PROPOSAL SKRIPSI

IMPROVING STUDENTS SPEAKING ABILITY THROUGH ENGLISH

SONG MEDIA AT CLASS VIIA
(A research at SMP Negeri 2 Limboto Barat)

Composed By:
Dian Puspita Ramadhani
201042021

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHER TRAINING

STATE INSTITUTE OF ISLAMIC STUDIES IAIN SULTAN AMAI

GORONTALO

2022/2023

i
 ACKNOWLEDGEMENTS

Praise be to the presence of Allah SWT who has given His mercy,
hidayah, and grace so that why we can complete this proposal. This proposal is
prepared as one of the requirements to fulfill the final project of the course.

This proposal is entitled "Improving students speaking ability through

English song media at Class VIIA SMPN 2 Limboto Barat". This proposal is
intended to propose an effort to improve the ability to speak in simple sentences in
daily activities using English song media in class VIIA SMPN 2 Barat Limboto.
The purpose of this proposal is to analyze the effectiveness of the use of song
media in improving students' speaking ability in simple sentences in daily
activities. Through this approach, it is expected that students can more actively
participate in English learning and gain better communication skills.

This proposal will discuss in detail the background of the problem,

research objectives, research methodology, and the expected benefits of
implementing the use of song media in English language learning in grade VIIA
SMPN 2 Limboto Barat. We would like to thank the school, teachers, and students
who have provided support and cooperation in the implementation of this
research. Hopefully this proposal can make a positive contribution to the
development of education at SMPN 2 Limboto Barat.

Finally, we hope that this proposal can be accepted and get approval from
the relevant parties. All constructive criticisms and suggestions are very much
expected for the improvement and development of this research

Thanks

Researcher

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 TABLE OF CONTENTS
COVER.......................................................................................................................................

ACKNOWLEDGEMENTS.....................................................................................................

TABLE OF CONTENT S.......................................................................................................

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

A. Background of Study......................................................................................................
B. Identification of the Problem..........................................................................................
C. Scope and Limitation......................................................................................................
D. Formulation of the Problem............................................................................................
E. Objectives of Research....................................................................................................
F. Significance of the research............................................................................................

CHAPTER II REVIEW OF LITERATURE.........................................................................

A. Speaking Skill.................................................................................................................
B. Song media in Learning................................................................................................
C. Previous Study of the Use of Song Media in Improving Speaking Skills....................

CHAPTER III RESEARCH METHODS.............................................................................

A. Research Design............................................................................................................
B. Place and Time of Research..........................................................................................
C. Population and sample..................................................................................................
D. Data Collection Techniques and Instruments...............................................................
E. Procedure of Research...................................................................................................
F. Validity and Reliability Data........................................................................................

BIBLIOGRAPHY...................................................................................................................

APPENDIX..............................................................................................................................

SPEAKING RUBRIC ............................................................................................................

OBSERVATION SHEET.......................................................................................................

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

Tabel.1 Instruments of the Research.............................................................................

Tabel. 2 Speaking Test Assessment Instrument............................................................
Tabel. 3 Rubric of Speaking.........................................................................................

LIST OF FIGURE......................................................................................................................

Figure 1. The Importance of Speaking Skills...............................................................

Figure 2: The cycle of action research..........................................................................

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 CHAPTER 1
INTRODUCTION
A. Background
The ability to speak English is often a difficult challenge for many people 1.
Students of SMPN 2 Limboto Barat are no exception. Based on observations and
interviews with English teachers at the school, it was revealed that most students
had difficulty expressing their thoughts orally in English. For example, difficulty
in constructing correct sentences, and mastery of vocabulary. This is in line with
research conducted by Martiwati (2017)2. In the first semester of students, basic
English structure for the academic year 2016/2017. Furthermore, paputungan et.,
al (2022)3. The population of this study was 10 third-semester students majoring
in English Language Education at IAIN Sultan Amai Gorontalo. Next, Edri,
(2021)4. Semester IV students with a population of 60 students of the Jakarta
Tourism Academy. The conclusion is that students' difficulties in constructing
sentences and mastering vocabulary become an inhibiting element in English
language skills.

