THE USE OF ENGLISH SONG TO IMPROVE THE STUDENTS’ VOCABULARY

MASTERY AT EIGHT GRADE OF MTS.S 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 MTS.S 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

CHAPTER I INTRODUCTION

A. Background of the Study

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

CHAPTER II LITERATURE REVIEW

A. Vocabulary
1. Definition Of Vocabulary
2. Vocabulary Mastery
3. Kinds of Vocabulary
4. Teaching Vocabulary
B. Song
1. Definition of Song
2. Song as A Media To Teach Vocabulary
3. Teaching English Song Procedure
4. The Advantages of Using English Song
C. Related Studies
D. Hypothesis

CHAPTER III RESEARCH METHODOLOGY

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

REFERENCE

APPENDIX
 LIST OF TABLES

Table 3.1 Total Population at Seventh Grade Students

 CHAPTER I

INTRODUCTION

A. Background of the study

Language is important to master. One of the 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 the country that study English. As a foreign language, English
has been taugh 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

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

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.
3
Aulia Hanifah, et.al, “Improving Students’ Vocabulary By Using Joox Application”. Intensive Journal.
Vol.3. No.1. (2020). P. 27-30.
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 havent’s 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 beacause of the lack of the mastery in vocabulary.

Morover, in direct communicatin, 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 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

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 pronounciation, vocabulary or
grammar. 6 In a song, there will be many 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.7

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

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
Anna Kuśnierek. The Role of music and songs in teaching Englishvocabulary to students. WSN World
Scientific News. (2016). p. 1-55.
7
Risnawati. Loc.Cit.
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

Based on the background above, the writer formulated the problem of the study as
the following : “is there any improvement is 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.
 CHAPTER II

LITERATURE REVIEW

A. Vocabulary
1. Definition of Vocabulary

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

people.8 The better vocabulary we know, it will make communication better and also
interesting. According to Thornbury, nothing can convey without vocabulary. 9 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. Allaah said in the holy Al-Quran Surah Al-
Baqarah :

ٓ
ْ ُ‫ال‬PPَ‫ ق‬٣١ َ‫ ِدقِين‬P‫ص‬
‫وا‬ َ ٰ ۡ‫ُؤٓاَل ِء ِإن ُكنتُم‬Pَٓ‫ َمٓا ِء ٰه‬P‫ بَِأ ۡس‬P‫ضهُمۡ َعلَى ۡٱل َم ٰلَِئ َك ِة فَقَا َل َأ ۢن‍بُِٔونِي‬ َ ‫َوعَلَّ َم َءا َد َم ٱَأۡل ۡس َمٓا َء ُكلَّهَا ثُ َّم َع َر‬
ۡ‫ َمٓاِئ ِهم‬P ‫َأهُم بَِأ ۡس‬P َ‫ فَلَ َّمٓا َأ ۢنب‬Pۖۡ‫ َمٓاِئ ِهم‬P ‫ال ٰيََٓٔـا َد ُم َأ ۢنبِ ۡئهُم بَِأ ۡس‬
َ َ‫ ق‬٣٢ ‫س ُۡب ٰ َحنَكَ اَل ِع ۡل َم لَنَٓا ِإاَّل َما عَلَّمۡ تَن َۖٓا ِإنَّكَ َأنتَ ۡٱل َعلِي ُم ۡٱل َح ِكي ُم‬
٣٣ َ‫ض َوَأ ۡعلَ ُم َما تُ ۡب ُدونَ َو َما ُكنتُمۡ ت َۡكتُ ُمون‬
ِ ‫ت َوٱَأۡل ۡر‬ َ ‫ال َألَمۡ َأقُل لَّ ُكمۡ ِإنِّ ٓي َأ ۡعلَ ُم غ َۡي‬
ِ ‫ب ٱل َّس ٰ َم ٰ َو‬ َ َ‫ق‬

