar, Jl. Telegrap Utama No.1
Paccerakkang, Kec. Bringkanaya, Kota Makassar. The population in this research
were students’ of SMPN 35 Makassar in 2020/2021 academic year, namely class
9. The total number of sample was 25 students’ from class IX.1, the data were
obtained from listening test and questionnaires.
The result of the research indicate that the used of Spotify Application
improve students’ listening comprehension and students interest in listening, This
is evidenced by the students’ mean scores in pre-test and post-test. The results
showed that the Spotify Application significantly increased students’ listening
comprehension and their listening interest after did treatment. Mean score
improved from 52.80 in pre-test to 84.40 in post-test. And students interest in
listening using the spotify application can be seen in the pre-test and post-test
percentages, in pre-test 0% got ‘excellent’ and 0% got ‘good’, meaning that
students are not interested in spotify. Meanwhile in the post-test 16% got
‘excellent’ and 72 % got ‘good’. So there was students interest in spotify after
doing the treatment.The t-test of the students’ listening comprehension in post-test
was smaller than α. The writer found that the p-value (probability value) was
lower than α (0.00 < 0.05). The t-test value of pre-test and post-test was remarked
significantly different. It indicated that the alternative hypothesis( H1) was
accepted and of course, the null hypothesis (Ho) was rejected. It means that
Spotify Application could enhance the students’ listening comprehension in
learning English at SMPN 35 Makassar.
Keywords: Listening Comprehension, Spotify Application.
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ABSTRAK
Ni Made Sinta. 2020. Improving Students’ Listening Comprehension by Using

Spotify Application at Class IX SMPN 35 Makassar. (Dibimbing oleh Dahlia D.
Moelier dan Hj. Nurfaisah Sahib)
Tujuan dari penelitian ini adalah untuk mengetahui apakah pengajaran

menyimak dengan menggunakan aplikasi spotify untuk pembelajaran bahasa
inggris dapat meningkatkan pemahaman menyimak siswa dan minat bejar siswa
di kelas IX SMPN 35 Makassar. Hasil dari penelitian ini diharapkan bermanfaat
bagi siwa untuk meningkatkan kemampuan mendangarkan dan membantu para
guru untuk lebih kreatif lagi.
Penelitian ini menggunakan metode pra-eksperimen dalam satu kelas, pra-tes
dan pasca-tes. Penelitian ini dilakukan di SMPN 35 Makassar Jl. Telegrap Utama
No. 1 Paccerakkang, Kec. Biringkanaya, Kota Makassar. Populasi dalam
penelitian ini adalah siswa SMPN 35 Makassar tahun ajaran 2020/2021 yaitu
kelas 9. Jumlah sampel sebanyak 25 siswa dari kelas IX.1. Data diperoleh dari tes
menyimak dan angket.
Hasil dari penelitian ini menunjukan bahwa penggunaan aplikasi spotify
dapat meningkatkan pemahaman serta ketertarikan siswa dalam menyimak. Hal
ini dibuktikan dengan nilai rata-rata siswa dalam pre-tes dan post-tes. Dari hasil
penelitian menunjukan aplikasi spotify secara signifikan meningkatkan
pemahaman menyimak siswa serta minat belajar mendengarkan siswa setelah
dilakukan perlakuan skor rata-rata meningkat dari 52.80 pada pre-tes menjadi
84.40 pada post-test. Dan ketertarikan siswa dalam mendengarkan menggunakan
aplikasi spotify dapat dilihat pada persenan pret-est dan post-test, pada pre-test 0
% memperoleh ‘sangat baik’ dan 0 % memperoleh ‘baik’, artinya siswa tidak
tertarik pada aplikasi spotify. Sedangkan dipost-test 16% memperoleh ‘sangat
baik’ dan 72% memperoleh ‘baik’ artinya ada ketertarikan siswa terhadap aplikasi
spotify setelah melakukan perlakuan. Hasi t-test diperoleh bahwa nilai pre-test
dan post-test lebih kecil α (0.00 < 0.05). Berdasarkan hasil tersebut dapat
dikatakan bahwa H1 diterima, artinya aplikasi spotify dapat meningkatkan
pemahaman menyimak siswa dalam pembelajaran bahasa inggris di SMPN 35
Makassar.
Kata Kunci : Pemahaman Mendengarkan, Aplikasi Spotify
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ACKNOWLEDGEMENT
First of all, I would like to express my deepest gratitude to Almighty, for the
abundance of grace, and guidance of Him for granting me such great times to
complete my study. The writer finally complete the thesis entitled “Improving
Students’ Listening Comprehension By Using Spotify Application At Class IX
SMPN 35 Makassar”.
This thesis is presented to English Education Department, Faculty of
Teacher Training and Education, Bosowa University as a partial fulfillment of the
requirement for the degree of strata 1.
The writer received much assistance from a number of people, for their
valuable guidance, correction, suggestion, advice and support. Without them, the
writing of this thesis would not be completed. Therefore, the writer would like to
express the greatest thanks and appreciation for those people :
To Prof. Dr. Ir. M. Saleh Pallu, M. Eng as the Rector of Bosowa University;
Dr. Asdar, M.Pd as the Dean of Faculty of Teacher Training and Education; Ulfah
Syam, S.S., M.Pd as the Head of English Education Department.
The writer would like to thanks for the first supervisor Dra. Dahlia D.
Moelier,M.Hum. and Hj. Nurfaisah Sahib, S.Pd., M.Pd. as the second supervisor
who has guided and assisted writer in writing and completing this thesis. The
writer also expressed her gratitude for contributing ideas, suggestions, and support
in completing this research. Furthermore, the writer would like to thank the
examiner, Ulfah Syam,S.S., M.Pd. and Restu Januarty,S.Pd.I., M.Pd., for their
valuable guidance, comments and suggestions.
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To all the lectures of English Education Department for their knowledge and
motivation ; all the staffs of Faculty of Teacher Training and Education for their
help.
The writer also thanks Parenrengi,S.Pd.,M.Pd as the Principal of SMP Negeri
35 Makassar who has given permission to the writer to conduct research. A big
thank you to the English teacher of SMP Negeri 35 Makassar, Samsuriyati
Lomo,S.Pd. for their assistance, as well as students especially class IX.1 who have
participated well during the research.
During the writing of this thesis, writer received a lot of help from various
parties, for valuable guidance, corrections, suggestions, advice and support.
Without them it would be impossible to finish. Therefore, the writer would like to
express his deepest gratitude and appreciation to these people. To her beloved
parents, for her mother Ni Wayan Darniat, S.Ag. and her father I Ketut Gunawan
who always prayed, supported, loved her. I dedicate this skripsi for you. without
parental struggle for the child it is meaningless. All her family who always
support, so that I can do everything for this study. To all FKIP 2016 friends,
especially Kristina Benyamin, Shinta Fenanda Putri, Dina Febrianti, for their
sharing, assistance, joying, and support. All other her cousin, Nyoman
Ardiyani,SM, Nyoman Fitriyani,S.Si, Putu Citra Dewi,A.Md,Farm, for the help
and support to writer to complete this thesis.
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The researcher realizes that this thesis is not perfect both in terms of material
and presentation. Suggestions and constructive criticism are expected in the
completion of this thesis. Finally, the writer hopes that this thesis can provide
useful things and add insight to readers, and especially for writers.
Makassar, 19 Februari 2021
Ni Made Sinta
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TABLE OF CONTENT
Page
PAGE OF TITLE ................................................................................................ i
PAGE OF APROVAL ........................................................................................ ii
PERNYATAAN ................................................................................................... iii
ABSTRACT ......................................................................................................... iv
ABSTRAK ........................................................................................................... v
ACKNOWLEDGMENT..................................................................................... vi
TABLE OFCONTENT ....................................................................................... viii
LIST OF TABLE................................................................................................. x
LIST OF APPENDIX ......................................................................................... xi
CHAPTER I : INTRODUCTION ..................................................................... 1
A. Background of the Research ................................................................... 1

B. Identification of Problem ........................................................................ 4
C. Scope of the Research............................................................................. 5

D. Formulation the Problem ........................................................................ 5
E. Objective of the Research ....................................................................... 5
F. Significance of the Research .................................................................. 5

CHAPTER II : REVIEW OF LITURATURE ................................................. 7
A. Theoretical Review ................................................................................ 7

1. Listening ........................................................................................... 7
2. Listening Comprehension ................................................................. 10
3. Kind of Listening .............................................................................. 11

4. Processes of Listening ...................................................................... 15
5. Factors Affecting Listening .............................................................. 16
6. Purpose of Listening ......................................................................... 18
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7.Learn listening by Media Spotify Application .................................... 19
B. Previous Related Research Findings ....................................................... 20
C. Conceptual Framaework ......................................................................... 22

CHAPTER III : METHOD OF THE RESEARCH ......................................... 24
A. Research Design ..................................................................................... 24
B. Time location of the Research ................................................................ 25

C. Population and Sample of the Research ................................................. 25
D. Research Variabel and Oprational Defenition ........................................ 26
E. Instrument of the Research ..................................................................... 26
F. Procedure of Collecting Data.................................................................. 26
G. Technique of Analysis Data.................................................................... 28
CHAPTER IV : FINDINGS AND DISCUSSION ............................................ 30