These inhibiting factors can be sourced from eternal and internal factors.
One internal factor is the lack of interest of students in English language learning.
And one of the dominant external factors is the lack of variation in the use of
learning media that can stimulate student motivation in learning. For example, in

1
Dini Kurnia Irmawati, “Faktor-Faktor Penghambat Peningkatan Kemampuan Berbicara Bahasa
Inggris Mahasiswa Jurusan Bahasa Inggris Di Kota Malang” (2016): 1–23.
2
Martriwati and Burhayani, “The Use of Media Online Blogging Edmodo in Learning English
Grammar,” UHAMKA International Conference on ELT and CALL (UICELL), no. November (2017):
1–5, https://journal.uhamka.ac.id/index.php/uicell/article/view/1226.
3
Fina Milenda Paputungan, Adimawati Helingo, and Illma Yulinda Rahmah, “An Analysis on
Students’ Difficulties in Intermediate English Grammar Course,” Jornal of English Teaching and
Linguistic Issues 1, no. 1 (2022): 10–17, http://ejournal.iaingorontalo.ac.id/index.php/JETLI.
4
Edri Edri, “An Analysis of the Students’ Grammar Difficulties in Using Noun Clause At Second
Year Students’ of Akademi Pariwisata Jakarta,” Dharmas Education Journal (DE_Journal) 2, no. 1
(2021): 146–156.

1
several schools, such as at MTS Yapi Pakem 5, elementary school in Blitar city 6,
and SD Negeri 63 Pekanbaru 7 including SMPN 2 Limboto Barat. In this school,
the choice of lecture and question and answer methods in monologues is still
dominant. In addition, sitting position arrangements and student involvement have
not been optimal, causing students to tend to be passive and only record material.
In conclusion, obstacles derived from extreme and internal factors greatly affect
students' speaking skills.

The ability to speak in English is one of the important skills that must be
mastered by students at the junior secondary education level. However, speaking
is not an easy task. Many students face challenges such as lack of confidence,
embarrassment, fear of making mistakes, and nervousness8. This causes them
difficulty expressing their thoughts verbally, and in the end they become silent
without expressing opinions or asking questions. They feel insecure in
communicating verbally and often experience obstacles in expressing themselves.
Sometimes, individuals who have expertise and skills in a field will lose
confidence when it comes to public speaking.9 This is supported by the results of
previous surveys, one of which involved 815 students in 2012, which showed that
public speaking, financial problems, death, and loneliness were the top four fears
of students. The results of this survey are similar to a survey conducted by R.H.
Bruskin Associates in 1973 of a sample of adults around 40 years old in the
United States, which showed that group speaking, heights, insects, and financial

5
Maulidya Hazna, “HAMBATAN GURU TERHADAP PENGGUNAAN MEDIA PEMBELAJARAN
BERBASIS AUDIO VISUAL DI MTS YAPI PAKEM SKRIPSI,”
file:///C:/Users/VERA/Downloads/ASKEP_AGREGAT_ANAK_and_REMAJA_PRINT.docx 21, no. 1
(2020): 1–9.
6
Esti Untari, “Problematika Dan Pemanfaatan Media Pembelajaran Sekolah Dasar Di Kota Blitar,”
Jurnal Pendidikan Dasar PerKhasa 3, no. 1 (2017): 259–270.
7
Asnawati Asnawati, “Upaya Peningkatan Kemampuan Guru Untuk Menggunakan Media
Pembelajaran Dalam Proses Pembelajaran Melalui Supervisi Akademik Kepala Sekolah Sd Negeri
63 Pekanbaru,” Perspektif Pendidikan dan Keguruan 10, no. 1 (2019): 44–58.
8
Sayuri Sayuri, “Problems in Speaking Faced By EFL Students of Mulawarman University,”
Indonesian Journal of EFL and Linguistics 1, no. 1 (2016): 47–61.
9
Adha, K. (2016). Panduan Mudah Public Speaking Edisi Revisi.Yogyakarta:
Komunika

2
problems were the biggest fears faced in their lives.10 Similar findings were found
in a survey from David Wallechinsky's The People's Almanack Book of List,
where speaking in front of a group is the most feared thing.11

This problem of students' speaking difficulties has prompted many

researchers to improve it through various media. Among them, Agil Beti Eviana
(2013) used image media on grade IVA students of SD Negeri 1 Tempuran
Lampung Tengah. Next, Simamora et al. (2019) 12 used text recount media
conducted at SMA GKPI Padang Bulan. Furthermore, within the scope of
students, Herawati (2016)13 used the method of applying games carried out at
Kanjuruhan University Malang by involving students of the English Department
in the 2015/2016 academic year. Furthermore, Putrini et al., (2016) 14 using the
snake and ladder technique, especially in the use of simple present tense, in class
VII E SMP Sunari Loka Kuta. In conclusion, in order to overcome difficulties and
improve students' speaking skills, it can be done using various learning media.

