THE USE OF ENGLISH SONG TO IMPROVE THE STUDENTS’

VOCABULARY MASTERY AT EIGHT GRADE OF MTSS SIDRATUL

‘ULYA NAGA TIMBUL

THESIS PROPOSAL
Submitted in Partial Fulfillment of the Requirement for Bachelor Degree of
Education (S.Pd) in Faculty of Tarbiyah and Teaching Training

Compiled By:
SITI KHOLIFAH
NIM.0304171035

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHING TRAINING
STATE ISLAMIC UNIVERSITY
SUMATERA UTARA
MEDAN
2022
 THE USE OF ENGLISH SONG TO IMPROVE THE STUDENTS’
VOCABULARY MASTERY AT EIGHT GRADE OF MTSS SIDRATUL
‘ULYA NAGA TIMBUL

THESIS PROPOSAL
Submitted in Partial Fulfillment of the Requirement for Bachelor Degree of
Education (S.Pd) in Faculty of Tarbiyah and Teaching Training

Compiled By:
SITI KHOLIFAH
NIM.0304171035

Advisor I Advisor II

Dr. SholihatulHamidahDaulay, M.Hum Emelya Sukma Dara, M.Hum

NIP. 19750622 200312 2 002 NIP.198205012009012012

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHING TRAINING
STATE ISLAMIC UNIVERSITY
SUMATERA UTARA
MEDAN
2022
 TABLE OF CONTENTS

LIST OF TABLES..........................................................................................i

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

A. Background of the Study......................................................................1

B. Problem of the Study............................................................................4
C. Objective of the Study..........................................................................4
D. The Significance of the Study...............................................................5

CHAPTER II LITERATURE REVIEW......................................................6

A. Vocabulary…......................................................................................6
1. Definition Of Vocabulary...............................................................6
2. Vocabulary Mastery........................................................................8
3. Kinds of Vocabulary.......................................................................10
4. Teaching Vocabulary......................................................................10
B. Song ………….....................................................................................11
1. Definition of Song..........................................................................11
2. Song as A Media To Teach Vocabulary.........................................12
3. Teaching English Song Procedure..................................................13
4. The Advantages of Using English Song.........................................15
C. Related Studies....................................................................................16
D. Hypothesis …. .....................................................................................17

CHAPTER III RESEARCH METHODOLOGY........................................18

A. Research Setting...................................................................................18
B. Research Design...................................................................................18
C. The Population and Sample..................................................................19
D. The Technique of Collecting Data........................................................19
E. Data Analysis........................................................................................20

REFERENCE..................................................................................................22
APPENDIX .....................................................................................................25

LIST OF TABLES

Table 3.1 Total Population at Seventh Grade Students....................................19

 CHAPTER I

INTRODUCTION

A. Background of the study

Language is important to master. One of language we should speak is

English. As an international language, English is widely used by almost
countries around the world. It can be the first language, second language or
foreign language. English is often used in the world as a means of
communication. In this position, it is the language of science and technology.
Thus, without English speaking ability, a person would face increasingly
open, rapid, and uncontrolled world contact. English has been taught since
kindergarten school until universities. By learning English Language as one of
the subject taught, it is hoped that it can make communication skills better.

Indonesia is one of country that study English. As a foreign language,

English has been taught in various stages of education, since the lower formal
education that is kindergarten schools until universities.1 There are four basic
skills that must be learn by the learners. They are listening, reading, writing
and speaking. To master the four skills, it needs the ability to mastering
vocabulary.

Vocabulary is the fundamental and vital thing that must be mastered in

learning a language. Without understanding vocabulary well, it would be
difficult to learn or speak in any language. Vocabulary mastery also as a
component that will support the students’ competence in communication both
oral and written.2

1
Sholihatul Hamidah Daulay, et. al, “The Effectiveness of Beyond Centre and Circle Time
Method on the Students’ Vocabulary Mastery”. Paedagoria: Jurnal Kajian, Penelitian, dan
Pengembangan Kependidikan. Vol.12. No. 1. (2021). P. 70.
2
Rahmatika Kayyis, “Building Vocabulary Using Pop Songs”. Jurnal SMART. Vol.1. No.1.
(2015). P. 32.

1
 Indriarti stated that vocabulary is the most important part to be taught
to the students.3 With the amount of vocabulary already known, it will be
better to understand what is read and heard. In other word, the more
vocabulary is controlled, it will easier to express what we want to convey both
orally and written. On the other hand, if the students less in mastery the
vocabulary then it would be difficult for the students to state or convey
anything they think, and also will not understand what they face in
conversation. A person’s ability to master a language goes hand in hand with a
vocabulary that is capable of being mastery by the language itself. Like a child
learning a language, the first course is to know and learn words and the
meaning of the words spoken. A good vocabulary enables one to interact,
communicate, and exchange information in a broad context.

Vocabulary is a language mastery proponent for language learners,

besides the four other language skills such as listening, speaking, reading, and
writing. The English Vocabulary needs to be mastered because it affects a
person’s ability to communicate both orally and in writing. Most of us who
have not mastered the English vocabulary so well will write the words
according to what we hear. However, the researcher experienced this in
teaching English to some children in the research community. When
researcher commissioned them to write “tongue” based on their hearing, they
would write it to “tang”. Clearly, this was an error in the writing. The children
wrote on the basis of what they had heard because of the lack of the mastery in
vocabulary.

Moreover, in direct communication, lack of vocabulary mastery will

also impact what we want to convey. For example, when we speak English to
other. When speaking, if we know only a few words, we often pause and
repeat the same word. And it is not uncommon to say a lot of “eeee” and
“hmmm” sounds. All of this will happen if we had lack of vocabulary
mastery. For this reason, the researcher was very interested in studying
vocabulary mastery. It was actually an important influence in order to bring
3
Aulia Hanifah, et.al, “Improving Students’ Vocabulary By Using Joox Application”.
Intensive Journal. Vol.3. No.1. (2020). P. 27-30.

2
 the four language skills under control. Thus, it is clear that vocabulary mastery
had an important impact on language mastery.