A. Findings .................................................................................................. 30
B. Discussions ............................................................................................. 54
CHAPTER V : CONCLUSION AND SUGGESTION .................................... 58
A. Conclusion .............................................................................................. 58
B. Suggestion ............................................................................................... 59
BIBLIOGRAPHY ............................................................................................... 60
APPENDICES ..................................................................................................... 62
BIOGRAPHY ...................................................................................................... 99
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LIST OF TABLE
1. Table 2.1 Frame of Conceptual framework 22
2. Table 3.1 The Diagram of Research Design 24
3. Table 3.2 Classification of Students’ Score 28
4. Table 4.1. The Students’ Score and Classification in Pre-test 31
5. Table 4.2 The Students’ Frequency and Percentage Achievement in Term
of Listening in Pre-test 33
6. Table 4.3 The Mean Score and Standard Deviation of Students’ Pre-test 33
7. Table 4. 4 Students’ Score and Classification in Post-test 34
8. Table 4.5 The students’ Frequency and Percentage Achievement in Term
of Listening in Post-test 36
9. Table 4.6 The Mean Score and Standard Deviation of Students’ post-test 36
10. Table 4.7.The Mean Score and Standard Deviation of Students’ 37
11. Table 4.8 The Result t-test 38
12. Table 4.9 The Result of Questioner 39
13. Table 4.10 Percentage of Statement “I like to learn Listening
Comprehension” 41
14. Table 4.11 Percentage of Statement“ I really dislike learning listening
comprehension 42
15. Table 4.12 Percentage of Statement “I can learn listening any time using
Spotify application” 43
15. Table 4.13 Percentage of Statement “ I can’t learn listening any time using
spotify application’’ 43
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16. Table 4.14 Percentage of Statement “It’s easy to me learn listening
comprehension using spotify application 44
17. Table 4.15 Percentage of Statement “It’s not easy to me learn listening
comprehension using spotify application” 44
18. Table 4.16 Percentage of Statement “ spotify application really help me in
learning listening comprehension” 45
19. Table 4.17 Percentage of Statement “Spotify application can’t help me in
learning listening comprehension” 46
20. Table 4.18 Percentage of Statement“ Spotify application make me like to
learning listening” 46
21. Table 4.19 Percentage of Statement “Spotify application make me not like to
learning listening’’ 47
22.Table 4.20 Percentage of Statement “ There is an urge from yourself to learn
more listening using the spotify application’’ 47
23. Table 4.21 Percentage of Statement “ There is no encouragement from
yourself to learn more listening using the spotify application’’ 48
24. Table 4.22 Percentage of Statement “ You are among those who have a high
appreciation of music’’ 49
25. Table 4.23 Percentage of Statement “ You are among those who do not have
a high appreciation of music’’ 49
26. Table 4.24 Percentage of Statement” I can practice listening using spotify’’ 50
27. Table 4.25 Percentage of Statement ”I can’t practice listening using spotify”50
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28. Table 4.26 Percentage of Statement “ The first time I saw listening lessons
through songs, I believe this learning was easy for me’’ 51
29. Table 4.27 Percentage of Statement “ The first time I saw listening lesson
through songs, I believe this learning was difficult for me’’ 52
30. Table 4.28 Percentage of Statement “ With the spotify application looks
interesting to learn listening’’ 52
31. Table 4.29 Percentage of Statement “ With the spotify application looks
unattractive to learn listening” 53
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LIST OF APPENDIX
Appendix 1 : Attendant List 63
Appendix 2 : Research Instrument 64
Appendix 3 : Assessment Rubric 65
Appendix 4 : Questionnaire 66
Appendix 5 :Lesson Plan 69
Appendix 6 : Pre-test and Post-test 77
Appendix 7 : Data Analysis 80
Appendix 8: Sheet of Students Score in Pre-test 81
Appendix 9 : Sheet of Students Score in Post-test 86
Appendix 10 : Picture of Spotify Application 91
Appendix 11 : License 94
Appendix 12 : Picture 96
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CHAPTER I
INTRODUCTION
This chapter contains background, identification of problem, scope of the
research, formulation of the problem, objective of the research, and significant of
the research.
A. Background of the Research
Humans are social creature, and thus, they need to interact one to another.
This interaction can only be possible if those participating communicate one
another. In Webster’s New College Dictionary, communication is defined as a
process by which information is exchange between individual through a common
means of communication is language. In this interaction, language is used to
express thoughts, ideas, and feelings. Language makes interaction and
communication run smoothly.
Language is a very important human communication tool and oral is the
main media, as is English. English is made as a second language both in the
process of formal and informal activities. According to Pateda (2011:2), language
is sounds issued by means of human speech that has meaning. Communication
consists of two parts, verbal communication and non-verbal communication. Non-
verbal communication is a communication without sound such as, hand
movements, signs and so on. Verbal communication is a communication in which
language is used as the instrument even spoken or written (Chaer & Agustina
2010:20).
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According to Hidayat (2013: 21), “listening is considered as an important
ability that has to be mastered. How well someone listens has a major impact on the
quality of their relationship with others”. It means that listening is the ability to
understand the messages being expressed by the speaker through the sound.
Ocak (2012: 333) songs are important teaching tools in teaching EFL
(English Foreign Language) because as most teachers find out, students love
listening to the music in the language classroom. Students often hold strong
views about music and students who are usually quiet can become very talkative
when discussing it. So, the students should have a great motivation to increase
their listening ability. In this case, teacher has many options, one of those is by
using English songs. Further the students will not be bored listening to the lesson
because most of student likes listening to the music. So, English song can be
interesting for other people.
Shtakser (2012) states that there are several reason why music and song are
used in the foreign language learning, the main reason is that music and song can
create a good learning atmosphere in the classroom. Students feel the song as an
entertaining part of an assignment, so learning listening through song gives
pleasure and eliminates boredom. Using songs in the classroom is a great way to
live up listening activities. It can be success to the process listening through
Spotify application to make the listening activities more effective and not boring
to learn listening. So, there are relationship between listening and vocabulary.
When you listen, you also know about new word that you hear.
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In English there are four skills to be learned, they are listening, speaking,
reading and writing. Teaching English in Indonesia is not an easy job. There are
many problems in teaching English. First, they got an image that English is a hard
subject to learn. However, it has an effect in students willingness of learning
English. Second, the condition of the students who are lack of vocabulary that will
make them unable to understand in learning English. Third, the students often
speak their mother-tongue language, which that causes them are unaccustomed
with English.
Teaching English needs a method to activate and improve the students ability
of four skills in English, which are most important to the English teacher find
solutions by creating efficient and effective technique, even find some way to
make the learning process English are going to be fun. Teacher have to follow the
modern era, the era when everything are easy to find by internet, the era when
students can learn about something anywhere and anytime they want by using
application in Smartphone.
The students in this era are very accustomed with Smartphone, they even are
smarter and know how to use Smartphone than the old people. It is a good for
teacher to adapt with digital era to increase the student willingness in learning
English. Learning English by using application is one of the favorite way for them
in learning. They don’t have to sit in the class when they want to learn English,
they can learn in everywhere and everyday. Spotify is a digital music and video
streaming service that gives access to million of songs from artist around the
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world. Learning to listening using Spotify Application can’t make students feel
bored and lazy when learning to listening. In the Spotify Application students can
learn to listen through English songs and more practice only using hand phone.
Therefore I take title “Improving Students’ Listening Comprehension by Using
Spotify Application at Class IX SMPN 35 Makassar
B. Identification of Problem
Students in EFL (English as a Foreign Language) countries such as
Indonesia need extra effort to learn English because it is a foreign language. This
is evidence by the low ranks for Indonesia English proficiency Index (EPI)
(2018). Speaking English is not easy because the student should also master
several important elements, such as pronunciation, grammar, vocabulary, fluency,
and comprehension (Sayuri, 2016:3).
There are many problems in teaching English especially in listening. The
problem can be found from many factors, such as be learning process, the method
or the way how the teacher conveys the material.
Listening has its own difficulties when compared to learning other language
skill. Yagang (2012 :2) said that the understanding oral text is more difficult than
understanding written texts, because oral text are received in a short time, so the
contents of the message delivered are received or interpreted differently by the
listener, then disappear from hearing while the written text can be read over and
over again as the reader wishes. The teacher should have an effective method to
teach listening to students, so can’t make students lazy and bored to study.
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C. Scope of the research
This research would focused on ninth grade student of SMPN 35 Makassar.
In this research, researcher would use Spotify Application on smartphone, for
improving student’s listening comprehension.
D. Formulation of the problem
Based on the background and identification of the study, the writer
formulated the following research question :
1. Can spotify application improve students’ listening comprehension on ninth
grade students’ at SMP Negeri 35 Makassar?
2. How is the students’ interest in listening comprehension using spotify
application on ninth grade students’ SMP Negeri 35 Makassar ?
E. Objective of the Research
The main objective of the research were follows :
1. To find out whether the use of spotify application can improve the students’
listening comprehension on ninth grade at SMP Negeri 35 Makassar.
2. To find out the students’ interest in learning listening comprehension by using
spotify application.
F. Significance of Research
The result of this research was expected to give significances of the study
follows:
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1. The Teacher
The teacher in SMPN 35 Makassar can have benefit from this
research. They can use Application that are applied in the research process
to improve students’ listening skill.
2. Students
Students of SMPN 35 Makassar can realize that listening is very
important skill in English, student who have difficulty listening to English
words can learn practically so it is easy for them to study listening.
3. Researcher
For the researcher, it would be an experience on how to conduct a
research teaching. And the researcher hope this research can be used by
other students of the English Department of Bosowa University,
especially those who are interested the same field by taking of its result
CHAPTER II
REVIEW OF RELATED LITERATURE
This study aims to determine that the used of Spotify can improve the
listening ability of ninth grade students. To support the understanding of the
problems formulated in Chapter 1, several theories were review related to the
concept of listening ability and as a medium. This chapter also present several
research studies that are relevant for this research. After the theories are review
and several relevant research studies have been present, a conceptual framework
is taken for this research.
A. Theoretical Review
1. Listening
Listening is one of the subjects studied in the field of language study and in
the discipline of conversation analysis. This skill can be improved by practice and
there are many rewards to develop your listening skill. It is the active process of
receiving and responding to spoken (and sometimes unspoken) messages.
Listening is a process of listening to oral symbols with full attention,
understanding, appreciation, capture, content or messages, and understand the
meaning of communication convey by the speaker through the teachings or
spoken language. Listening is an important activity in language learning. (Durmus
2015) listening is a mental activity that is conscious of what is being heard.
Through listening, someone is able to listen information by understanding the
information well. .Tarigan (2015 : 31) Listening, which is the first stage, must be
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connect with meaning. Although a person may hear or listen to a pattern of
intonation or a sequence of sounds, even be able to easily imitate it, one should
realize that no learning is a carried out if there is no harmony between ideas or
actions that have meaning for him.
Listening is an activity which is a process. The listening process has several
stages according Tarigan, (2015 : 563) include :
a. Listening Stage, the listening stage is the new listener hearing everything that
is said by the speaker in the utterance of the speaker. So, it’s still in the
hearing stage.
b. Understanding Stage, the stage of understanding after listening, there is a
desire to understand well the contents of the conversation conveyed by the
speaker. Than, comes the understanding stage.
c. Interpretation Stage, interpretation stage is a good listener, who is careful and
conscientious, is not satisfied when hearing and understanding the contents of
the speaker’s utterance, wants to interpret or interpret the content, the points
of opinion that are contained and implied in a speech. Listeners arrive at the
interpreting stage.
d. Evaluation Stage, listeners after understanding and being able to interpret the
content of the conversation, listeners begin to assess or evaluate the speaker’s
good and shortcomings thus, it has reached the evaluating stage.
The purpose of that principle is to make the students interested in the
material given in every meeting. The teacher should always ask the students to
listen to the purposes of listening and ask them to show their comprehension in a
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task. It can drill their listening ability. The language material intended to be used
for training listening comprehension should never be presented visually first. The
students have to be familiar with the audio first. Furthermore, the teachers have to
pay attention to the principles in teaching listening. As mentioned above, one of
the principles in teaching listening. Is that the teacher always asks the students to
listen to the purposes of listening. So, he / she can teach listening to the students
more effectively if he / she has already known the purposes of listening.
One way to do that is to use a simple dialogue in order to show how they
might listen differently depending on its goals. We can conclude that teaching
listening means delivering some material by giving the understanding of language
system. It also involves how we apply this knowledge of the language system to
understand or convey meaning and how we apply particular skills to understand
and convey meaning. It must be practiced continuously so that we will be more
familiar with listening and finally we can master it. The Definition of Listening,
Listening is one of the subjects studied in the field of language study and in the
discipline of conversation analysis.
This skill can be improved by practice and there are many rewards to develop
your listening skill. It is the active process of receiving and responding to spoken
(and sometimes unspoken) messages. Listening should vary the materials in terms
of speakers’ gender, age, dialect, accent, topic, speed, noise, level, and genre. The
purpose of that principle is to make the students interested in the material given in
every meeting. the teacher should always ask the students to listen to the purposes
of listening and ask them to show their comprehension in a task. It can drill their
listening skill. the language material intended to be used for training listening
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comprehension should never be presented visually first. We can conclude that
teaching listening means delivering some material by giving the understanding of
language system. It also involves how we apply this knowledge of the language
system to understand or convey meaning and how we apply particular skills to
understand and convey meaning. It must be practiced continuously so that we will
be more familiar with listening and finally we can master it. Based on some of the
opinions above, the authors conclude that listening is a process of listening to the
verbal symbols with full attention, understanding, and appreciation, to obtain
information, capture content/ messages and understand the meaning of
communication that has been convey by the speaker through spoken or spoken
language.
2. Listening Comprehension
Hamouda (2013 :117) says that Listening comprehension is regarded as a
complex, interactive process in which listeners are involved in a dynamic
construction of meaning. Listeners understand the oral input from different sound,
prior knowledge of vocabulary, grammatical structures, stress, and intonations, as
well as other use linguistic, paralinguistic, or even non-linguistic clues in
contextual pronunciation. Rost (2011:146) states that listening comprehension is
regarded as complex, interactive process in which listeners are involved in a
dynamic construction of meaning. This process involves understanding a
speaker’s accent or pronunciation, the speaker’s grammar and vocabulary, and
comprehension of meaning. The message must be given adequate attention, or
concentration so that it can supersede all other competing sounds and be
comprehension .
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Listening comprehension is the process of understanding spoken materials
using aural organs. Gilakjani et al (2016) defined listening comprehension as one's
ability to recognize another through sense, aural organs and allocate a meaning to
the message to understand. Beyond understanding meanings and supporting
details in spoken materials, listening also includes listening for thoughts, feelings,
and intentions of the speakers in delivering the message. Listening comprehension
is not only hearing. After listeners hear the message, they should be able to form a
meaning in their mind as one of the necessary parts in making successful
communication (Masoumeh, 2016).
From the above-mentioned definitions, it can be concluded that listening
comprehension is a complex process in which students need to exert both their
language knowledge vocabulary, sounds, and grammar) and background
knowledge to comprehend what is spoken.
3. Kind of Listening
Types of listening consist of extensive listening and intensive listening.
Extensive listening is emphasized in more free listening activities and more
generally, while intensive listening was directed at an activity which is much more
supervised and controlled over a certain thing (Tarigan, 2013)
a. Extensive Listening
Renandya (2012) states that Extensive Listening approach means to all
listening activities which can be implemented in-class or out of class, yet, the
significant matter that should be focused is that the students’ experience doing lots
of meaningful activities, the language used in the teaching listening materials have
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to be comprehensible and enjoyable. Change and Milet (2014) state that Extensive
Listening refers to students doing the easy and enjoyable listening practice. This
approach leads the students to feel the comfort and the pleasure of listening.
Giving the comfort zone for the students in listening is important to attract the
attention to it.
Extensive listening focus on longer activities. These may very from
something that’s a few minutes long to several hours long. Rather than focusing
on individual parts, extensive listening focuses on overall understanding. With
extensive listening, don’t have translate each word or focus on grammar rules.
Instead, simply have to try to understand the audio as a whole. Because extensive
listening focus on overall understanding, extensive listening helps students
understanding speaking language in real word contexts. Extensive listening may
help improve comprehension, increase fluency, and get you comfortable with
people speaking speed, intonation. The types of extensive listening are : social
listening, secondary listening, aesthetic listening, and passive listening.
1. Social Listening at this level, at least includes two things, namely first,
listening politely and attentive to a conversation a social situation. Second,
Listening and understanding the roles of speaker and listening in the
communication process.
2. Secondary Listening was a type of listening activity incidentally and
extensively
3. Aesthetics Listening aesthetics or what so called appreciative listening is the
last phase ignorance and includes extensive listening.