“ (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 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
8
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.
9
Scott Thornbury. How to Teach Vocabulary. (Edinburgh: Person Education Limited, 2002), p.13.
 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. 10
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 خَ افُوا َعلَ ْي ِه ْم فَ ْليَتَّقُوا هَّللا َ َو ْليَقُولُوا قَوْ اًل َس ِديدًا‬

ِ ً‫ش الَّ ِذينَ لَوْ تَ َ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:

ْ ‫َم ْن َكانَ يُْؤ ِمنُ بِاهللِ َو ْاليَوْ ِم اآْل ِخ ِرفَ ْليَقُلْ َخ ْ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)

ٌ‫ص َدقَة‬َ ‫اس َعلَ ْي ِه‬ِ َّ‫صلَّى هَّللا ُ َعلَ ْي ِه َو َسلَّ َم ُكلُّ ُساَل َمى ِم ْن الن‬ َ ِ ‫ض َي هَّللا ُ َع ْنهُ قَا َل قَا َل َرسُو ُل هَّللا‬ ِ ‫ع َْن َأبِي هُ َر ْي َرةَ َر‬
ُ‫ ه‬Pَ‫ا َمتَاع‬Pَ‫ ُع َعلَ ْيه‬Pَ‫ا َأوْ يَرْ ف‬Pَ‫ ُل َعلَ ْيه‬P‫ ِه فَيَحْ ِم‬Pِ‫ َل َعلَى دَابَّت‬Pُ‫ َدقَةٌ َويُ ِعينُ ال َّرج‬P‫ص‬ ْ ‫ُك َّل يَوْ ٍم ت‬
َ ‫ ِد ُل بَ ْينَ ااِل ْثنَ ْي ِن‬Pْ‫َطلُ ُع فِي ِه ال َّش ْمسُ يَع‬
‫ (رواه‬.ٌ‫ َدقَة‬P‫ص‬ ِ P‫طُ اَأْل َذى ع َْن الطَّ ِري‬P‫ َدقَةٌ َويُ ِمي‬P‫ص‬
َ ‫ق‬P َ ‫اَل ِة‬P‫الص‬ ْ ‫لُّ ُخ‬PP‫ص َدقَةٌ َو ُك‬
َّ ‫ا ِإلَى‬PPَ‫ َو ٍة يَ ْخطُوه‬P‫ط‬ َ ُ‫ص َدقَةٌ َو ْال َكلِ َمةُ الطَّيِّبَة‬
َ
)‫البخاري‬

“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

10
http://kbbi.web.id
 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 hadits, 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.11 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 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. 12
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.13

11
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
12
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.
13
Lynne Cameron, Teaching Language to Young Learner, Cambridge: Language Teaching Library,
(Cambridge University Press,2001), p.78.
 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 realated to words. In learning words,

students will also learn grammar. This indicates 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.14

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

14
Ibid.
 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.15

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 vocabulary. 16 Every
ways of teaching vocabulary has its specifis 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:17

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

15
Evelyn Hatch & Cheryl Brown, Vocabulary , Semantics, and Language Education, (Cambridge:
Cambridge University Press, 1995).
16
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.
17
Indri Wirahmi Bay, “Penggunaan Lagu Dalam Pengajaran Kosa Kata English Direction”. Jurnal
Ilmu Pendidikan Nonformal. Vol.02. No.04(2016). P. 416.
 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.

Nurhayati stated that song is a teaching medium for language learning. 18 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. 19 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.20

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.21 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 larning 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.

18
Nurhayati, “Develoving English Skills Through Songs and Music”. UAD TEFL National
Conference(Proceeding). (2009).
19
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.
20
Wilar, Samola, Mamentu, op. cit. p. 690.
21
Ibid.
 Saricoban & Metin in Wulan said that using song is one of the best ways in
creating an enjoyable learning atmosphere.22 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.23 It also supported by Cebula, he stated that
every student who studies vocabulary using a song can usually express theirself easily
and also know many new words.24 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 lesson25

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

22
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.
23
Marni Bawawa, “Teaching English Vocabulary Using Songs To Develoving Students’ Vocabulary
Mastery”. Jurnal Kajian Linguistik. Vol. 8. No. 1(2020), p.3.
24
Ibid.
25
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.
 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.26