During the learning process, one of the main obstacle is mastering

vocabulary. Meanwhile, to be able to carry out activities to communicate in
language, it is necessary to master more vocabulary which allows us to receive
and convey information that is broader and more complex. Besides that, the
learning media does not attract their interest, the media used is also less varied
and still conventional. This is very influential on students' vocabulary mastery
in English. One of the tools can be use to overcome the obstacles above is by
using learning media. In the teaching and learning process, the use of media is
very important. By using a media in the process of teaching, teacher can make
the classroom more attractive and effective.4

In the language learning process, the teacher is required to think

creatively about teaching the learning material. Most of the students get bored
quickly and feel lazy during the learning process. They sometimes become
confused about understanding and mastering the meaning of words and the
instruction of the material presented in English. To address the problem, an
English teacher needs a proper method to teaching vocabulary.5

Method is part of educational component which important in language

teaching. In controlling the classroom, method is important because it can
manage the students and also can impact on the result of teaching.6

One of the method is by using song. Song is just like a media that
needs to make the teaching process become interesting for the students.
According to Kuśnierek, using songs in the classroom has a benefit. In songs
contain pronunciation, vocabulary or grammar. 7 In a song, there will be many

4
Sholihatul Hamidah Daulay, et. al. “Sara’s Cooking Party Games as a Media to Enrich
Students’ English Vocabulary”. International Journal of Psychosocial Rehabilitation. Vol.24. No.
8. (2020), p. 15250.
5
Risnawati, et.al, “Improving Vocabulary Mastery of The Eight Grade Students Throught
Song”. E-Jornal of English Language Teaching Society(ELTS). Vol.2. No.4. (2014), p.2.
6
Artikel mam(174-559-1-PB)
7
Anna Kuśnierek. The Role of music and songs in teaching Englishvocabulary to students.
WSN World Scientific News. (2016). p. 1-55.

3
 words as well as grammar. This would certainly be good for adding English
vocabulary to the students.

Short musical arrangements that contain the human voice and contain
words (lyrics) that are also produced by other musical instruments are also
known as songs. Cullen as quoted in Risnawati, et.al stated that an important
teaching tool in teaching English is song. This is because most students like to
listen to music. This is what makes it easier for them to memorize words while
singing. The purpose of using song media is to make the learning atmosphere
in the classroom more interesting and fun.8

Based on the problems above, the researchers tried to find solutions to

problems that exist in learning English for vocabulary mastery, so a solution is
needed using song media as an option to motivate students and to direct
students, especially in vocabulary mastery. The use of song media as an
alternative to learning to help students master English vocabulary. In addition,
the song media is more practical to use, which can help students increase their
English vocabulary. The advantage of using song media for teachers is that
teachers will be more varied in teaching English while still referring to the
curriculum. The advantage of using song media for students is that vocabulary
is quickly memorized, and can be remembered for a long time. Songs can also
arouse a sense of pleasure for students, so it will make it easier for them to
follow English learning. Thus, it can be concluded that the media is an
inseparable part of the teaching and learning process in order to achieve
educational goals in general and learning objectives in schools in particular.

Based on the explanation above, the writer conducted the study by the
title “The Use of English Song to Improve The Students’ Vocabulary
Mastery at Eight Grade of MTs Sidratul ‘Ulya Naga Timbul”.

B. Problem of The Study

8
Risnawati. Loc.Cit.

4
 Based on the background above, the writer formulated the problem of
the study as the following : “is there any improvement in vocabulary mastery
by using English song?”

C. Objective of the study

The objective of the study can be stated to find out how English song
can improve the students’ vocabulary mastery.

D. Significant of The Study

1. For the students
Researcher expect this research can improve the students’
vocabulary mastery by using English song. By using English song, it is
hope that the learning process become easy and fun the students and
they can enjoy the teaching process.
2. For the teachers,

The result of this research is expected to help teachers to improve

the quality of the students about vocabulary mastery.

5
 CHAPTER II

LITERATURE REVIEW

A. Vocabulary
1. Definition of Vocabulary

Vocabulary is a set of word that used to build communication with

other people.9 The better vocabulary we know, it will make
communication better and also interesting. According to Thornbury,
nothing can convey without vocabulary.10 It will easy to describe what we
meant if know much of vocabulary. With vocabulary mastery, we can
convey what we meant in communication. This would certainly helpful in
communicating with others. By mastering vocabulary, it sould enable for
the students to learn English.

Allah Subhanahu wa ta’ala has given us the ability to do

everything especially in communicate by using the vocabulary. Allah said
in the holy Al-Quran Surah Al-Baqarah :

ٓ
ۡ‫ُم َعلَى ۡٱل َم ٰلَِئ َك ِة فَقَا َل َأ ۢن‍بُِٔونِي بَِأ ۡس َمٓا ِء ٰهَُٓؤٓاَل ِء ِإن ُكنتُم‬qۡ‫ضه‬
َ ‫َوعَلَّ َم َءا َد َم ٱَأۡل ۡس َمٓا َء ُكلَّهَا ثُ َّم ع ََر‬
َ ٣٢ ‫ك َأنتَ ۡٱل َعلِي ُم ۡٱل َح ِكي ُم‬
‫قَال‬ ۖ ‫ ۡب ٰ َحنَكَ اَل ِع ۡلم لَنَٓا اَّل مَا عَلَّمۡ ت‬q‫وا ُس‬
َ َّ‫َنَٓا ِإن‬ ْ ُ‫ قَال‬٣١ َ‫ ِدقِين‬q‫ص‬ َٰ
‫َ ِإ‬
ِ ‫ ٰ َم ٰ َو‬q‫ٱلس‬
‫ت‬ َّ ‫ب‬َ ‫ل لَّ ُكمۡ ِإنِّ ٓي َأ ۡعلَ ُم غ َۡي‬qqُ‫ َمٓاِئ ِهمۡ قَا َل َألَمۡ َأق‬q‫ فَلَ َّمٓا َأ ۢنبََأهُم بَِأ ۡس‬qۖۡ‫ َمٓاِئ ِهم‬q‫ٰيََٓٔـا َد ُم َأ ۢنبِ ۡئهُم بَِأ ۡس‬
٣٣ َ‫ض َوَأ ۡعلَ ُم َما تُ ۡب ُدونَ َو َما ُكنتُمۡ ت َۡكتُ ُمون‬ ِ ‫َوٱَأۡل ۡر‬

“ (31). And He taught Adam the names - all of them. Then He showed
them to the angels and said, "Inform Me of the names of these, if you are
truthful." (32). They said, "Exalted are You; we have no knowledge
except what You have taught us. Indeed, it is You who is the Knowing, the
Wise." (33). He said, "O Adam, inform them of their names." And when

9
Blessy Monique Wilar, Nurmin F. Samola, Agustine C. Mamentu, “Improving
Students’ Vocabulary Mastery Through English Songs at The Eight Grade of SMP”. Jurnal Bahasa
Dan Seni. Vol. 01. No. 8(2021). p.689.
10
Scott Thornbury. How to Teach Vocabulary. (Edinburgh: Person Education Limited,
2002), p.13.

6
 he had informed them of their names, He said, "Did I not tell you that I
know the unseen [aspects] of the heavens and the earth? And I know what
you reveal and what you have concealed." (Al-Baqarah: 31-33).

Based on the verse above, it shows that Allaah Subhanahu

Wata’ala had directly instructed to the prophet Adam. It also shows how
the learning process has existed since the first man was created by Allaah
Subhanahu wa ta’ala. Education itself is a necessity in human life. it is
also known from the above that vocabulary study can be seen from how
Allaah Subhanahu wa ta’ala taught the prophet Adam the entire name of
the item.