There are many variations of learning media that can be used as previously
explained which shows variations in improving students' speaking skills at various
levels. One medium that is effective in improving speaking skills is the use of
songs. Songs can be an active medium in improving students' speaking skills. This
is relevant to research conducted by Wahyuni et al. (2018) 15, the research sample
consisted of 35 second-semester students of the English Department. The next

10
Dwyer, K., & Davidson, M. (2012). Is Public Speaking Really More Feared Than Death?
Communication Research Reports, 29(2), 99-107. doi:10.1080/08824096.2012.667772
11
Yawang, H. A. (2016, 55 5). https://muda.kompas.id/2016/08/02/public-speaking-berdiri-
tegakdan-berbicara-sebaik-berpikir/. Dipetik 1 2, 2019, dari https://muda.kompas.id
12
Juita Mariani Simamora, Ramauli Sinaga, and Sri Ninta Tarigan, “Improving Students Speaking
Skills by Recount Text,” Linguistic, English Education and Art (LEEA) Journal 3, no. 1 (2019): 219–
229.
13
Siane Herawati, Muhammad Suharto, and Maria Cholifah, “Penerapan Metode Bermain Game
Dan Pengaruhnya Terhadap Kemampuan Berbicara Bahasa Inggris Mahasiswa Pada Mata Kuliah
Speaking 2,” Jurnal Inspirasi Pendidikan 6, no. 2 (2016): 905.
14
Desak Ketut Alit Putrini, I Ketut Artawa, and I Wayan Pastika, “Teknik Permainan Ular Tangga
Dalam Meningkatkan Kemampuan Berbicara Bahasa Inggris Dengan Menggunakan Simple
Present Tense Pada Siswa Kelas Vii e Smp Sunari Loka Kuta,” Open Journal System 2, no. 3 (2016):
1–19.
15
Sri Wahyuni et al., “The Use of English Songs To Improve Students’ Speaking Ability,”
Getsempena English Education Journal (GEEJ) 5, no. 1 (2018).

3
research was conducted by Liva et al. (2015) 16 involving 38 grade 8 grade G
students of SMPN 2 Sintang for the 2013/2014 school year. Another study
conducted by Sari (2016)17 was a study involving the B1 group of PAUD Haqiqi
Bengkulu with a sample of 10 children18. Recent research conducted by Hasibuan
et al. (2023) this model is used for first-year elementary school children 19. Thus,
one of the effective media to improve speaking skills is the use of song media.

Song media has several advantages in teaching English, including:1)

Attract students' attention, songs can captivate students' attention and make them
more interested in learning English. 2) Improve memory: Through songs, students
can remember words and phrases more easily and quickly. 3) Improve
pronunciation: Songs help students in practicing the correct pronunciation and
intonation of English. 5) Improve vocabulary skills: Songs can help students in
expanding their vocabulary and improving the use of words in simple sentences.