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.27

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 tclass, the students, the teacher, and song selection. Payying attention
to this will make it easier for 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

26
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.
27
Ibid.
 mastery.28 Hill in Suri mentioned the advantages of teaching vocabulary through
songs as follows:

a. By using contemporary popular songs that already familiar to teenegers, 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.29

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 tradisional 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.
h. To make variety and fun learning .30

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 reseacher using Class Action Research (CAR) as
28
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.
29
Elda Martha Suri, op.cit., p.116.
30
Ramadini & Halimah, Loc.cit.
 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 reasearch used quasy-experimental study. This study aimed to
know whether English songs from YouBube is effective towards students’ vocabulary
mastery. The result of this study showed that teaching vocabulary by using English
songs from YouTube was effective.

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.

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 30 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.31

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.32 While Koshy
stated that action research is an action conducted to understand, evaluate, and modify an
education program to improve the quality of education.33

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 .

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 MTsNKaro will show at the table below :

Table 3.1Total Population at Seventh Grade Students

31
Susilo Herawati, et.al, Penelitian Tindakan Kelas. (Malang: Bayumedia Publising, 2009), p. 1.
32
Anne Burns, Collaboartive Action Research for English Language Teachers, ( United Kingdom :
Cambridge University, 1999 ), p, 30
33
Valsa Koshy, Action Research for Improving Practice: A Practical Guide. (Great Britanian: TJ
International Ltd, 2005), p. 57.
 Class Total
VIII-1 30 students
VIII-2 30 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 30 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
occurences 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 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
bertween 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 quanlitative, 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:

correct answer student

score=
total number of questions

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

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.

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

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.

APPENDICES
A. The instrument for pre-test and post-test

Name :

Class :

Session : pre-test/post-test

Translate these words into Indonesian

1. Find
a. Bertanya
b. Menari
c. Menemukan
d. Membaca
2. Read
a. Menyanyi
b. Menari
c. Memasak
d. Membaca
3. Feel
a. Belajar
b. Berdoa
c. Makan
d. Merasa
4. Get
a. Memperoleh
b. Bertemu
c. Memasak
d. Berdoa
5. Way
a. Rumah
b. Membaca
c. Jalan
d. Menyanyi
6. Full
a. Penuh
b. Sedikit
c. Rumah
d. Mandi
7. Show
a. Merasa
b. Mengetahui
c. Mengenal
d. Menunjukkan
 8. Everytime
a. Selamat pagi
b. Kapan
c. Dimana
d. Setiap saat
9. See
a. Membaca
b. Melihat
c. Bertemu
d. Berasal
10. You
a. Saya
b. Kamu
c. Dia
d. Mereka

Feel in each blank with the word in the box to complete the sentence.

11. Ummi always ….. me to do my homework.

12. Me and my …. live in the same village.
13. My brother always …. In the bathroom.
14. ….. are twenty five students in my classroom.
15. Before eating I always …..

- Friends - Pray
- Sings
- Helps - There

Rearrange the following word correctly

16. R-f-i-n-e-d-s = …………………….

17. B-c-e-u-a-e-s = …………………….
18. W-a-l-y-a-s = …………………….
19. E-r-v-t-i-e-y-m-e = …………………….
20. A-r-k-d = …………………….

Key Answer

1. C. menemukan
2. D. membaca
3. D. merasa
4. A. memperoleh
5. C. jalan
6. A. penuh
7. D. menunjukkan
8. D. setiap saat
9. B. melihat
10. B. kamu
11. Helps
12. Friends
13. Sings
14. There
15. Pray
16. Friends
17. Because
18. Always
19. Everytime
20. Dark