Vocabulary is one of the most important things to understand in

order to learn a language. Especially is English language. Without
understanding vocabulary, it makes learning difficult. According to KBBI,
vocabulary is language subscription. 11 While the meaning of the word
itself is a spoken or written element of language that is a unified feeling
and thought that can be used in language.

In speaking, we must use good words. By using good words and

mastering vocabulary, it will certainly enable us to speak well. Sometimes
some people just use bad words in communication. It will make
misunderstanding for other listener. Allaah subhanahu wa ta’ala said in the
Al-Qur’an Surah An-Nisa which instruct us to speak in good words.
Allaah said:

‫ض َعافًا خَافُوا َعلَ ْي ِه ْم فَ ْليَتَّقُوا هَّللا َ َو ْليَقُولُوا قَوْ اًل َس ِديدًا‬

ِ ً‫ش الَّ ِذينَ لَوْ ت ََر ُكوا ِم ْن خ َْلفِ ِه ْم ُذ ِّريَّة‬
َ ‫َو ْليَ ْخ‬

“And be afraid (to Allah) those who might leave their weak offspring
behind them, whom they feel worried about (their welfare). Therefore, let
them fear Allah and let them speak with the right words.” (Surah An-
Nisa’: 9)

While Rasulullah shallallahu ‘alayhi wasallam said:

11
http://kbbi.web.id

7
 ْ ‫َم ْن َكانَ يُْؤ ِمنُ بِاهللِ َو ْاليَوْ ِم اآْل ِخ ِرفَ ْليَقُلْ خَ ْيرًا َأوْ لِيَصْ ُم‬
‫ت‬

“whoever believes in Allah and the last day, then he should say good or be
silent.” (Narrated by Bukhari and Muslim)

‫اَل َمى ِم ْن‬q‫لُّ ُس‬qq‫لَّ َم ُك‬q‫ ِه َو َس‬q‫لَّى هَّللا ُ َعلَ ْي‬q‫ص‬ ِ ‫ع َْن َأبِي هُ َر ْي َرةَ َر‬
َ ِ ‫ض َي هَّللا ُ َع ْنهُ قَا َل قَا َل َرسُو ُل هَّللا‬
‫ل َعلَى دَابَّتِ ِه‬q َ ‫ ِد ُل بَ ْينَ ااِل ْثنَ ْي ِن‬q‫ ْمسُ يَ ْع‬q‫الش‬
َ q‫ َدقَةٌ َويُ ِعينُ ال َّر ُج‬q‫ص‬ ْ ‫ َّل يَوْ ٍم ت‬q‫ َدقَةٌ ُك‬q‫ص‬
َّ ‫ ِه‬q‫ ُع فِي‬qُ‫َطل‬ ِ َّ‫الن‬
َ ‫اس َعلَ ْي ِه‬
َّ ‫و ٍة يَ ْخطُوهَا ِإلَى‬q
‫اَل ِة‬q‫الص‬ ْ ‫لُّ ُخ‬qq‫ َدقَةٌ َو ُك‬q‫ص‬
َ q‫ط‬ َ ُ‫ص َدقَةٌ َو ْال َكلِ َمةُ الطَّيِّبَة‬
َ ُ‫فَيَحْ ِم ُل َعلَ ْيهَا َأوْ يَرْ فَ ُع َعلَ ْيهَا َمتَا َعه‬
)‫ (رواه البخاري‬.ٌ‫ص َدقَة‬ َ ‫يق‬ ِ ‫ص َدقَةٌ َويُ ِميطُ اَأْل َذى ع َْن الطَّ ِر‬ َ

“From Abu Hurairah Radhiallahu ‘anhu said; The Prophet

Shallallahu’alaihi wassallam said: “Every bone in a human is obliged to be
shadaqah and every day the sun rises, someone who reconciles between
two warring people is shadaqah and helps someone to ride his animal and
then lift his belongings onto the animal he rides on is shadaqah and good
speech is shadaqah and every step that is taken for praying is shadaqah and
getting rid of somtheing that can hurt or keep people from the road is
shadaqah.” (Narrated by Bukhari no. 2767)

From the first hadith, it is explained that people must be silent if

people cannot say well. In addition, in the second hadith, the Prophet also
said that shadaqah is good speech. This is in line with good speech which
also comes from the many choices of the speaker’s vocabulary so that it
makes our speech better heard.

2. Vocabulary mastery

According to Darmiyati zuchdi quoted in Hermin and Rr Amanda,

vocabulary mastery is one's ability to know, understand, and use words
well and right, by hearing, speaking, reading, and writing. 12 Knowing
words is learning new words from listening or from reading. In turn, the
substance of understanding words is to gain a new vocabulary, to

12
Hermin Ratih H & Rr Amanda Pasca Rini, “ Pengaruh Auditori Verbal Therapy
Terhadap Kemampuan Penguasaan Kosa Kata Pada Anak Yang Mengalami gangguan
Pendengaran”. Persona, Jurnal Psikologi Indonesia. Vol.4. No.01(2015), p. 79

8
 understand words and their meanings and to understand the
interconnectedness of words and concepts that begin them.

In Kepler Manurung, Cameron stated that building the vocabulary

was a major part of learning a foreign language on the part of junior high
school students.13 Vocabulary mastery as the chief security for improving
reading skills. Without knowing vocabulary, students can not know the
meaning of the literature encountered, can not access the content of the
literature, and of course can not mastering the reading skills. Vocabulary
was building not only reading skills but also other skills. When students
can develop mastery over their vocabulary, students automatically
increased in reading, listening, and speaking skills.

Cameron in Suri stated that vocabulary mastery included

pronunciation, spelling, grammar and meaning.14

a. Pronunciation

There are some aspects that has a great effect in vocabulary.

One of it is pronunciation. “Pronunciation is how a person
pronounce a word in language.”

b. Spelling

Spelling is how we spelt the word correctly from single letter.

The students need to understand the letters and syllables that
complete the word.

c. Grammar

Grammatical information is closely related to words. In

learning words, students will also learn grammar. This indicates

13
Kepler Manurung, “Peningkatan Penguasaan Kosakata Bahasa Inggris Materi Family
Melalui Lagu Pada Siswa Kelas VIII SMP Negeri 3 Tebing Tinggi Tahun Pelajaran 2019/2020”.
Murabbi: Jurnal Ilmiah dalam Bidang Pendidikan. Vol.02. No.02(2019), p.37.
14
Lynne Cameron, Teaching Language to Young Learner, Cambridge: Language
Teaching Library, (Cambridge University Press,2001), p.78.

9
 that we will not abandon grammar if we give priority to
vocabulary.

d. Meaning

There are some ways to explain the meaning of a new words.