Based on the explanation above, it can be concluded that there is still

limited use of a variety of learning media, including the use of song media, in the
context of grade VII junior high school students. Therefore, this study aims to
implement song media in the English learning process for grade VII students. This
is done considering the characteristics of junior high school students in learning,
especially grade VII students, who need an interesting and relevant approach to
their daily lives. Grade VII students are still classified as child learners. That is,
the choice of media that is interesting, innovative, and close to their daily lives
will attract and stimulate the learning process of students. In grade VII SMPN 2
Limboto Barat, song media can be used by choosing popular songs that suit the
student's English level. Such as recognizing words, memorizing song lyrics, and
speaking using vocabulary and phrases from the song. So that through the media
of songs, this research will be able to contribute to students' speaking skills,
16
Clara Liva, Y Gatot Sutapa Y, and Eusabinus Bunau, “Improve The Students’ Speaking Ability
Through English Song,” Jurnal Pendidikan dan Pembelajaran 4, no. 2 (2015): 1–13.
17
Erni Melita Sari, “Meningkatkan Kemampuan Berbicara Melalui Lirik Lagu,” Ilmiah Potensia 1,
no. 1 (2016): 35–40.
18
Sari, “Meningkatkan Kemampuan Berbicara Melalui Lirik Lagu.”
19
Yanti Hidayani Hasibuan, Balqis Wandira, and Rafika Dewi Nasution, “The Using of English
Songs to Activate Student ’ s Speaking Skills” 4, no. 1 (2023): 11–21.

4
including comprehension, pronunciation, vocabulary, as well as fluency and
flexibility in communicating.

Specifically, this study will outline one main aspect, in 2 different research
objectives: first, Does the use of English songs improve students' speaking skills?
Second: How can English songs improve students' speaking skills?. By using
qualitative and quantitative data collection techniques, this study will combine the
two approaches in exploring and analyzing data related to improving speaking
skills through the use of song media and its application.

B. Identification of the Problem

Based on the above background, the identification of problems in this
study can be compiled as follows.

1. Grade VIIA students at SMPN 2 Limboto Barat still have difficulty

pronouncing English words
2. Grade VIIA students at SMPN 2 Limboto Barat still have difficulty in
understanding English sentences.
3. The results of learning English speaking skills of grade VIIA students at
SMPN 2 Limboto Barat are still not optimal.
4. In English language learning, grade VIIA students at SMPN 2 Limboto
Barat tend to experience boredom when the learning process is underway
because learning activities still use conventional media.

C. Scope and Limitation

Based on the identification of the problem above, the researcher provides a
limitation of the problem to be discussed is the ability to speak children through
the use of song media in simple sentences in daily activities in grade VIIA SMPN
2 Barat Limboto.

D. Formulation of the Problem

Based on the above background, the author formulated several problems in
this study, namely:

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 1. Does the use of English songs improve students' speaking ability?
2. How does the use of English songs improve students' speaking ability?
E. Objectives of Research
Based on the formulation of the problem above, the author has several
research objectives, namely:

1. To identify the improvement students' speaking skills through English

song media
2. To identify the procedures of students speaking ability through English
song media

F. Significance of the research

1. Theoretical benefits
This research can contribute to the development of language
learning theory by testing the effectiveness of the use of song media in
improving students' speaking skills in simple sentences. These theoretical
implications may enrich our understanding of how the use of the medium
of song can facilitate more effective language learning. In addition, the
theoretical implications of this research can contribute to improving the
theory and practice of language teaching. By understanding the
effectiveness of using song media, this research can provide valuable
information for developing innovative learning methods and improving the
effectiveness of teaching speaking in everyday contexts.
2. Practical benefits

This research is expected to provide benefits for several parties, namely:

1. Grade VIIA students of SMPN 2 Limboto Barat in improving their

English-speaking skills and students motivation.
2. English teacher of SMPN 2 Limboto Barat as a reference source in the
use of song media as an alternative in improving English speaking
skills in simple sentences in daily activities.

6
3. The next researcher who wants to do a similar study. This research can
be a reference for further researchers in developing research related to
the use of song media in English language teaching and can also be
used as reference material in conducting similar research.

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 CHAPTER II
THEORETICAL REVIEW
A. Speaking ability
1. Definition of Speaking Ability

Speaking is a production skill that falls into two main categories: accuracy
and fluency. (Derakhshan, Khalili, &; Beheshti, 2016). From the quote above, it
can be concluded that accuracy refers to the use of proper vocabulary, correct
grammar, and clear pronunciation. To achieve accuracy, one needs to pay
attention to the selection of words that fit the context, follow the prevailing
grammatical rules, and pronounce the words correctly. On the other hand, fluency
reflects a person's ability to continue speaking spontaneously without stammering
or stalling. It involves the ability to smoothly flow thoughts and ideas, overcome
obstacles such as confusion, and avoid unnecessary pauses while speaking.