13
4. Passive Listening is the absorption of an expression without conscious effort
that usually marks our efforts at the time of learning inaccurately, in a hurry,
memorizing by rote, practicing casually mastering a language.
From the above- mentioned definitions, it can be concluded that extensive
listening focuses on longer activities, these may very from something that’s a
few minutes long to several hours long. Extensive listening focuses on overall
understanding.
b. Intensive Listening
Intensive Listening focuses primarily on brief listening exercises. While
usually only take a few minutes, offer focus, intense practice. This is because
intensive listening focuses mostly on form. When you do intensive listening
practice, you are paying most attention to pronunciation, grammar and
vocabulary, rather than overall meaning. By focusing on these aspects, intensive
listening practice helps students build a groundwork for language acquisition.
Since you are understanding basic component parts of the language , you can
build on these skill over time. If extensive listening is direct more at listening
activities freer and more general and unnecessary under direct guidance the
teacher then listening intently to being direct towards an activity which is
supervise control by a certain thing. Types build a groundwork for language
acquisition. Sine you are understanding basic component parts of the language,
you can build on these skills over time. If extensive listening is direct more at
listening activities freer and more general and unnecessary under direct guidance
the teachers, then listening intently to being direct towards an activity which is
14
supervises control by a certain thing. Types of intensive listening are critical
listening, concentrated listening, listening creatively, listening explorative,
interrogative listening, and selective listening.
1. Critical listening is a type of listening activity in the form of looking for
mistakes or mistakes even items the good and right of the speech of a speaker
for reasons strong that can be accepted by reason.
2. Concentrated listening is often called listen to the review . Activities included
in listening this concentrate is :
a. Follow the instruction contain in the conversation.
b. Seek and feel relationships such as class, place, quality, time, sequence, and
effect.
c. Obtain or obtain certain information items.
d. Gain deep understanding.
e. Fell and live the ideas of the speaker, target or the organization .
3. Creative listening is a kind of deep activity listening which can result in the
pleasure of imaginative reconstruction listeners to the sound, vision,
movement and feelings of kinesthetic feelings suggested or stimulated by
anything he listen to. In more detail, in listening to this creative already
activities included:
a. Connecting or associating meanings with everything kind of interesting
experience.
b. Construct or reconstruct visual images properly adjust or adapt images with
imaginative thoughts to create new works in writing, painting, and staging.

15
c. Reach the resolution or problem solving as well as checking and testing the
results of solving or the settlement.
4. Explorative listening, listening in nature probing is a kind of intensive
listening activity with the intent and the purpose of investigating something
more directed and narrower.
5. Interrogative listening is a type of activity intensive which demands more
concentration and selection of points from the speaker’s speech because of the
listener will ask lots of questions.
6. Selective listening aims to compete passive listening, with the following
reasons:
a. There is rarely an opportunity to participate perfectly in a foreign culture.
b. Habits that tend to make interpretations back acoustic stimuli delivered by ear
to the brain and obtained an impulse expressed by not actually against foreign
languages.
From the above-mentioned, it can be concluded that intensive listening
focuses primarily on brief listening exercises, when you did intensive listening
practice, you’re paying most attention to pronunciation, grammar, and vocabulary,
rather than overall meaning.
4. Processes of Listening
Listening is an activity that is a process. In the process listening there are
stages as follows :
a. The listening stage, at this stage we have only heard everything stated by the
speaker in the utterance of this talk. So it is in here is still in the hearing stage.
16
b. Understanding stage , after listening there is a desire for the listener to
understand or understand well the contents of the conversation deliver by the
speaker. The listener arrives in stage understanding.
c. Interpretation stage, a good careful and conscientious listener has not satisfied
if only heard and understood the contents of the reader’s words bullet points
the opinion implicit in the utterance. This the listener arrive at the interpreting
stage.
d. Evaluation stage, after understanding and being able to interpret or interpret
the contents of the conversation, the listener begins to judge or evaluate the
opinions and ideas of the speaker regarding excellence and weaknesses, as
well as the speaker’s good and shortcomings. Therefore the listener has arrive
at the evaluating stage.
e. Response Phase, this stage is the final stage in the activity listening. Listeners
welcome, criticize and implement as well accept the ideas or ideas put
forward by the speaker in his speech or talk. Then the listener arrives at the
stage of responding.
5. Factors Affecting Listening
Activities According to (Tarigan 2015) factors that influence activities
listening is as follows:
a. Physical Condition of a listener is an important factor which also determines
effectiveness and quality in listening.