Such as using an object, gesture, performing and action, drawing,
and many other ways. Ur in Elda said that to find the meaning of a
word can be done by translate the word.15

3. Kinds of vocabulary

Haycraft, quoted in Hatch and Brown, mentioned two kinds of

vocabulary. It is receptive vocabulary and productive vocabulary.

a. Receptive Vocabulary

Receptive vocabulary is words in a context that can be

understood and also recognized by students, but they can not
generate that word. Usually when reading or looking at words they
can find it, but it is not used when speaking or writing.

b. Productive vocabulary

Words that students can both understand and can also be

correctly spoken, and are used both in speaking and writing is
called by productive vocabulary. A productive vocabulary can be
used by learners when they want to convey what they feel and
think to others.16

4. Teaching Vocabulary

A process or way that use by the teacher to make students learn

vocabulary is called teaching vocabulary. There are many ways to teaching

15
Ibid.
16
Evelyn Hatch & Cheryl Brown, Vocabulary , Semantics, and Language Education,
(Cambridge: Cambridge University Press, 1995).

10
 vocabulary.17 Every ways of teaching vocabulary has its specific character.
So we can not compare between one way to another way. And every way
also has a weakness. Teacher should know which one is the best way or
technique that suitable for the condition of the students.

Harmer in Bay suggested some techniques that could be used in

teaching vocabulary that will help students to be mastering vocabulary.
The techniques are follows as:18

a. Pictures
b. Mime, action and gesture
c. Contrast or opposite
d. Games
e. Enumeration
f. Translation
g. Outside classroom
h. Songs

From those vocabulary teaching techniques, the teacher can select

and apply which techniques correspond to the student’s topic and
characteristics.

B. Song
1. Definition of Song

Song is a short music with words you sing. A song is generally

music for singing at very low prices and a dance that is not worth fighting
over. The teacher can use song to teach grammar because song has lyrics,
and in the lyrics many forms of words. The teacher can select a song that
is sure to correspond to the form of the word to be taught.

17
Elda Martha Suri, “Improving Students’ Vocabulary mastery by Using Songs at The
Grade Sixth of State Elementary School of 45 Bungo Pasang Padang”. Jurnal Pendidikan. Vol. 1.
No. 1(2012), p. 113.
18
Indri Wirahmi Bay, “Penggunaan Lagu Dalam Pengajaran Kosa Kata English
Direction”. Jurnal Ilmu Pendidikan Nonformal. Vol.02. No.04(2016). P. 416.

11
 Nurhayati stated that song is a teaching medium for language
learning.19 The entire feature of the song supports the continuation of the
learning. All language skills can be taught by using song. Songs provide
an alternative medium for facilitating language learning, particularly the
sentence structure.

Flattum in Ratminingsih stated that songs are a combination of

melody and lyrics with harmony, rhythm or bit.20 Songs usually had a
structure of repetitions of words and chorus. One of the media in teaching
English is song. Song can make a more relaxing in learning foreign
language. Song consists of some words written by the writer to be sung.21

Jamalus as cited in Blessy, Nurmin, and Agustine stated that songs

can be said as artwork if they are sounded and play with musical
instrument. Hornby defines that song were created with the purpose of
singing in which a song is a short poem or collection of words in music. 22
Based on the explanation above, it can conclude that song is artwork that
consist of words which performed with or without instrument.

2. Song as Media to Teach Vocabulary

One of the big problem in teaching English is keeping the students

attention to the learning that teacher gives. Therefore, a teacher is required
to think creatively about using teaching media. Teaching media is one of
important things in the learning process. By using the proper media, this
will affect the success of the student’s learning process. There are many
kinds of teaching media can be used to teach English, one of the ways
them is song. What makes song such a great teaching mdia is its universal,
it is connecting all culture and languages.

19
Nurhayati, “Develoving English Skills Through Songs and Music”. UAD TEFL
National Conference(Proceeding). (2009).
20
Ratminingsih, N.M, “Efektifitas Media Audio Pembelajaran Bahasa Inggris Berbasis
Lagu Kreasi di Kelas Lima Sekolah Dasar”. Jurnal Pendidikan Indonesia. Vol.5. No.1. (2016).
P.31.
21
Wilar, Samola, Mamentu, op. cit. p. 690.
22
Ibid.

12
 Saricoban & Metin in Wulan said that using song is one of the best
ways in creating an enjoyable learning atmosphere.23 Songs make teaching
process more interesting. Songs are an important way to develop students’
skills in every aspect of language skills. Song could also be used to tach
vocabulary. Through its lyrics and repetition rhyme, makes us know and
will also enable to learn some new vocabulary as long as we enjoy the
music. Through the song, the student will also study vocabulary easily.
This is because listening to a song makes us look for the meaning of
difficult words in a dictionary.

Dale in Bawawa stated that song are useful for introducing

vocabulary because songs contained many word.24 It also supported by
Cebula, he stated that every student who studies vocabulary using a song
can usually express their self easily and also know many new words. 25 It
means, when students listen to any English song they like, they will find
out what song it is and also what it means by every word in the song.
Students can also acquire many words from the songs they listen to.

3. Teaching English Song Procedure

Paul in Bastian Sugandi said that there are some ways to use
English songs in teaching. The ways to use English songs in teaching as
follows:

a. Singing
b. Action
c. Chants
d. Background song
e. Between lesson26
23
Wulan Wangi, et.al., “A Descriptive Study of Using English Songs in Teaching
Listening to Develop Students’ Vocabulary Mastery at The Tenth Grade Students of IPA 1 of MAN
Srono Banyuwangi”. Jurnal Sosioedukasi. Vol. 6. No. 1(2017), p..31.
24
Marni Bawawa, “Teaching English Vocabulary Using Songs To Develoving Students’
Vocabulary Mastery”. Jurnal Kajian Linguistik. Vol. 8. No. 1(2020), p.3.
25
Ibid.
26
Bastian Sugandi, “The Impact Of Using English Songs Towards The Students’
Vocabulary Mastery At Grade Ten Of SMK Negeri 1 Bandarlampung In Academic Year 2013-
2014”. The Second International Conference on Education and Language.(2014), p. 286.

13
 Using English songs in teaching process is a special thing. In the
English song, there are many English learning materials that students
would like to know. Many students who want to sing an English song and
also want to know the meaning of the song. This is certainly a teacher’s
responsibility in determining the correct songs for learning. Griffee listed
four categories for the right song selection as follows:

1. The class, including total number of the students, time for the
teaching process, and the student’s language level
2. The teacher, including age of the teacher, classroom support to
apply the songs, and purpose of the teacher
3. Classroom opportunities such as level of teacher in choosing
the material of curriculum, and free class time
4. The music, it is including kind of music interest, the songs that
suitable to the lesson, and also lesson plan.27

After knowing the correct selection criteria, we can use one way to
improve vocabulary mastery by introducing songs in classroom as follow:

1. Play the song without giving hand-outs to the students.

2. Ask the students to listen carefully to the songs.
3. Give the lyrics to the students.
4. When the students has a copy, ask them to watch the lyrics
while playing the song again.
5. Tell them to circle any word or phrase they do not understand.
6. Discuss the circled word.28

There are many ways to teach vocabulary. If the teacher wants to

use English song for teaching vocabulary, the teacher needs to be well-
prepared. We must know the situation to the class, the students, the
teacher, and song selection. Paying attention to this will make it easier for

27
Griffe. “Songs in Action”, in Febria Afia Rahmah, thesis: The Effectiveness of Using
English Songs from YouTube Towards Students’ Vocabulary Mastery, (Jakarta:FITK UIN Syarif
Hodayatullah, 2015), p. 20-21.
28
Ibid.