B. 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 kesungguhan belajar bahasa Inggris
bahasa pengantar Komunikasi
internasional yang diwujudkan
dalam semangat belajar
2. 2.1 Menunjukkan perilaku santun
dan peduli dalam melaksanakan
komunikasi interpersonal dengan
guru dan teman.
3. 3.12 Menyebutkan fungsi sosial
dan kebahasaan dalam lagu.
1.1.1Siswa dapat menunjukkan
dalam berkomunikasi dengan guru
dan teman.
2.1.1Siswa dapat menunjukkan
prilaku jujur , percaya diri, dan
tanggung jawab dalam melaksanakan
komunikasi.
3.12.1 Menjelaskan fungsi sosial
dalam lagu. 3.12.2 Menjelaskan unsur
 kebahasaan dalam lagu.
4. 4.16 Menangkap pesan dalam lagu. 4.16.1 Menguraikan isi pesan 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.
 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.
 Guru memberikan umpan balik kepada siswa tentang lirik lagu yang telah
dilengkapi
o Peserta didik mencari arti dari kosa kata baru dalam
lagu
o Peserta didik mengulang kembali pelafalan kosa
kata baru
 Mengasosiasi
 Peserta didik diberikan missing lyric tentang lagu
insyaaAllah.
 Guru menampilkan kembali lirik lagu insyaaAllah selama
5 menit.
 Guru meminta siswa mendengarkan lagu insyaaAllah
sambil mengisi kata/lirik lagu yang dikosongkan (3 kali)
 Mengkomunikasikan
 Guru meminta peserta didik untuk mempresentasikan hasil
didepan kelas.
 Guru dan peserta didik lain memberikan pendapat/ koreksi
kepada peserta didik yang persentasi.
 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

I. Assessment
Nomor Penyelesaian/Kunci Jawaban Skor
soal
1. Siswa dapat menjawab dengan 1
benar.
2. Siswa tidak dapat menjawab dengan 0
benar.

Catatan:
Jumlah Soal (Question/ Answer) sebanyak = 15
Jumlah Skor Maksimal = 100
Jumlah Jawaban Benar
X100
Nilai Peserta Didik =
Jumlah Soal

Naga Rejo,
2022
Mengetahui,

Kepala sekolah Guru

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

 Insyaaallah

By: Maher Zain

_____ you feel like you cannot go on

You ____ so lost

That your so alone

All you is see is night

And darkness all around

You feel so ____

You can't ____which way to go

Don`t despair and never loose hope

Cause Allah is always by your side

Insya Allah 2x

Insya Allah you`ll ___ your way

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

Key answer

1. Everytime
2. Feel
3. Helpless
4. See
5. Find
6. Way
7. Have
8. Full
9. Despair
10. Your
11. Put
12. Pray
13. Guide
14. Showed
15. Find
C. 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 1.1.1Siswa dapat menunjukkan
mempelajari bahasa Inggris sebagai kesungguhan belajar bahasa Inggris
bahasa pengantar Komunikasi dalam berkomunikasi dengan guru
internasional yang diwujudkan dan teman.
dalam semangat belajar
2. 2.1 Menunjukkan perilaku santun 2.1.1Siswa dapat menunjukkan
dan peduli dalam melaksanakan prilaku jujur , percaya diri, dan
komunikasi interpersonal dengan tanggung jawab dalam melaksanakan
guru dan teman. komunikasi.
 3. 3.12 Menyebutkan fungsi sosial
dan kebahasaan dalam lagu.
4. 4.16 Menangkap pesan dalam lagu.
3.12.1 Menjelaskan fungsi sosial
dalam lagu. 3.12.2 Menjelaskan unsur
kebahasaan dalam lagu.
4.16.1 Menguraikan isi pesan 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.
 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.

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

Count On Me

By: Bruno Mars

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

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

Find out what we're made of

When we are called 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 can count on you like four three two, You'll be there
'Cause that's what friends are supposed to do, oh yeah

Whoa, whoa, oh, oh

Yeah, yeah

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

Ooh, Find out what we're made of

When we are called 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 can count on you like four three two, You'll be there
'Cause that's what friends are supposed to do, oh yeah

Oh, oh, Yeah, yeah

You'll always have my shoulder when you cry

I'll never let go, Never say goodbye
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 you
 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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