17
b. Psychological factors also influence the listening process. Positive
psychological factors have a good effect, whereas negative psychological
factors give a bad influence on listening activities.
c. Experience factors, lack of experience or none at all experience in listening
will result in a lack of deep interest listening.
d. Attitude Factor, basically human life has two main attitudes regarding
everything ,namely the attitude of acceptance and attitude of rejection. People
will being receptive to things that are interesting and beneficial to him and
being resistant to things that aren’t interesting or not profitable for him.
e. Motivation Factors, motivation is one of the determinants of success
someone. If motivation is strong to do something, then it can 24 it is hope that
the person will succeed in achieving the goal. Likewise by listening.
f. Gender Factors, several studies and experts draw conclusions that men and
women generally have different concerns. The way they focus on something
is also different.
g. Environmental factors have a big influence on listening success specially to
the learning success of students in general. Environmental factors in the form
of physical environment are involved the arrangement and arrangement of
classrooms and suggestions for learning listening. The Social Environment
includes an atmosphere that encourages children to experience, express and
evaluate ideas.
18
h. The Role of The Community, the ability to listen can also be influenced by
our role in society. The role in society is a factor important for increasing
listening activities.
6. Purpose of Listening
The purpose of listening is as follows.
a. Listening to learn, that is to gain knowledge from speech of the speaker.
b. Listening to enjoy audial beauty that is listening by emphasizing the
enjoyment of something from the material spoken or played.
c. Listening to evaluate. Listening with the intention that he can judge anything
he sees (good-bad, beautiful-ugly, and etc).
d. Listen to appreciate the material read. People are listening in order to enjoy or
appreciate what he listens to.
e. Listen to communicate your own ideas. Person who listen with the intention
to be able to communicate ideas, ideas and feelings to others smoothly and
right.
f. Listening with the intent and purpose can distinguish sounds exactly.
g. Listening to solve problems creatively and analysis.
According to Hunt (in Tarigan, 2015: 59) the purpose of listening is Obtain
information that is related or relevant with a job or profession, Making
interpersonal relationships more effective in life daily, Gather data in order to be
able to make decisions make sense, Respond appropriately to everything that is
heard.
19
From the above- mentioned definitions, it can be concluded that often our
main concern while listening is to formulate ways to respond. We should try to
focus fully on what is being said and how it’s being said in order to more fully
understand the speaker.
7. Learn Listening by Media Spotify Application
According to ( Sadiman 2011 :7 ) Media is something that is used to stream
messages from sender to recipient so that it can stimulate thoughts, feelings,
attention, and interests and attention of student in such a way that the learning
process occurs.
From some of the explanations above, it can be concluded that the media is a
tool to convey information to the recipient and everything that can be use to
channel messages from the sender to the recipient so that it can stimulate
thoughts, feelings, attention so that effective and efficient communications occurs.
Application according to sanjaya ( 2015 ) is software created by a computer
company to do certain tasks. According to Ramzi (2013) application is an
application, storing things, data, problems, work into a medium or media that can
be used to implement or implement existing things or problem so that is changes
into a new from without eliminating values that basis of terms of data, problems,
and the work itself.
So the application is a transformation of a problem or work in the form of
things that are difficult to understand to be simpler, easier and can be understood
by users. So that with the application, a problem will be helped more quickly and
precisely.
20
Spotify is an Application design to facilitate learning English, especially
listening. Spotify is a digital music, video streaming service that give you access
to billion of song around the world. Music can be searched with a search engine
that incudes the name of artist, album, genre, song list, or record label. The
advantages of learning to listen using spotify namely music and song play an
important role in the development of learning English especially listening.
Because through can improve memory, increase vocabulary, practice
pronunciation, and certainly not makes student feel bored because they can learn
to listen by choosing the English song they like. So spotify application in learning
to listen means the application to listen English song is use to improve students’
listening comprehension.
B. Previous Related Research Findings
The study about using application in teaching learning process has been
conducted by several researchers. In this case, the writer takes previous research
from journal, Solanki D. Shyamlee (2012) in his research “Use of Technology in
English Language Teaching and Learning”: An Analysis. The result of his
research is the ultimate goals of multimedia language teaching is to promote
students’ motivation and learning interest, which can be a practical way to get
them involved in the listening learning. Concerning about the development of
technology, the researcher believe that in future, the use of multimedia English
teaching will be further developed. The process of English learning will be more
student-centered but less time-consuming. The writer believe that this process can
fully improve students’ practical listening comprehension, which is helpful and

21
useful to ensure and effective result of teaching and learning. They were the
students at Mumbai university.
Andriani (2019) in their research about “ The Use of Spotify Application to
Improve Students Ability in Listening through English Song ”. The purpose of
this study is as the formulation of the problem that have been described, the
objective in this research is to find out the improvement of students listening
ability through English song using spotify application. The researcher was
quantitative method particularly by using pre-experimental design approach with
the type of one pre-test post-test design. The sample of this research was taken by
purposive sampling technique, they were the students at muhammadiyah
university of makassar first semester, of English Education Department. The
result of this research was find out the improvement of the students listening
ability by using spotify application . Based on the research finding and discussion
it can be concluded that the improvement of the students listening ability through
English song using spotify application was significant improved.

22
C. Conceptual Framework
The conceptual framework underlying this research is given in the following

diagram.
Teaching Listening
One Group Class
Using Spotify Application
Analysis
Finding
Table 2.1 Frame of conceptual framework
Based on the previous chapter that has been explained previously, hopes to
improve the quality of student learning, especially in the listening aspect. So, the
students are still using Indonesia language when they were asking and answering
the question from the teacher.
Related to the problem statement above, Researcher use the Spotify
Application to produce media as a support in a learning process. The researcher
will apply pre-experimental research design which use one group pre-test and
post-test test design with quantitative approach. Pre-test will be carried out before
the treatment is administered and post-test will be carried out after the treatment is
administered. Both of them will be carried on a single group.
After doing the study, the writer hopes that there are some improvements of
students in listening.
23
The hypothesis of the research is formulated as follow :
1) Ho : The use of the Spotify application can’t improve the listening
comprehension of grade IX students of SMP 35 Makassar for the
2020/2021 academic year.
2) H1 : The use of the Spotify application can improve the listening
comprehension of grade IX Students of SMPN 35 Makassar for the
2020/2021 academic year.

CHAPTER III
METHOD OF THE RESEARCH
This chapter was presents the description of research method, population,
and sample, research variables and operational definition, research instrument,
data collecting procedure and techniques of data analysis.
A. Research Design
According to Sugiyono (2017:107) experimental research can be interpreted
as a method of research used to find the effect of certain treatment against others
to find the effect of certain treatment against others in controlled conditions.
There are several kinds of experimental research, namely pre-experimental,
true-experimental, and quasi-experimental design. The research used in this
research is pre-experimental by using one group pre-test and post-test design with
quantitative approach. This research design treated with no control group. Pre-test
be carried out before the treatment was administered and post-test be carried out
before the treatment was administered and post-test be carried out after the
treatment was administered. Both of them be carried on a single group.
The design can be present as follows :

Table 3.1 The diagram of research design
Pre-test O1
Treatment X
Post-test O2
Sugiyono (2013: 75
24
25
B. Time and Location of the Research
This research was conducted on November 21 – 29th 2020 at the ninth
grade of SMP 35 Makassar in the academic year 2020/2021.
The writer took for one week, for there meetings, consisting of
presenting the lesson and giving test for the research.
C. Population and Sample of the Research
1. Population
The population of this research was the ninth grade students of SMP Negeri
35 Makassar in academic year 2020/2021. Consisting of 270 students divided into
ninth classes which each consists approximately 25 students.
2. Sample.
The researcher took one class using cluster random sampling technique as a
research sample. This technique was selected because the sample was a group of
students without receiving the intervention from the research. It means that the
researcher used the selected class that had been formed at the school. This
sampling technique was a way of taking classes randomly which exists as a
population. By random sampling, the research has ben taken one class on ninth
grade which consist of 25 students.

26
D. Research Variable and Operational Definition
1. Variable of the Research
This research had two kinds of variables, namely independent variable and
dependent variable. In this research, the independent variable was Spotify
Application, while dependent variable was the students’ listening comprehension.
2. Operational Definition of Variables
To prevent bias interpretation especially related to the terms used in this
study, operational definition variables were formulated as follows :
a. Spotify Application in learning to listening. It means that Spotify Application
is used to improve the students’ listening.
b. Listening comprehension is defined as the students, ability to listen properly,
after listening to songs according to the topic through Spotify Application.
E. Instruments of the Research
The kind of instrument used in this research was test. The test contained
about students’ comprehension in listening. The test consisted of pre-test and
post-test. The pre-test was administered before using Spotify Application to
get data on the students’ prior knowledge, while the post-test was given after
using the Spotify Application on smartphone.
F. Procedure of Collecting Data
1. Pre-test
The pre-test was done to find out the students’ prior comprehension in
listening before the treatment was conducted. Here, the researcher gave a task to
the students’ to listening of the song by given topic

27
2. Treatment
After giving a pre-test researcher would provide treatment using the Spotify
application on their smartphone. The researcher conducted the treatment in three
meetings. Here researcher would ask students to download the spotify application
in the Play Store on their smartphone. Researcher prepare 1 song adopted from
this application. In the treatment, researcher explained the material related to
treatment first. Next, the researcher would explain about the application and
would show students how it works.
And than the researcher would time for question and answer section. After
that, students conduct a listening test through a song played by the researcher.
Daily 3 times complete the listening test on students. Researcher would conduct
treatment at the next meeting.
3. Post-test
Post-test was same as the test on pretest and would be given to all students,
to find out their improvement and their interest in listening comprehension. This
was given to measure students' progress in listening after undergoing treatment.
4. Students’ interest
To measure the students' interest in learning to listen by using the spotify
application, the researcher provide questionnaires to all students. The
questionnaire will consist of 20 questions in the form of Liker’s scale. For positive
items the SS (Strongly Agree) is given score 4, the A (Agree) is given score 3, the
D (Disagree) is given score 2, and the SD (Strongly Disagree) is given score 1.
The students have to answer all of the questions. After that, the researcher
28
summarized the results of the answers and analyzed them as one of the aspects to
be considered as an improvement.
G. Technique of Data Analysis
This analysis compare the students’ achievement and performance during the
pre-test, treatment, and post-test. For both pre-test and post-test, the researcher use
coring guide which provides rating scale for criteria of vocabulary, understand
what is heard, and memory level.
To know the students’ comprehension in listening English the researcher
converted the students’ listening comprehension score using the following
formula :
𝑡ℎ𝑒 𝑔𝑎𝑖𝑛 𝑠𝑐𝑜𝑟𝑒

𝑆𝑡𝑢𝑑𝑒𝑛𝑡 ′ 𝑠 𝑆𝑐𝑜𝑟𝑒 = × 100
𝑡ℎ𝑒 𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑠𝑐𝑜𝑟𝑒
Then, classifying the students’ score based on the following class
classification :
Table 3.2 Classification of Students’ Score
Score Classification
91-100 Excellent
76-90 Good
61-75 Average
51-60 Poor
< 50 Very Poor
Depdiknas, 2017 : 13
29
Calculating the mean score, standard deviation, frequency table, and the
value of t-test in identifying the difference between pre-test and post-test by using
inferential analysis in SPSS version 21.0 program.