14
 students to understand the material and easier to memorize a new
vocabulary and also not feel bored during the learning process.

4. The Advantages of Using English Song

Song as a medium to improve English vocabulary gives many

benefits. Using song is one of effective way to motivated students to
improve their vocabulary mastery.29 Hill in Suri mentioned the advantages
of teaching vocabulary through songs as follows:

a. By using contemporary popular songs that already familiar to

teenagers, it can address the problems in the classroom.
Especially about vocabulary.
b. Through using traditional songs, it can add to the student’s
knowledge of the target culture.
c. Songs can be used as a medium presentation or an exercise on
grammar study.30

From the statement above, it can be concluded that the advantages

of using a song in vocabulary teaching can be used for a presentation or as
a grammatical learning tool through contemporary traditional musical
songs. According to Fadli cited in Ramadini and Halimah, mentioned
several benefit of using songs in teaching process, such as:

a. Song as a medium to present a topic, a language point, lexis,

etc.
b. To practice a language point, lexis, etc.
c. To focus on the learner’s common error in direct way.
d. To encourage extensive and intensive listening.
e. To express about feeling and attitude.
f. To improve creativity and imagination.
g. To make the classroom situation become relaxed.

29
Amelia Ramadini & Siti Halimah, “Using Song to Improve Vocabulary Mastery for
Elementary School”. Professional Journal of English Education. Vol. 2. No. 1(2019), p. 53.
30
Elda Martha Suri, op.cit., p.116.

15
 h. To make variety and fun learning .31

C. Related Study

There are 2 thesis which are related and provided to this study. The
first reseacher is Ummi Kalsum Batubara(2019) entitled Improving The
Students’ Vocabulary Mastery by Using English Song at Eight Grade of
MTs Islamic Zending Medan. The research held in MTs Islamic Zending
Medan. There are 21 students as respondents. Her research aimed to find
out the improving students’ vocabulary mastery by using English song.
The researcher using Class Action Research (CAR) as the method of this
study. The researcher also using qualitative and quantitative to get the
data. The result of this study show that the students’ vocabulary mastery
by using English song got improvement. Because in the pre-test the
student’s mean was 63,95 and the mean for the post-test was 83,19.

The second researcher is Febria Afia Rahmah(2015) entitled The

Effectiveness of Using English Songs From YouTube Towards Students’
Vocabulary Mastery. This research held in Islamic Junior High School
RUHAMA. The sample of this study was from 60 students. This research
used quasy-experimental study. This study aimed to know whether English
songs from YouTube is effective towards students’ vocabulary mastery.
The result of this study showed that teaching vocabulary by using English
songs from YouTube was effective.

31
Ramadini & Halimah, Loc.cit.

16
D. Hypothesis

Based on the theory above, the hypothesis of this study can be formulated as
follows:

 Ha= there is significant in improving students’ vocabulary mastery by

using English song.

 H0= there is no significant in improving students’ vocabulary mastery by

using English song.

17
 CHAPTER III

RESEARCH METHODOLOGY

A. Research Setting
This research will be conducted at MTs.S Sidratul ’Ulya Naga Timbul,
which is located in Jl. Lengau Seprang No.160 Dusun IV Desa Naga Timbul,
Kec. Tanjung Morawa, Kab. Deli Serdang, North Sumatera. The research data
will take from grade eight which has 25 students.

B. Research Design

In this research, the researcher applies CAR(Classroom Action Research)

as a method. Classroom action research will conduct by researcher to solve the
student’s problem in learning process. According to Susilo, et.al, stated that
classroom action research is a recycling process of an investigation conducted
to improve the systems, processes and learning situations. Further, Susilo, et.al
explain that this method is a strategy designed to solve the problem by taking
action to analyze the problem.32

According to Burns, classroom action research is the application of finding

the fact used to solve a problem in social situation with the purpose is to
improve the quality of an action, performed jointly between researcher,
practitioner, and laymen.33 While Koshy stated that action research is an action
conducted to understand, evaluate, and modify an education program to
improve the quality of education.34

Based on the definition above, it can conclude that classroom action

research is working, action, and activities to solve the student’s problem in
learning process .
32
Susilo Herawati, et.al, Penelitian Tindakan Kelas. (Malang: Bayumedia Publising, 2009), p.
1.
33
Anne Burns, Collaboartive Action Research for English Language Teachers, ( United
Kingdom : Cambridge University, 1999 ), p, 30
34
Valsa Koshy, Action Research for Improving Practice: A Practical Guide. (Great Britanian:
TJ International Ltd, 2005), p. 57.

18
 C. The Population and Sample

1. Population

The population in this research were all students in the eight grade
of MTs.S Sidratul Ulya, which consists of 60 students. Total
population at Seventh Grade Students’ at MTs.S Sidratul ‘Ulya will
show at the table below :

Table 3.1Total Population at Seventh Grade Students

Class Total
VIII-1 21 students
VIII-2 25 students

2. Sample

A sample is a small population group in this study. Sample of this

research selected randomly by researcher in this research. The sample
in this study were all students in class VIII-1 which consists of 25
students.

D. The Technique of Collecting Data

To collect the data, the instruments which use in this research are as
follows :

1. Observation

In this research, the researcher will use the observation to know the
occurrences in learning process, about the teacher's performance
during classroom action research, class situation in the classroom
activity, and students will respond concern the use of English song.

2. Test

Researcher will do 2 kind of test namely pre-test and post-test. Pre-

test will do before giving the treatment or before implementing the

19
 song. And post-test will do after the treatment or after implementing
the song.

3. Interview
Interview is instrument of collecting data include direct
communication between researcher and subject. In interview, there
will be question and answer section. The researcher will use the
interview to collect the data related to the factors that influenced the
students in mastering vocabulary.
4. Documentation
The researcher will take some photos during the research
process to complete the result of this study.

E. Data Analysis

The data was gathered in the form of qualitative and quantitative data. The
quantitative data refers to empirical research that provides data in the form of
numbers, whereas the qualitative data describes the students' condition,
situation, and response during the teaching learning process.