According to Brown and Yule (2000) states that speaking is to express

needs requests, information, services, etc. The speaker says words to the listener
not only to express what is on his mind but also to express what he needs. Most
people probably spend their daily lives communicating with others. Therefore;
Communication involves at least two people where both the sender and receiver
need to communicate to exchange information, ideas, opinions, views, or feelings.
Speakers should consider the person they are talking to as a listener. The activity
that a person performs is based on a specific goal. So, it is important that
everything that the speaker wants to convey is conveyed in an effective manner,
because speaking produces not only sound but also the process of achieving that
goal.

Furthermore, speaking according to several experts including; to Boyd

(2004), speaking is an activity that transfers information from speaker to listener.
Brown (1994: 1) defines speaking as the process of collecting and processing data
into valid information that is ready to be conveyed in the form of good
communication. Thornbury (2005: 1) states that speaking skills rank first in the
education sector. Chivers and Shoolbred (2007:25) emphasize the importance of

8
clear understanding, meaningful meaning, and appeal to listeners for effective
communication. From some expert opinions, it can be concluded that speaking is
a process that involves the transfer of information from the speaker to the listener.
This activity involves collecting and processing data into valid information to be
conveyed properly. Speaking skills are considered very important in education,
being a top priority in developing communication skills. Clear comprehension,
meaningful meaning, and appeal to the listener are also important to emphasize in
order to achieve effective communication. It is considered essential in daily
interactions and is often the first judgment of a person based on their ability to
speak fluently and comprehensively. Dominant speaking proficiency will help
learners achieve successful communication.

Bygate (1987) identified two elements in speaking skills, namely

production skills and interaction skills. Production skills are concerned with the
ability to speak without time constraints, while interaction skills involve
negotiation between learners. Both of these skills can help learners improve their
speaking skills more easily. Speaking skills need to be possessed by both teachers
and students.

In the context of this study, speaking skills refer to students' ability to

speak, dialogue, practice in real discussions, and communicate fluently in English
with the use of correct grammar and varied vocabulary that helps them
communicate with others.

Furthermore, according to (Sidik, 2013) argues that "speaking indicates

that oral interaction can be characteristic in terms of routine, which is a
conventional way of presenting information that can focus on information or
interaction". According to (Koşar &; Bedir 2014), speaking is an interactive
process of constructing meaning consisting of producing and receiving
information. According to 20, Speaking is one of the skills or abilities in English to

20
Lasim Muzammil, “MODEL PEMBELAJARAN SPEAKING BAGI MAHASISWA JURUSAN
PENDIDIKAN BAHASA INGGRIS DENGAN MELIHAT VIDEO BERBAHASA INGGRIS YANG
MENGGUNAKAN SUBTITLE L2” (2015): 1–11.

9
express opinions, comment, and reject other people's opinions if they do not
match our opinions, as well as the ability to ask and answer these questions.

2. The Importance of Speaking Skills

Speaking skills play an important role because it all depends on the way how a
person communicates with others, here are some things that require speaking
skills can be seen in the picture below.

Figure 1. The Importance of Speaking Skills

Speaking skills are very important for all students who want to learn
English to improve careers, businesses, build confidence, get better job
opportunities, speak in public, attend interviews, participate in debates and group
discussions, and give presentations. In today's modern era, speaking skills are
closely related to various aspects of life. A person who has good speaking skills
can face challenges all over the world. Good communication skills are the ticket
to getting better job opportunities. In modern job interviews, in fact, a candidate's
talent is tested through their performance in group discussions, debates,
presentations, and so on. Therefore, job seekers need to develop good oral
communication skills in order to seize better opportunities. Once students practice
these speaking skills in class using songs, they can master those skills and perform

10
well in activities inside and outside their classroom. Now, let's discuss the purpose
of teaching speaking skills in an English classroom 21.

Students in grade VIIA at SMPN 2 Limboto Barat have speaking skills that
are at the beginner level. Someone who is at this level has very basic English
skills. Understanding and using English is only about common vocabulary and
simple sentences. This is not without reason, but based on the results of an initial
survey conducted in found that all students in class VIIA do not have an English
education background, meaning they get English lessons for the first time in
junior high school.