CHAPTER IV
FINDINGS AND DISCUSSION
This chapter elaborated the findings to research and discussion of the
findings. The findings were correlated with the problem statements stated in the
introduction parts. The findings presented in this part consists of the data obtained
through the test in order to see the students’ listening comprehension after giving
them the treatments using Spotify Application. In this section discusses the
description and interpretation of the findings in this research. The findings
reported by researchers in this research were based on analysis of data collection
and application of the techniques described in the previous chapter.
A. Findings
1. The interpretation of the Result of Students’ Achievements Test
This section deals with the presentation and the elaboration of data about
pre-test and post-test, and the students’ improvement in listening comprehension
before and after employing treatments. In addition, mean score of pre-test, post –
test and standard deviation of pre-test and post-test as consideration in this
research is also explored further. The detailed result are provided in the further
data presentation.
a. Scoring Classification of Students’ pre-test
The presentation of data in this part was obtained through the listening test
interpretation. It was analyzed in three stages : Scoring the students’ listening test,
classifying the students score, and calculating the mean score. The students scores
in pre-test are presented in the following table :
30
31
Table 4.1. The Students’ Score and Classification in Pre-test
No. Students’ Initial Students’ Score Classification
1. AGA 40 Very Poor
2. AAA 50 Poor
3. AL 75 Average
4. BR 40 Very Poor
5. DAR 75 Average
6. DPP 75 Average
7. OP 40 Very Poor
8. ML 70 Average
9. PI 70 Average
10. QAP 40 Very Poor
11. SNA 70 Average
12. RAA 40 Very Poor
13. NL 40 Very Poor
14. RBB 40 Very Poor
15. TO 75 Average
16. SA 50 Poor
17. VGR 40 Very Poor
18. HF 40 Very Poor
19. MPP 50 Poor
20. WP 40 Very Poor

32
continuation
21. NFS 70 Average
22. MIA 50 Poor
23. RFC 50 Poor
24. NA 40 Very Poor
25. DP 50 Poor
Total 1.320
Mean Score 52.80 Poor
Source SMPN 35 Makassar
The data from pre-test was intended to investigated the students’ prior
knowledge of listening comprehension before they got the treatment. The pre-test
was administered in the first meeting. The table above show 11 students classified
very poor, 6 students were classified as poor, 8 students were classified as
average and none of students were classified as excellent and good. The total
score of the students’ pre-test was 1.320. Most of students’ got very poor score, it
means that the students’ listening comprehension was still low.
b. The mean score and standard deviation of students pre-test.
Before the treatment were performed, the writer was given pre-test to know
the students’ prior knowledge. Furthermore, the purpose of the test was to find out
whether the students at the same level or not.

33
Table 4.2 The Students’ Frequency and Percentage Achievement in Term of
Listening in Pre-test
Pre-test
No Classification Scores
F P
1 Excellent 91-100 0 0%
2 Good 76-90 0 0%
3 Average 61-75 8 32 %
4 Poor 51-60 6 24 %
5 Very Poor < 50 11 44 %
Total 25 100 %
Based on the table above, showed the rate percentage of the students’ pre-test.
None (0 %) students got excellent and good score, there were 8 (32%) students
got average score, 6 (24%) got poor score, and 11 (44%) students got very poor
score. Those score obtained before giving treatment.
Calculating the result of the students’ pre-test, the mean score and standard
Deviation are presented in the following table.
Table 4.3 The Mean Score and Standard Deviation of Students’ Pre-test
Mean Score Standard Deviation
52.80 14.439
Based on the table above the mean score of the pre-test ( 52.80 ) was
considered poor with the standard deviation 14.439 . It indicates that the score the
classification reached by students are still low.

34
c. Scoring classification of the students’ post-test
Table 4. 4 Students’ Score and Classification in Post-test
No. Students’ Initial Students’ Score Classification
1. AGA 85 Good
2. AAA 80 Good
3. AL 90 Good
4. BR 75 Average
5. DAR 95 Excellent
6. DPP 90 Good
7. OP 70 Average
8. ML 95 Excellent
9. PI 90 Good
10. QAP 85 Good
11. SNA 95 Excellent
12. RAA 80 Good
13. NL 75 Average
14. RBB 85 Good
15. TO 85 Good
16. SA 90 Good
35
continuation
17. VGR 80 Good
18. HF 85 Good
19. MPP 80 Good
20. WPs 75 Good
21. NFS 95 Excellent
22. MIA 85 Good
23. RFC 80 Good
24. NA 85 Good
25. DP 80 Good
Source SMPN 35 Makassar
The data from post-test was given to know the students’ listening
comprehension after they got the treatment. The post-test was administered at the
last meeting. The table above show 4 students were classified as excellent. 18
students were classified good, 3 students were classified average, and none of
students’ were classified poor and very poor. The total score of the students’ post-
test was 2.110. Most of students’ got good score. It means that there were
significant improvement of students ‘ listening comprehension.

36
Table 4.5 The students’ Frequency and Percentage Achievement in Term of
Listening in Post-test
No Classification Score Post-test
F P
1 Excellent 91-100 4 16 %
2 Good 76-90 18 72 %
3 Average 61-75 3 12 %
4 Poor 51-60 0 0%
5 Very poor < 50 0 0%
Total 25 100 %
Based on the table above, showed the rate percentage of the students’ post-
test. 4 (16%) got excellent score, there were 18 (72%) got good score, 3 (12%) got
average score and none (0%) students’ got poor and very poor score. Those score
obtained after giving the treatment.
d. The mean score and standard deviation of students’ post-test.
The result of the post-test was defined to be the way to know the mean score
and the standard deviation. The following table present the mean score and the
standard deviation of post-test.
Table 4.6 The Mean Score and Standard Deviation of Students’ post-test
Mean Score Standard Deviation
84.40 16.970
37
Based on the table above that post-test was value 84. 40 for its mean score
with the standard deviation obtain 16.970. It can be referred from the description
about the mean score and the standard deviation for post-test. Post-test produces a
better improvement 52.80 pre-test to 84.40 in post-test or poor classification to
good classification.
After calculating the result of students’ pre-test and post-test, the mean score
and standard deviation were presented in the following table.
Table 4.7.The Mean Score and Standard Deviation of Students’
Descriptive Statistics
N Minimum Maximum Sum Mean Std.

Deviation
Pretest 25 40.00 75.00 1320 52.80 14.439
Posttest 25 70.00 95.00 2110 84.40 16.970
Valid N 25
(listwise)
Based on the pre-test and post-test data above, the researcher found that
there was a significant increase after being given the treatment. in the pre-test, the
total score was 1320, the mean score was 52.80 and the standard deviation was
14.439 whereas in the post-test, the total score was 2110 with a mean of 84.40 and
a standard deviation of 16.970. the total score and mean post-test were higher than
the pre-test.
e. Test of Significance (t-test)
After conducting the students’ pre-test and post-tests in pre- experimental,
the writer used the t-test for hypothesis test. The t-test was to measure whether or
38
not there was a significant difference between the result of the students’ mean
scores in the pre-test and post-test. By using inferential t-test analysis or a
significance test run with SPSS Version 21.0, significance differences could be
easier to analyzed.
In this research, the Null hypothesis (Ho) stated that the implementation of
Spotify Application can’t enhance the students’ listening comprehension in
English at nine grade of SMPN 35 Makassar in the academic year 2020/2021.
While the Alternative hypothesis (H1) stated that the implementation of Spotify
Application can enhance the students’ listening comprehension in English at nine
grade of SMPN 35 Makassar in the academic year 2020/2021. If the value of
significance 2 or sig. (2-tailed) lower than 0.05, H1 accepted and Ho rejected.
Table 4.8 The Result t-test

The Result t-test
Paired Samples Test (T-test)
Paired Differences T Df Sig. (2-

tailed)
Mean Std. Std. 95% Confidence Interval
Deviation Error of the Difference
Mean Lower Upper
Pair -31.60000 10.38027 2.07605 -35.88476 -27.31524 - 24 .000

pretest – posttest
1 15.221
The result of t-test stated that Sig. (2-tailed) was 0,0 0. The result provided
that the Sig. (2-tailed) table was lower than level of significance. So, the
alternative hypothesis (H1) was accepted and the null hypothesis (Ho) was
rejected. It means that the Spotify Application can enhance students’ listening
39
comprehension at the nine grade of SMP Negeri 35 Makassar, in the academic
year 2020/2021.
2. Result of Students’ interest toward the use of Spotify Application in
Teaching and Learning in Listening Comprehension
Beside using test to investigate the effect of using Spotify Application on
students’ listening comprehension, the writer also used questionnaire to get
students’ interest of the using Spotify Application . The students’ need to answer
the question if they are interested in learning English or not. And the students’
need to choose the appropriate answer by checkmarks the option, namely :
1.)Strong Disagree (SD), 2.)Disagree (D), 3.) Agree (A), 4.) Strong Agree ( SA).
The number of this sample was 25 students’. The respondents were the students
on nine grade on SMPN 35 Makassar. Then, result of the Questionnaire was
presented on the following table.
Table 4.9
The Result of Questioner
Option
No Statement SD D A SA
1 2 3 4
I like to learn Listening
1. Comprehension
0 6 12 7
I really dislike learning listening 16 8 1 0

2. comprehension
40
3. I can’t learn listening any time 22 3 0 0

using spotify application
It’s easy to me learn listening

4. comprehension using spotify
Application. 0 0 13 12
5. It’s not easy to me learn listening

comprehension using spotify 16 8 1 0
Application
Spotify application really help
6. me in learning listening
comprehension 0 1 18 6
7. Spotify application can’t help me 17 8 0 0

in learn listening comprehension
8. Spotify Application makes me

like to learning listening. 0 0 20 5
Spotify Application makes me

9. not like to learning listening
16 9 0 0
10. Spotify application makes me not 16 9 0 0

like to learning listening
There is an urge from yourself to 0 3 14 8
11.
learn more listening using the
spotify application
There is no encouragement from 7 15 3 0
12.
yourself to learn more listening
using the spotify application
13. You are among those who have a 0 3 5 17
high appreciation of music
You are among those who do not 18 5 2 0
14.
have a high appreciation of
music
15. I can practice listening using 0 3 9 13
spotify
16. I can’t practice listening using 12 9 3 1
spotify
41
The first time I saw listening 0 2 9 14

17.
lessons thought song, I believe
this learning was easy for me
The first time I saw listening 13 10 2 0
18.
lessons through songs, I believe
this learning was difficult for me
With the spotify application 0 2 11 12
19.
looks interesting to learn
listening
With the spotify application 13 8 4 4
20.
looks unattractive to learn
listening
150 102 134 112
Total of Response
Pitaloka, I. (2019)
In general, the writer found that most of the students’ gave positive response
toward the use of Spotify in enhance their listening comprehension. From the
table above showed that 112 students’ response for strong agree, 134 students
response agree, 102 response disagree and 150 students response strong disagree.
The students tend to argue that the use of Spotify Application was effective and
interesting. The use of spotify application could help them in listening
comprehension.
The result of the questionnaire presented in this following table :
Table 4.10 Percentage of Statement

“I like to learn listening comprehension”
Option Frequency Percentage
Strong Agree 7 28%
Agree 12 48%
42
Disagree 6 24%
Strong Disagree 0 0%
From the table above, we can see that 7 (28%)were very like to learning
listening comprehension, were 12 (48%) of respondents were also like to listening
comprehension. Meanwhile 6 (24%) were did not like to learning comprehension.
As we can see that the total number percentage of respondents who like to learn
listening comprehension were 76%.