1. Qualitative

In qualitative, the researcher will do interviews and document students

as part of the qualitative analysis to analyze the data. Where the researcher
will interview the student to complete the data.

2. Quantitative

Quantitative analysis is used to analyze the data acquisition of the tests

that have been conducted on students of the researcher. Where researchers
will compare the results of the test to know the improvement of students ‘
vocabulary. By using quantitative analysis, the researcher will analyze the
results of pre-test and post-test. The researcher will give the students 20
questions which are questions about the meaning of words.

In scoring the test, the researcher will score by using this formula:

20
 correct answer student
score=
total number of questions

The objective of the research will be test to know mean score. To

know the students achievement before and after action, the researcher uses
mean formula:

ΣX
X=
N

ΣY
Y=
N

Where:

X : mean of pre-test scores

Y : mean of post-test scores
N : number of subject
ΣX : the sum of pre-test score
ΣY : the sum of post-test score

21
 REFERENCES

Bawawa, Marni. (2020). Teaching English Vocabulary Using Songs To

Develoving Students’ Vocabulary Mastery. Jurnal Kajian Linguistik. Vol.
8. No. 1. P.3.

Bay, Indri Wirahmi . (2016). Penggunaan Lagu Dalam Pengajaran Kosa Kata
English Direction. Jurnal Ilmu Pendidikan Nonformal. Vol. 02. No. 04. P.
416.

Burns, Anne. (1999). Collaboartive Action Research for English Language

Teachers. United Kingdom : Cambridge University. P. 30.

Cameron, Lynne. (2001). Teaching Language to Young Learner, Cambridge:

Language Teaching Library, Cambridge University Press. P. 78.

Daulay, Sholihatul Hamidah, et. al. (2021). The Effectiveness of Beyond Centre
and Circle Time Method on the Students’ Vocabulary Mastery.
Paedagoria: Jurnal Kajian, Penelitian dan Pengembangan Kependidikan.
Vol. 12. No. 1. P. 69-74.
http://journal.ummat.ac.id/index.php/paedagoria/article/view/3906

H, Hermin Ratih dan Rr Amanda Pasca Rini. (2015). Pengaruh Auditori Verbal
Therapy Terhadap Kemampuan Penguasaan Kosa Kata Pada Anak Yang
Mengalami gangguan Pendengaran. Persona, Jurnal Psikologi Indonesia.
Vol. 4. No. 01. P. 79

Hanifah, Aulia, et.al. (2020). Improving Students’ Vocabulary By Using Joox

Applicatio.. Intensive Journal. Vol.3. No.1. P. 27-30.

Hatch, Evelyn and Cherly Brown. (1995). Vocabulary, Semantic and Language
Education . New York: Cambridge University Press.

Herawati, Susilo et.al. (2009). Penelitian Tindakan Kelas. Malang: Bayumedia

Publising. P. 1.

22
http://kbbi.web.id

Kayyis, Rahmatika. (2015). Building Vocabulary Using Pop Songs. Jurnal

SMART. Vol. 1. No. 1. P. 32.

Koshy, Valsa . (2005). Action Research for Improving Practice: A Practical

Guide. Great Britanian: TJ International Ltd. P. 57.

Kuśnierek, Anna. (2016). The Role of music and songs in teaching

Englishvocabulary to students. WSN World Scientific News. P. 1-55.

Manurung, Kepler. (2019). Peningkatan Penguasaan Kosakata Bahasa Inggris

Materi Family Melalui Lagu Pada Siswa Kelas VIII SMP Negeri 3 Tebing
Tinggi Tahun Pelajaran 2019/2020. Murabbi: Jurnal Ilmiah dalam Bidang
Pendidikan. Vol. 02. No. 02. P.37.

N.M, Ratminingsih. (2016). Efektifitas Media Audio Pembelajaran Bahasa

Inggris Berbasis Lagu Kreasi di Kelas Lima Sekolah Dasar. Jurnal
Pendidikan Indonesia. Vol. 5. No. 1. P.31.

Nurhayati. (2009). Develoving English Skills Through Songs and Music. UAD
TEFL National Conference(Proceeding).

Rahmah, Febria Afia. (2015). Thesis: The Effectiveness of Using English Songs
from YouTube Towards Students’ Vocabulary Mastery. Jakarta: FITK UIN
Syarif Hodayatullah. P. 20-21.

Ramadini, Amelia & Siti Halimah. (2019). Using Song to Improve Vocabulary
Mastery for Elementary School”. Professional Journal of English
Education. Vol. 2. No. 1. P. 53.

Risnawati, et. al. (2014). Improving Vocabulary Mastery of the Eight Grade
Student Through Song. E-Journal of English Language Teaching Society
(ELTS). Vol. 2. No. 4. P. 1-14.
http://jurnal.untad.ac.id/jurnal/index.php/ELTS/article/view/3243

23
Sugandi, Bastian . (2014). The Impact Of Using English Songs Towards The
Students’ Vocabulary Mastery At Grade Ten Of SMK Negeri 1
Bandarlampung In Academic Year 2013-2014. The Second International
Conference on Education and Language. P. 286.

Suri, Elda Martha. (2012). Improving Students’ Vocabulary mastery by Using

Songs at The Grade Sixth of State Elementary School of 45 Bungo Pasang
Padang. Jurnal Pendidikan. Vol. 1. No. 1. P. 113.

Thornbury, Scott. (2002). How to Teach Vocabulary. Edinburgh: Person

Education Limited. P. 13.

Wangi, Wulan et.al.. (2017). A Descriptive Study of Using English Songs in

Teaching Listening to Develop Students’ Vocabulary Mastery at The Tenth
Grade Students of IPA 1 of MAN Srono Banyuwangi. Jurnal Sosioedukasi.
Vol. 6. No. 1. P.31.

Wilar, Blessy Monique, Nurmin F. Samola, Agustine C. Mamentu. (2021).

Improving Students’ Vocabulary Mastery Through English Songs at The
Eight Grade of SMP. Jurnal Bahasa Dan Seni. Vol. 01. No. 8. P. 689.