“I really dislike learning listening comprehension ”
Strong Agree 0 0%
Agree 1 4%
Disagree 8 32%
From the table above, we can see that the 0 (0%) of respondents were very
dislike to listening comprehension, where 1 ( 4%) of respondents were also
dislike to listening comprehension. Meanwhile 8 (32%) like to listening
comprehension. And 16 (64%) of respondents also like to listening
comprehension. It means that all of the students were like to listening
comprehension.
43

“I can learn listening any time using Spotify application”
Strong Agree 17 68%
Agree 8 32%
Disagree 0 0%
From the table above, we can see that the 17 (68%) of respondents very like
to learn listening using Spotify application any time they want, where 8 (32%) of
respondents were also like to learn listening using Spotify application any time
they want. It means all of students were like to learn listening any time using
Spotify application.

“I can’t learn listening any time using spotify application”
Strong Agree 0 0%
Agree 0 0%
Disagree 3 12%

44
From the table above, we can see that the 0 (0%) strong agree and agree of
respondents were said that ‘I can’t learn listening any time using spotify
application’ where 3 (12%) of respondents choose option disagree. And there are
students’ choose option Strong disagree 22 ( 88%). The writer concludes that all
of student not agree with that statement.

“It’s easy to me learn listening comprehension using Spotify application”
Strong Agree 12 48%
Agree 13 52%
Disagree 0 0%
From the table above, we can see that the 12 (48%) of respondents were said
it’s very easy to me learn listening comprehension using Spotify application,
where 13 (52%) of respondents were said also it’s easy to me learn listening
comprehension using Spotify application. Meanwhile students’ there nothing
choose disagree and strong disagree.

“It’s not easy to me learn listening comprehension using Spotify application”
Strong Agree 0 0%
Agree 1 4%
45
Disagree 8 32%
From the table above, we can see that 0 ( 0% ) of respondents were choose
the option ‘Strong Agree’. And just one students’ choose ‘Agree’. where 8 (32%)
of respondents were choose the option ‘Disagree’. Meanwhile 16 (64%) were said
that they are not agree with the statement. Which is it means 96% students are not
agree with that statement.

“Spotify application really help me in learning listening comprehension”
Strong Agree 6 24%
Agree 18 72%
Disagree 1 4%
the option ‘Strong Agree’ and 18 (72%) choose ‘agree’. where 1 (4%) of
respondents were choose the option ‘Disagree’. Meanwhile 0 (0%) choose strong
disagree. Which is it means that “Spotify application really help in learning
listening comprehension.
46

“Spotify application can’t help me in learning listening comprehension”
Strong Agree 0 0%
Agree 0 0%
Disagree 8 32%
the option ‘Strong Agree’ and ‘Agree’. where 8(32%) of respondents were choose
the option ‘Disagree’. Meanwhile 17 (68%) were said that they are did not agree
with the statement. Which is it means that all of students not agree with that
statement.
Table 4.18 Percentage of Statement “Spotify application make me like

to learning listening”
Strong Agree 5 20%
Agree 20 80%
Disagree 0 0%
From the table above, we can see that 5 (20%) of respondents were very
agree that they are going to be like listening because of Spotify application, and
47
20 (80%) of respondents were agree that they are going to be like listening
because of Spotify application. Meanwhile 0 ( 0% ) were said that they are did
disagree and strong disagree with the statement. Which is it means that students
are going to like listening because of Spotify application.

“Spotify application make me not like to learning listening”
Strong Agree 0 0%
Agree 0 0%
Disagree 9 36%

the option ‘Strong Agree’ and ‘Agree’ which is means Spotify application can’t
make him to like learning listening. Meanwhile 9 ( 36% ) and 16 (64%) were said
that they are did Disagree and Strong disagree with the statement. Which is it
means that they are not agree with that statement.
Table 4. 20 Percentage of Statement

“There is un urge from yourself to learn more listening using the spotify
application ”
Strong Agree 8 32%
Agree 14 56%
48
Disagree 3 12%
the option ‘Strong Agree’ and 4(56%) were choose ‘Agree’ which is means 88%
students it’s in them to learn listening using spotify application. Meanwhile 3(12
% ) disagree about the statement and 0 (0%) also choose strong disagree.

“There is no encouragement from yourself to learn more listening using the
spotify application ”
Strong Agree 0 0%
Agree 3 12%
Disagree 15 60%
the option ‘Strong agree’ Meanwhile 3 ( 12% ) were choose ‘agree’ and 15 (60%)
were said that they are did Disagree and 7 (28%) Strong disagree with the
statement. Which is it means that 88% students not agree with the statement.
49

“You are among those who have a high appreciation of music”
Strong Agree 17 68%
Agree 5 20%
Disagree 3 12%
From the table above, we can see that 17 ( 68% ) of respondents were
choose the option ‘Strong Agree’ and 5 (20%) were choose the option ‘agree’ .
Meanwhile 3( 12% ) and 0 (0%) were said that they are did Disagree and Strong
disagree with the statement. Which is it means 88% students agree with the
statement “You are among those who have a high appreciation of music”

“You are among those who do not have a high appreciation of music”
Strong Agree 0 0%
Agree 2 8%
Disagree 5 20%

the option ‘Strong Agree’ and 2 (8%) were choose the option ‘agree’. Meanwhile
5 ( 20% ) and 18 (72%) were said that they are did Disagree and Strong disagree
50
with the statement. Which is it means 92 % students are not agree with the
statement “You are among those who do not have a high appreciation of music”

“I can practice listening using spotify”
Strong Agree 13 52%
Agree 9 36%
Disagree 3 12%
choose the option ‘Strong Agree’ and 9 (36%) were choose the option ‘agree’.
Meanwhile 3 ( 12% ) and 0 (0%) were said that they are did Disagree and Strong
disagree with the statement. Which is it means 88% students are agree with the
statement “I can practice listening using spotify.

“I can’t practice listening using spotify”
Strong Agree 1 4%
Agree 3 12%
Disagree 9 36%

51
with the statement. Which is it means 84% students are not agree with the
statement “I can’t practice listening using spotify”

“The first time I saw listening lessons though song, I believe this learning was
easy for me”
Strong Agree 14 56%
Agree 9 36%
Disagree 2 8%
2 ( 8% ) and 0 (0%) were said that they are did Disagree and Strong disagree with
the statement. Which is it means 92% students are agree with the statement “The
first time I saw listening lessons though song, I believe this learning was easy for
me”
52

“The first time I saw listening lessons through songs, I believe this learning
was difficult for me’’
Strong Agree 0 0%
Agree 2 8%
Disagree 10 40%
with the statement. Which is it means 92 % students are not agree with the
statement “The first time I saw listening lessons through songs, I believe this
learning was difficult for me’’

“With the spotify application looks interesting to learn listening ”
Strong Agree 12 48%
Agree 11 44%
Disagree 2 8%
choose the option ‘Strong Agree’ and 11 (44%) were choose the option ‘agree’.
53
Meanwhile 2 ( 8% ) and 0 (0%) were said that they are did Disagree and Strong
disagree with the statement. Which is it means 92% students are agree with the
statement “With the spotify application looks interesting to learn listening ”

“With the spotify application looks unattractive to learn listening ”
Strong Agree 0 0%
Agree 4 16%
Disagree 8 32%
with the statement. Which is it means 84% students are not agree with the
statement “With the spotify application looks unattractive to learn listening.
Based on the table above, we can see that the students’ are interested in
learning English using Spotify application. Since the first day the researcher
introduce the title of this research, whole of the students were curious to know the
application. But before the researcher give treatment for the students’. The
researcher should give the pre-test first to know the prior knowledge of the
students’.
After take the pre-test from the students, the research introduce the spotify
application and asked them to install the application on their smartphone. The
54
researcher asked to the students why they are interested with this research, some
of them said that this method was a new method from them. Another reason
students are interested in this application is because, students can learn this
application on their smartphone any time and wherever they want. Students don’t
have to sit in class just to learn English. One plus point of this application is that it
provides many types of English song, of course they can learn listening by
choosing the songs they like.
In Spotify application there were another skill of English such as listening
and writing. In listening session, students were listen song to the smart phone and
in writing session, the students were write down the right lyrics on the book.
But in this research, the researcher only took listening skill because this skill
was the most asked of students. For example, you have to answer the questions
correctly according to the song you hear.
B. Discussion
In this section, the writer discussed the result of the data analysis of the pre-
test and post-test in accordance with the scope of this study. This result study was
conducted in pre-test to investigate the students prior knowledge of listening
before giving the treatment by using spotify application.
Referring to the findings above, show the significant different between the
students’ listening comprehension before and after giving treatment., which
applied spotify application as a method in teaching listening. The statement was
proved by the score obtained of the students pre-test and post-test. The students
achievement showed that the students’ score of post-test was higher that students’
55
score of pre-test. It means that there was significant improvement of students’
listening after giving the treatment.
However the writer found some problems during the study employed aimed
Covid-19. First, due to large-scale social restrictions (LSSR), there was no
learning process in the school, so the writer employed this study by using ZOOM
in giving the listening test ( pre-test and post-test) and presenting the lesson.
Second, most of students were not motivated to learn English. They were
ashamed, nervous, and feeling afraid to practice.
This study was conducted on November 21th - November 29th 2020 at the
ninth grade SMPN 35 Makassar for three meetings, consisting of presenting the
lesson and giving test for the study.
The first meeting, the writer gave pre-test. Before. Before the students doing
the pre-test, the writer gave explanation about the test. Pre-test intended to find
out the students’ prior knowledge. The result of students score of pre-test was
lower. Most of students got very poor score, there were 11 students. Few students
got average there were 8 students, and few students got poor there were 6
students, none students got excellent and good score. It means that the students,
listening comprehension still lack.
The second meeting, the writer was given the treatment and applied spotify
application method. The instrument of the treatment as follows, the writer asked
the students to open the zoom meeting in the laptop, so researcher asked the
students to download spotify application on they hand phone. and than the
56
researcher choose some song that used as the treatment. The writer chooses two
songs that will be used as treatment, namely 10,000 Hours by Justin Bieber and
That’s What I Like by Bruno Mars. The writer asked the students to complete the
song lyrics that the author has remove. Namely by listening to the song that is
playing on their respective hand phone, of course by using spotify application.
Through zoom, the researcher asked the student to listen a song from Justin
Bieber (10,000 Hours) and Bruno Mars ( That’s What I Like), then filled in the
empty lyric of the song. The students was given 20 minutes to fill in the song
lyrics. After finish doing the test, the writer asked to students the words in the
most difficult song lyrics, then the writer explains the meaning of the difficult
words. The treatment intended to gave and explanation how to learning listening
by using spotify application.
The third meeting, the writer employed a post-test in same format as the
pre-test to know the students’ listening comprehension. The result of students’
score of post-test was higher. Most of students got good score, there were 18
students. There were 4 students got excellent score. And there were 3 students got
average score. Because most of students got high score and none students got low
score, so it can be concluded that the students have an improvement of listening
comprehension after they got and explanation how to learning using spotify
application.
57
Regarding to the previous discussion, the writer concluded that using spotify
application in learning students’ listening comprehension at the ninth grade of
SMPN 35 Makassar can improving students, listening comprehension.