24
 APPENDICES

A. The instrument for pre-test

Name :

Class :

Insyaaallah

By: Maher Zain

1. Complete the lyrics with the missing word

ALONE – SO - SEE –ALLAH - WAY – EVERYTIME - HAVE – FULL

– DESPAIR – YOUR – GUIDE – SHOWED – HOPE – INSYAALLAH –
PUT – AND – FEEL – FIND - YOU - PRAY

_____ you feel like you cannot go on

You ____ so lost

That your so ____

All ___ see is night

____ darkness all around

You feel ____ helpless

You can't ____which way to go

Don`t despair and never loose ____

Cause _____ is always by your side

Insya Allah 2x

____ you`ll find your way

25
Everytime you can make one more mistake

You feel you can`t repent

And that its ___ too late

Your`re so confused, wrong decisions you ___ made

Haunt your mind and your heart is ___ of shame

Don`t ___ and never loose hope

Cause Allah is always by your side

Insya Allah 2x

Insya Allah you`ll find ___ way

Insya Allah 2x

Insya Allah you`ll find your way

Turn to Allah

He`s never far away

____ your trust in Him

Raise your hands and ___

OOO Ya Allah

___ my steps don`t let me go astray

You`re the only one that ___ me the way,

Showed me the way 2x

Insya Allah 2x

Insya Allah we`ll ___ the way

26
Key answer

1. Everytime
2. Feel
3. Alone
4. You
5. And
6. So
7. See
8. Hope
9. Allah
10. Insyaallah
11. Way
12. Have
13. Full
14. Despair
15. Your
16. Put
17. Pray
18. Guide
19. Showed
20. Find

27
B. The instrument for post-test

Name :

Class :

Count On Me

By: Bruno Mars

1. Circle the correct word

If you ever find/fine yourself stuck in the middle of the sea/see,

I'll sail/fail the world to find you
If you ever find yourself lost/loose in the dark and you can't/can see,
I'll be the light/night to guide you

Find out what we're made/make of

When we are called to help our friends in need/knee

You can count/mount on me like one two three, I'll be there

And I know when I need it I can count on you like/bike four three two, You'll be
there
'Cause that's what friends are supposed to do, oh yeah

Whoa, whoa, oh, oh

Yeah, yeah

2. Complete the lyrics with the missing word

SONG – GOODBYE - MADE – IF – CAN – ALWAYS –YOU - CALLED –

CAUSE - MUCH

28
____ you tossing and you're turning and you just can't fall asleep
I'll sing a ____ beside you
And if you ever forget how ____ you really mean to me
Everyday I will remind  you

Ooh, Find out what we're ____ of

When we are ___ to help our friends in need

You can count on me like one two three, I'll be there

And I know when I need it I ___ count on you like four three two, You'll be there
____ that's what friends are supposed to do, oh yeah

Oh, oh, Yeah, yeah

You'll ____ have my shoulder when you cry

I'll never let go, Never say ____
You know you can

Count on me like one two three, I'll be there

And I know when I need it I can count on you like four three two, And you'll be
there
'Cause that's what friends are supposed to do, oh yeah

Oh, oh
You can count on me 'cause I can count on ____

29
Key answer

1. Find
2. Sea
3. Sail
4. Lost
5. Can’t
6. Light
7. Made
8. Need
9. Count
10. Like
11. If
12. Song
13. Much
14. Made
15. Called
16. Can
17. Cause
18. Always
19. Goodbye
20. You

30
C. Lesson Plan I

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)
Nama Sekolah : MTs.S Sidratul ‘Ulya
Kelas : VIII
Materi : Vocabulary
Topic : Listening the song
Alokasi Waktu : 2 x 40 menit
A. Kompetensi Inti
KI : Menghargai dan menghayati ajaran agama yang
dianutnya.
KI 2 : Menghargai dan menghayati perilaku jujur, disiplin,
tanggung jawab, peduli (toleransi, gotong royong,), santun, percaya
diri, dalam berinteraksi secara efektif dengan lingkungan social dan
alam dalam jangka pergaulan dan keberadaannya.
KI 3 : Memahami pengetahuan (faktual, konseptual, dan
procedural) Berdasarkan asa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.
KI 4 : Mencoba, mengolah, dan menyaji dalam ranah konkret
(menggunakan, mengurai, dan membuat) dan ranah abstact( menulis,
membaca, menghitung, menggambar dan mengarang) sesuai dengan
yang di pelajari di sekolah dan diri berbagai sumber lain yang sama
dalam sudut pandang / teori.
B. Kompetensi Dasar dan Indikator

No. Kompetensi Dasar Indikator

1. 1.1 Mensyukuri kesempatan
dapat mempelajari bahasa
Inggris sebagai bahasa
pengantar Komunikasi
internasional yang
diwujudkan dalam semangat
1.1.1Siswa dapat menunjukkan
kesungguhan belajar bahasa
Inggris dalam berkomunikasi
dengan guru dan teman.

31
 belajar
2. 2.1 Menunjukkan perilaku 2.1.1Siswa dapat menunjukkan
santun dan peduli dalam prilaku jujur , percaya diri, dan
melaksanakan komunikasi tanggung jawab dalam
interpersonal dengan guru dan melaksanakan komunikasi.
teman.
3. 3.12 Menyebutkan fungsi 3.12.1 Menjelaskan fungsi
sosial dan kebahasaan dalam sosial dalam lagu. 3.12.2
lagu. Menjelaskan unsur kebahasaan
dalam lagu.
4. 4.16 Menangkap pesan dalam 4.16.1 Menguraikan isi pesan
lagu. lagu secara singkat 4.16.2
Menyampaikan kesan atau
pendapat mengenai lagu 4.16.3
Menyanyikan lagu dengan
ucapan dan intonasi yang benar.

C. Tujuan Pembeleajaran
1. Siswa dapat mengucapkan voabulary dengan pronounciation yang
baik dan benar.
2. Siswa dapat menggunakan vocbulary dalam kehidupan sehari hari.
3. Siswa mampu merespon pesan yang terdapat dalam lagu.
D. Materi Pembelajaran
1. Lagu berbahasa Inggris :
 InysaaAllah by Maher Zain.
2. Fungsi Sosial : Menghibur, mengungkapkan perasaan,
mengajarkan pesan moral.
3. Unsur Kebahasaan :
 Kata, ungkapan dan tata bahasa dalam karya seni berbentuk
lagu.
 Ejaan dan tulisan tangan dan cetak yang jelas dan rapi.

32
  Ucapan , tekanan kata, intonasi ketika mempresentasikan
secara lisan.
E. Metode
Contextual Teaching Learning (CTL) Modelling
F. Media, Alat dan Sumber Pembelajaran
1. Media : Song, speaker, laptop
2. Sumber Belajar : Lyric Lagu
G. Langkah-langkah pembelajaran
Kegiatan pendahuluan (10 menit)
 Memulai dengan bismillah lalu mengucapkan salam kemudian
disusul dengan syukur terhadap Allah ‫ ﷻ‬serta shalawat kepada
Nabi Muhammad ‫ﷺ‬
 Meminta salah satu murid untuk memimpin doa di depan kelas
secara bergilir di tiap minggunya.
 Memeriksa daftar kehadiran siswa sebagai sikap disiplin.
Kegiatan inti (60 menit)

 Mengamati
 Guru memberikan lembar pre-test.
 Peserta didik mendengarkan lagu insyaaAllah,
 Peserta didik mengamati lirik insyaaAllah.
 Guru bertanya kepada siswa tentang kosa kata baru
yang ada dalam lirik lagu

 Menanya
 Dengan bimbingan dan arahan guru, peserta didik
mempertanyakan cara pelafalan dari kosa kata baru .
 Guru mengklarifikasi pertanyaan dari peserta didik dengan
menjawab pertanyaan tersebut.
 Mengumpulkan Informasi
 Peserta didik mencari arti dari kosa kata baru dalam lagu.