CHAPTER V
CONCLUSION AND SUGGESTION
This chapter consisted of two parts. The first deals with the conclusion of the
findings, and the second one deal with the suggestion.
A. Conclusion
Spotify Application is a digital media to hear song is fun way of learning
listening to stimulate the students to improve listening comprehension. Based on
the data analysis, the writer concludes that the use of spotify application in
teaching listening at the second grade of SMPN 35 Makassar 2020/2021 academic
year can be applied to determine the effectiveness of using spotify in listening it
can be seen from the significantly percentage from the pre-test. This study
concludes as follow:
The use of spotify application in teaching listening is effective why
towards students’ listening comprehension at SMPN 35 Makassar. The use spotify
application in teaching listening song could make the students’ more interested
and motivated in listening because they can listen what they want. And the use of
spotify application in teaching listening song could make student have enough
self-confidence with their listening.
From the research, the writer can concludes that the use of spotify
application for listening comprehension can enhancement the students’ listening
comprehension complete song lyrics at the 9 th grade students’ of SPMN 35
Makassar and the use of spotify application can be solution of listening skill in
58
59
teaching complete song lyrics at ninth grade students’ of SMPN 35 Makassar
because there was a significant . Improvement on pre-test score to post-test.
B. Suggestion
Based on the conclusion above, the writer puts forwards some suggestions
and recommendation as follow that the teachers sometimes in learning English
seem boring but by combining lessons with other materials that students enjoy or
technology can bring the learning to be more attractive to students, they tend to
prefer to practice directly rather than just adhering to the textbook. The teachers
can try applying Spotify Application or another digital media in learning listening
in their English class especially for listening comprehension.
Also, the students should be more interested in learning English, they have
to change their mindset for English. English is not always boring even less
something difficult to understand, but it’s unique and fun. Beside that, we need
English because it is very useful in communicating internationally and good for
our future. At last, the future researcher should improve this kind of research and
find other digital media are easier and more fun for student to learning English.
The writer found that the difficult method or boring technique could make
students’ lazy to learn new thing.
Hopefully this research could help to find solution in teaching and learning,
because English was important language. The people need English because it is
very useful for us in communicating internationally and good for our future.
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APPENDICES
63
Appendix 1 : Attendant List

64
Appendix 2 : Research Instrument
1. (Pre-test and Post-test)
a. Compose the song lyrics correctly
1 Heart beats fast, colors and promises, how to be brave
I have died everyday waiting for you, Darling don’t be afraid I love you
3
for a thousand years, I love you for a thousand more
2 How can I love when I’m afraid to fall, but watching you stand alone, all
of my doubt, suddenly goes away somehow, one step closer
one step closer I have died everyday waiting for you, darling don’t be
5
afraid I have love you for a thousand years I’ll love you for a thousand
more
6 And all along I believed I would find you, times has brought your heart to
me, I have love you for a thousand years, I love you for a thousand more
Times stands still beauty in all she is I will be brave, I will not let anything
4
take away, what’s standing in front of me every breath every hour has
come to this
8 And all along I believed I would find you, Time has brought your heart to
me I have love you for a thousand more
One step closer, I have died everyday waiting for you darling don’t be
7
afraid, I have love you for a thousand years, I’II love you for a thousand
more
65
APPENDIX 3 : Assessment rubric
NO Score Description
1 91 – 100 Understand all instructions without difficulty so you can do
all instructions in a fast and precise way.
2 76 – 90 Mostly understood what was said / instructed when

instruction are slowed down and repeated a bit so they are
slow to do what they are told, sometimes even wrong.
3 61 – 75 Difficult to follow what was instructed but there are still

many instructions done right.
4 51 – 60 It is very difficult to do what is instructed, only a small part

is instructed.
5 < 50 Can not carry out what was instructed, even one instruction.
( Depdiknas, 2017 : 13 )
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APPENDIX 4: Questionnaire
ANGKET MINAT SISWA TERHADAP APLIKASI SPOTIFY DALAM

PEMBELAJARAN PEMAHAMAN MENYIMAK BAHASA INGGRIS
Mata Pelajaran : BahasaInggris Kelas/semester :
Nama : Hari/tanggal :
Petunjukpengisisianangket :
1. Pada kuisionerini terdapat 10 pertanyaan. Pertimbangkan baik-baik setiap
pernyataan dalam kaitannya dengan mater ipembelajaran yang baru saja
kamu pelajari.
2. Pilih salah satu jawaban yang paling sesuai dengan kondisi anda, dan perlu
diketahui bahwa semua jawaban yang tersedia adalah benar.
3. Bubuhkan tanda centang (  ) pada kolom yang tersedia.
Keterangan pilihan jawaban :
1 = SD ( Strongly Disagree) 3 = A ( Agree )
2 = D ( Disagree ) 4 = SS ( Strongly Agree )

67
Option
No Statement
SD D A SA
1. I like to learn Listening Comprehension
I really dislike learning listening
2.
comprehension
I can learn listening any time using
3.
Spotify application
I can’t learn listening any time using
4.
spotify application
It’s easy to me learn listening
5. comprehension using Spotify
application.
It’s not easy to me learn listening
6.
comprehension using spotify application
Spotify application really help me in
7.
learning listening comprehension
Spotify application can’t help me in
8.
learn listening comprehension
Spotify application makes me like to
9.
learning listening
Spotify application makes me not like to
10.
learning listening
There is an urge from yourself to learn
11. more listening using the spotify
application
There is no encouragement from yourself
12. to learn more listening using the spotify
application
You are among those who have a high
13.
appreciation of music
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Option
No Statement
SD D A SA
You are among those who do not have a
14.
high appreciation of music
15. I can practice listening using spotify
16. Ican’t practice listening using spotify
The first time I saw listening lessons
17. thought song, I believe this learning was
easy for me
The first time I saw listening lessons
18. thought song, I believe this learning was
difficult for me
With the spotify application looks
19.
interesting to learn listening
With the spotify application looks
20.
unattractive to learn listening
Pitaloka, I. (2019)
69
APPENDIX 5 : Lesson plan
RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)
Sekolah : SMA NEGERI 35 Makassar

Mata pelajaran : Bahasa Inggris
Kelas/Semester : IX / Ganjil
Materi Pokok : Mendengarkan
Alokasi Waktu : 6 x 40 menit
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.
70
B. Kompetensi Dasar dan Tujuan Pembelajaran
KD Tujuan Pembelajaran
1.1 Mensyukuri kesempatan 1. Siswa diharapkan mampu

dapat mempelajari bahasa meningkatkan kemampuan
Inggris sebagai bahasa mendengarkan melalui lagu dengan
pengantar komunikasi menggunakan aplikasi Spotify
internasional yang 2. Memahami kosakata yang didengarkan
diwujudkan dalam dalam sebuah lagu
semangat belajar. 3. Mengetahui penggunaan pronunciation
yang tepat dari lagu yang didengarkan
2.1 Menunjukkan perilaku 1. Mampu memanfaatkan digital media

santun dan peduli dalam yang telah ada untuk belajar bahasa
melaksanakan komunikasi Inggris.
interpersonal dengan guru 2. Memperoleh pengetahuan baru dalam
dan teman bentuk lagu bahasa Inggris.
2.2 Menunjukkan perilaku jujur,

disiplin, percaya diri,
bertanggung jawab dalam
melaksanakan komunikasi
transaksional dengan guru
dan teman.
2.3 Memahami makna dari

lagu yang diputar melalui
aplikasi Spotify
Fokus penguatan karakter:
Spritual : Berdoa sebelum dan sesudah melakukan kegiatan.
Sosial : Pemanfaatan digital media.

71
C. Materi Pembelajaran
Percakapan singkat yang telah dipilih dari aplikasi Daily English
Conversation.
D. Metode Pembelajaran :
Pendekatan : Scientific Approach
Model Pembelajaran :
Metode : Diskusi dan tanya jawab
E. Media dan Alat :
1. Media : Aplikasi Spotify.
2. Alat : Handphone, laptop, spidol, dan speaker.
F. Sumber Belajar
1. Kamus Bahasa Inggris – Indonesia
2. Lagu telah dipilih yang terdapat dalam aplikasi Spotify.
G. Langkah-langkah Kegiatan Pembelajaran
1. Pertemuan Pertama ( 2 x 40 menit )
a. Kegiatan Pendahuluan (10 Menit)
1. Guru menyampaikan salam dan menanyakan kehadiran peserta didik.
2. Salah satu peserta didik memimpin doa sebelum pelajaran dimulai.
3. Mengontrol kebersihan kelas dan kesiapan peserta didik sebelum
belajar.
4. Memotivasi peserta didik.
5. Menjelaskan tujuan pembelajaran.
6. Pendidik menyampaikan ruang lingkup penilaian yang meliputi
penilaian sikap, kerjasama dan percaya diri.

72
b. Kegiatan Inti (60 menit)
1. Pendidik menjelaskan materi tentang mendengarkan ( listeing ).
2. Peserta didik membaca teks deskripsi yang terdapat dalam buku teks
peserta didik tentang mendengarkan ( listening ).
3. Peserta didik diberikan waktu untuk menanyakan hal yang kurang jelas.
4. Peserta didik akan diperdengarkan sebuah lagu yang telah dipilih dari
aplikasi yang berhubungan dengan pret-est.
5. Peserta didik diberikan waktu untuk menyelesaikan tes tentang
pemahaman mendengarkan (listening comprehension) yang telah
disiapkan oleh pendidik.
c. Kegiatan penutup (10 menit)
1. Peserta didik dan pendidik melakukan refleksi terhadap kegiatan
pembelajaran dan manfaat-manfaatnya.
2. Peserta didik dan pendidik menyimpulkan hasil belajar dari materi
yang baru saja dipelajari.
3. Pendidik memberi penguatan terhadap hasil kerja peserta didik.
4. Pendidik menyampaikan kegiatan pada pertemuan selanjutnya.
5. Peserta didik mengucapkan salam perpisahan.
2. Pertemuan kedua (2x40 menit)
a. Kegiatan pendahuluan ( 10 menit)

1. Pendidik menyampaikan salam dan menanyakan kehadiran peserta
didik.

73
belajar.
4. Pendidik memotivasi peserta didik tentang pentingnya mengatur
jadwal kegiatan dalam belajar.
5. Pendidik menyampaikan tujuan pembelajaran.
b. Kegitan inti ( 60menit)
1. Pendidik menjelaskan materi tentang mendengarkan ( listening ).
2. Peserta didik membaca teks deskripsi yang terdapat dalam buku teks
peserta didik tentang mendengarkan ( listening ).
3. Pendidik memperkenalkan aplikasi Spotify dan memperlihatkan contoh
aplikasi tersebut.
4. Peserta didik diminta untuk mengamati contoh lagu yang diputar dari
aplikasi Spotify .
5. Peserta didik diberikan waktu untuk menanyakan hal yang kurang jelas.
6. Pendidik akan membagikan lembaran tes untuk menyusun lirik lagu
yang tepat yang diambil dari aplikasi Spotify.
7. Pendidik akan memperdengarkan sebuah lagu yang sudah ditentukan
dengan menggunakan Spotify dan akan diputar sebanyak 3x.
8. Peserta didik diberikan waktu untuk menyelesaikan tes tersebut.
9. Peserta mengumpulkan hasil kerja mereka.