 Mengkomunikasikan
 Guru meminta peserta didik untuk
mempresentasikan hasil didepan kelas.
33
 Guru dan peserta didik lain memberikan
pendapat/ koreksi kepada peserta didik yang
persentasi.
  Peserta didik mengulang kembali pelafalan kosakata dalam
lagu.
 Guru memberikan umpan balik kepada siswa tentang lirik lagu
yang telah dilengkapi

Kegiatan penutup (10 menit)

 Memberi kesimpulan dari pembelajaran hari ini.

 Menutup kelas dengan lafadz hamdallah dan doa.
H. Penilaian
Technique : Writing test
The form of instrument : Essay

Naga Rejo,
2022
Mengetahui,

Kepala sekolah Guru

(............................) Siti Kholifah

34
35
D. Lesson Plan II

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)
Nama Sekolah : MTs.S Sidratul ‘Ulya
Kelas : VIII
Materi : Vocabulary
Topic : Listening the song
Alokasi Waktu : 2 x 40 menit
A. Kompetensi Inti
KI : Menghargai dan menghayati ajaran agama yang
dianutnya.
KI 2 : Menghargai dan menghayati perilaku jujur, disiplin,
tanggung jawab, peduli (toleransi, gotong royong,), santun, percaya
diri, dalam berinteraksi secara efektif dengan lingkungan social dan
alam dalam jangka pergaulan dan keberadaannya.
KI 3 : Memahami pengetahuan (faktual, konseptual, dan
procedural) Berdasarkan asa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.
KI 4 : Mencoba, mengolah, dan menyaji dalam ranah konkret
(menggunakan, mengurai, dan membuat) dan ranah abstact( menulis,
membaca, menghitung, menggambar dan mengarang) sesuai dengan
yang di pelajari di sekolah dan diri berbagai sumber lain yang sama
dalam sudut pandang / teori.
B. Kompetensi Dasar dan Indikator

No. Kompetensi Dasar Indikator

1. 1.1 Mensyukuri kesempatan
dapat mempelajari bahasa
Inggris sebagai bahasa
pengantar Komunikasi
internasional yang
diwujudkan dalam semangat
1.1.1Siswa dapat menunjukkan
kesungguhan belajar bahasa
Inggris dalam berkomunikasi
dengan guru dan teman.

36
 belajar
2. 2.1 Menunjukkan perilaku 2.1.1Siswa dapat menunjukkan
santun dan peduli dalam prilaku jujur , percaya diri, dan
melaksanakan komunikasi tanggung jawab dalam
interpersonal dengan guru dan melaksanakan komunikasi.
teman.
3. 3.12 Menyebutkan fungsi 3.12.1 Menjelaskan fungsi
sosial dan kebahasaan dalam sosial dalam lagu. 3.12.2
lagu. Menjelaskan unsur kebahasaan
dalam lagu.
4. 4.16 Menangkap pesan dalam 4.16.1 Menguraikan isi pesan
lagu. lagu secara singkat 4.16.2
Menyampaikan kesan atau
pendapat mengenai lagu 4.16.3
Menyanyikan lagu dengan
ucapan dan intonasi yang benar.

C. Tujuan Pembeleajaran
4. Siswa dapat mengucapkan voabulary dengan pronounciation yang
baik dan benar.
5. Siswa dapat menggunakan vocbulary dalamkehidupan sehari hari.
6. Siswa mampu merespon pesan yang terdapat dalam lagu.
D. Materi Pembelajaran
4. Lagu berbahasa Inggris :
 Count on me by Bruno Mars
5. Fungsi Sosial : Menghibur, mengungkapkan perasaan,
mengajarkan pesan moral.
6. Unsur Kebahasaan :
 Kata, ungkapan dan tata bahasa dalam karya seni berbentuk
lagu.
 Ejaan dan tulisan tangan dan cetak yang jelas dan rapi.

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  Ucapan , tekanan kata, intonasi ketika mempresentasikan
secara lisan.
E. Metode
Contextual Teaching Learning (CTL) Modelling
F. Media, Alat dan Sumber Pembelajaran
3. Media : Song, speaker, laptop
4. Sumber Belajar : Lyric Lagu
G. Langkah-langkah pembelajaran
Kegiatan pendahuluan (10 menit)
 Memulai dengan bismillah lalu mengucapkan salam kemudian
disusul dengan syukur terhadap Allah ‫ ﷻ‬serta shalawat kepada
Nabi Muhammad ‫ﷺ‬
 Meminta salah satu murid untuk memimpin doa di depan kelas
secara bergilir di tiap minggunya.
 Memeriksa daftar kehadiran siswa sebagai sikap disiplin.
Kegiatan inti (60 menit)

 Mengamati
 Peserta didik mendengarkan lagu Count on me.
 Peserta didik mengamati lirik lagu Count on me.
 Guru bertanya kepada siswa tentang kosa kata baru
yang ada dalam lirik lagu

 Menanya
 Dengan bimbingan dan arahan guru, peserta didik
mempertanyakan cara pelafalan dari kosa kata baru .
 Guru mengklarifikasi pertanyaan dari peserta didik dengan
menjawab pertanyaan tersebut.
 Mengumpulkan Informasi
 Peserta didik mencari arti dari kosa kata baru dalam lagu.

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 o Peserta didik mencari arti dari kosa kata
baru dalam lagu.
o Peserta didik mengulang kembali pelafalan
kosa kata baru.
o Guru memberikan lembar post-test.
Kegiatan penutup (10 menit)

 Memberi kesimpulan dari pembelajaran hari ini.

 Menutup kelas dengan lafadz hamdallah dan doa.

Naga Rejo,
2022
Mengetahui,

Kepala sekolah Guru

(............................) Siti Kholifah

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 D. Observation List

No Object of Observation Yes No

1. Teacher greets the students.
2. Teacher checks the students whether the student ready to
study or not.
3. Teacher gives preview about the material to the students.
4. Teacher gives clear explanation about the song media for the
teaching process.
5. Teacher walks around the class.
6. Teacher stands or sits in front of the class.
7. Teacher goes to every group to check the activity in students
group.
8. Teacher uses media for teaching.
9. Teacher gives ice breaking in the middle of learning activity.
10. Students pay attention to the tacher.
11. Students make noise.
12. Students keep the class quiet.
13. Students talk to another students during the lesson.
14. Students walk around the class during the lesson.
15. Students sit on their own chair during the lesson.
16. Students raise their hand when the teacher asks them to
answer the questions during the games.
17. Students discuss the questions actively in group during the
games.
18. Students use the media for games given by the teacher.
Notes:

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