74
3. Pertemuan ke tiga (2x40 menit)
a. Kegiatan pendahuluan ( 10 menit)
1. Pendidik menyampaikan salam dan menanyakan kehadiran peserta
didik.
belajar.
4. Pendidik memotivasi peserta didik tentang pentingnya mengatur
jadwal kegiatan dalam belajar.
5. Pendidik menyampaikan tujuan pembelajaran.
b. Kegiatan inti ( 60menit)
1. Pendidik menjelaskan kembali tentang hal-hal yang sudah diberikan
selama beberapa pertemuan.

75
2. Peserta didik diberikan waktu untuk menanyakan kembali hal yang
kurang dipahami selama beberapa pertemuan.
3. Peserta didik akan diperdengarkan sebuah lagu yang berhubungan
dengan post-test.
4. Peserta didik diberikan waktu untuk menyelesaikan tes pemahaman
mendengarkan ( listening comprehension ) yang sudah disiapkan oleh
pendidik.
5. Peserta mengumpulkan hasil kerja mereka.
H. Evaluasi
Teknik : Pemahaman mendengarkan (Listening Comprehension)
Instrument : Mendengarkan sebuah lagu yang telah dipilih dari
aplikasi Spotify
76
I. Pedoman penilaian
Score Classification
91-100 Excellent
76-90 Good
61-75 Average
51-60 Poor
< 50 Very Poor
Makassar, Februari 2021
Mengetahui,
Guru Mata Pelajaran Peneliti
Samsuriyati Lomo, S.Pd Ni Made Sinta

NIP. 197208181998022007 Nim : 4516101009
77
APPENDIX 6 : Pre-test and post-test score
Pre-test score
No. Student Initial Student Score Classification
1. AGA 40 Very Poor
2. AAA 50 Very Poor
3. AL 75 Average
4. BR 40 Very Poor
5. DAR 75 Average
6. DPP 75 Average
7. OP 40 Very Poor
8. ML 70 Average
9. PI 70 Average
10. QAP 40 Very Poor
11. SNA 70 Average
12. RAA 40 Very Poor
13. NL 40 Very Poor
14. RBB 40 Very Poor
15. TO 75 Average
16. SA 50 Very Poor
17. VGR 40 Very Poor
18. HF 40 Very Poor
19. MPP 50 Very Poor

78
20. WP 40 Very Poor
21. NFS 70 Average
22. MIA 50 Very Poor
23. RFC 50 Very Poor
24. NA 40 Very Poor
25. DP 50 Very Poor
Post-test score
No. Student Initial Student Score Classification
1. AGA 85 Good
2. AAA 80 Good
3. AL 90 Good
4. BR 75 Average
5. DAR 95 Excellent
6. DPP 90 Good
7. OP 70 Average
8. ML 95 Excellent
9. PI 90 Good
10. QAP 85 Good
11. SNA 95 Excellent
12. RAA 80 Good
13. NL 75 Average
79
14. RBB 85 Good
15. TO 85 Good
16. SA 90 Good
17. VGR 80 Good
18. HF 85 Good
19. MPP 80 Good
20. WP 75 Average
21. NFS 95 Excellent
22. MIA 85 Good
23. RFC 80 Good
24. NA 85 Good
25. DP 80 Good
80
APPENDIX 7 : Data Analysis
Descriptive Statistics
N Minimum Maximum Sum Mean Std. Deviation
Pretest 25 40.00 75.00 1320.00 52.8000 14.43953

Posttest 25 70.00 95.00 2110.00 84.4000 16.97017
Valid N (listwise) 25
Frekuensi table of pre-test
Frequency Percent Valid Percent Cumulative Percent
40.00 11 44.0 44.0 44.0
50.00 6 24.0 24.0 68.0
Valid 70.00 4 16.0 16.0 84.0
75.00 4 16.0 16.0 100.0
Total 25 100.0 100.0
Frekuensi table of post-test

Frequency Percent Valid Percent Cumulative Percent
70.00 1 4.0 4.0 4.0
75.00 3 12.0 12.0 16.0
80.00 6 24.0 24.0 40.0
Valid 85.00 7 28.0 28.0 68.0
90.00 4 16.0 16.0 84.0
95.00 4 16.0 16.0 100.0

Total 25 100.0 100.0
Paired Samples Test ( T-test )

Paired Differences T Df Sig. (2-
Mean Std. Std. Error 95% Confidence Interval of tailed)
Deviation Mean the Difference
Lower Upper
pretest – - 10.38027 2.07605 re-35.88476 -27.31524 -15.221 24 .000

Pair 1
posttest 31.60000
81
Appendix 8 : Sheet of students score in pre-test

82
83
84
85
86
Appendix 9 : Sheet of students score in post-test

87
88
89
90
91
Appendix 10 : Picture of spotify application
1. This is logo of spotify application

92
2. This is the appearance of the spotify application, you can choose the
type of English song that you like.

93
3. This is one of the favourite artists whose song are a lot of interest.
94
APPENDIX 11 : License
95
96
APPENDIX 12: pictures
Picture 1: The research was giving pre-test
Picture 2 : The students were doing pre-test

97
Picture 3 : The research was giving treatment
Picture 4 : The student were doing treatment using spotify application

98
Picture 5 : The research was giving post-test.
Picture 6 : The students were doing post-test and the researcher take
attendance.
99
BIOGRAPHY
Ni Made Sinta was born in Sukadamai Luwu north
of palopo city on February 6, 1998 from marriage of her
parents I Ketut Gunawan and Ni Wayan Darniati,S.Ag.
She is the only daughter of 3 siblings, she is the second
child. She has one elder brother and one younger
brother. Her younger brother is still in elementary school
and her elder brother is continuing his master’s degree.
She began her first education at SD Negeri 174 Sukadamai in 2005 and graduate
in 2010. And she continued her study to SMP Negri 3 Sukamaju in 2010 and
graduated in 2013. At the same year, she continued her study at SMA Negeri 1
Sukamaju and graduated in 2016. After graduating from the senior high school,
she decided goes to Bosowa University and choose English Education Department
in 2016. She participated as a member in UKM English Meeting, as well she
served as treasurer in HIMAPBING (Himpunan Mahasiswa Pendidikan Bahasa
Inggris) and also as a member in BEM FKIP Universitas Bosowa (Badan
Eksekutif Mahasiswa Fakultas Keguruan dan Ilmu Pendidikan Universitas
Bosowa).Then she graduated in 2021.

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IMPROVING STUDENTS’ LISTENING COMPREHENSION BY USING

SPOTIFY APPLICATION AT CLASS IX SMPN 35 MAKASSAR

ENGLISH LANGUAGE EDUCATION DEPARTMENT

Submitted Partial Fulfillment of the Requirement for the Degree of Sarjana

ENGLISH LANGUAGE EDUCATION DEPARTEMENT

Ni Made Sinta. 2020. Improving Students’ Listening Comprehension by Using

Keywords: Listening Comprehension, Spotify Application.

Ni Made Sinta. 2020. Improving Students’ Listening Comprehension by Using

Tujuan dari penelitian ini adalah untuk mengetahui apakah pengajaran

Kata Kunci : Pemahaman Mendengarkan, Aplikasi Spotify

Students’ Listening Comprehension By Using Spotify Application At Class IX

This thesis is presented to English Education Department, Faculty of

Teacher Training and Education, Bosowa University as a partial fulfillment of the

requirement for the degree of strata 1.

express the greatest thanks and appreciation for those people :

Syam, S.S., M.Pd as the Head of English Education Department.

valuable guidance, comments and suggestions.

The writer also thanks Parenrengi,S.Pd.,M.Pd as the Principal of SMP Negeri

thank you to the English teacher of SMP Negeri 35 Makassar, Samsuriyati

participated well during the research.

parties, for valuable guidance, corrections, suggestions, advice and support.

Ardiyani,SM, Nyoman Fitriyani,S.Si, Putu Citra Dewi,A.Md,Farm, for the help

and support to writer to complete this thesis.

and presentation. Suggestions and constructive criticism are expected in the

Makassar, 19 Februari 2021

PAGE OF TITLE ................................................................................................ i

PAGE OF APROVAL ........................................................................................ ii

PERNYATAAN ................................................................................................... iii

TABLE OFCONTENT ....................................................................................... viii

LIST OF APPENDIX ......................................................................................... xi

CHAPTER I : INTRODUCTION ..................................................................... 1

A. Background of the Research ................................................................... 1

C. Scope of the Research............................................................................. 5

F. Significance of the Research .................................................................. 5

A. Theoretical Review ................................................................................ 7

3. Kind of Listening .............................................................................. 11

6. Purpose of Listening ......................................................................... 18

C. Conceptual Framaework ......................................................................... 22

B. Time location of the Research ................................................................ 25

CHAPTER IV : FINDINGS AND DISCUSSION ............................................ 30

CHAPTER V : CONCLUSION AND SUGGESTION .................................... 58

1. Table 2.1 Frame of Conceptual framework 22

2. Table 3.1 The Diagram of Research Design 24

3. Table 3.2 Classification of Students’ Score 28

4. Table 4.1. The Students’ Score and Classification in Pre-test 31

5. Table 4.2 The Students’ Frequency and Percentage Achievement in Term

7. Table 4. 4 Students’ Score and Classification in Post-test 34

8. Table 4.5 The students’ Frequency and Percentage Achievement in Term

10. Table 4.7.The Mean Score and Standard Deviation of Students’ 37

11. Table 4.8 The Result t-test 38

12. Table 4.9 The Result of Questioner 39

13. Table 4.10 Percentage of Statement “I like to learn Listening

14. Table 4.11 Percentage of Statement“ I really dislike learning listening

comprehension using spotify application 44

comprehension using spotify application” 44

18. Table 4.16 Percentage of Statement “ spotify application really help me in

learning listening comprehension” 45

19. Table 4.17 Percentage of Statement “Spotify application can’t help me in

learning listening comprehension” 46

20. Table 4.18 Percentage of Statement“ Spotify application make me like to

22.Table 4.20 Percentage of Statement “ There is an urge from yourself to learn

more listening using the spotify application’’ 47

23. Table 4.21 Percentage of Statement “ There is no encouragement from