3. Indicator of Speaking Assesment

Rahmat (2019)22. States that the value of English speaking skills is the main
focus for many individuals who learn a second or foreign language. Therefore,
students often judge their progress in learning a language and the effectiveness of
an English course based on the degree of improvement they feel in their speaking
skills. In an effort to improve speaking skills, ideal conditions are needed that can
be observed through speaking indicators such as pronunciation, vocabulary,
grammar, fluency, and comprehension. In terms of pronunciation, students are
able to produce and convey words fluently and can be understood by other
listeners.23 Vocabulary is also an important aspect of speaking where students can
choose the right words to use in communication.24

The next aspect is grammar, where students are able to master the structure
of language and distinguish between correct and incorrect grammatical forms 25.

21
Parupalli Srinivas rao, “The Importance of Speaking Skills in English Classrooms,” no. March
(2019).
22
Agus Rahmat, “Enriching the Students Vocabulary Mastery in Speaking through Engage, Study,
Activate Method,” Metathesis: Journal of English Language, Literature, and Teaching 3, no. 1
(2019): 92.
23
Mukhlash Abrar et al., ““If Our English Isn’t a Language, What Is It?" Indonesian EFL Student
Teachers’ Challenges Speaking English,” Qualitative Report 23, no. 1 (2018): 129–145.
24
Carla Wood et al., “The Effect of E-Book Vocabulary Instruction on Spanish–English Speaking
Children,” Journal of Speech, Language, and Hearing Research 61, no. 8 (2018): 1945–1969.
25
Rhonda D. Miller, Vivian I. Correa, and Antonis Katsiyannis, “Effects of a Story Grammar
Intervention With Repeated Retells for English Learners With Language Impairments,”
Communication Disorders Quarterly 40, no. 1 (2018): 15–27.

11
Fluency in speaking is also an important aspect, where students are able to speak
continuously without experiencing obstacles that interfere with understanding or
the flow of communication. In other words, students are able to dialogue and
respond smoothly without significant difficulties 26. The last aspect is
understanding, namely the ability of students to respond or express thoughts
clearly and correctly in oral communication27

B. Song media in learning

1. Definition of media

Teaching media refers to the various tools, materials, and resources that
educators utilize to facilitate the learning process and effectively convey
instructional content to students. These media encompass a wide range of formats,
including but not limited to, traditional print materials such as textbooks and
workbooks, digital resources like videos, presentations, and interactive software,
as well as hands-on manipulatives, visual aids, and real-world objects. The
primary purpose of teaching media is to enhance the teaching and learning
experience by engaging students, promoting understanding, and accommodating
diverse learning styles.

Effective teaching media selection involves considering the subject matter,

learning objectives, and the needs and preferences of the learners. The chosen
media should align with the instructional goals, ensuring that concepts are
communicated clearly and comprehensively. Furthermore, teaching media can
foster active participation, critical thinking, and creativity in students, making the
learning process more dynamic and impactful. Modern educational practices often
incorporate a blend of different teaching media to create a well-rounded and
engaging learning environment that caters to the varying strengths and interests of
students.

26
Dhani Ram Sharma, “Action Research on Improving Students’ Speaking Proficiency in Using
Cooperative Storytelling Strategy,” Journal of NELTA Surkhet 5 (2018): 97–105.
27
Yuuko Uchikoshi, Lu Yang, and Siwei Liu, “Role of Narrative Skills on Reading Comprehension:
Spanish–English and Cantonese–English Dual Language Learners,” Reading and Writing 31, no. 2
(2018): 381–404.

12
 2. Kinds of Media for Teaching Speaking

There are three types of instructional media suitable for teaching speaking:
audio, visual, and audio-visual media.

a. Audio Media: Audio media encompass materials that convey messages

through sound, where information is transmitted audibly. Commonly
used audio media in English education include audiotapes, cassettes,
CDs, and similar formats.
b. Visual Media: Visual media in language instruction are defined as
materials that are visible during the teaching and learning process.
Wright (1976:194) also asserts that a visual aid refers to anything that
can be observed while language is being spoken. Frequently utilized
visual media consist of images, flashcards, flannel boards, puppets,
among others.
c. Audio-Visual Media: Audio-visual media combine the attributes of
both audio and visual media. It not only can be seen but also involves
auditory elements. Films and video recordings serve as illustrations of
audio-visual media.

3. Implementation English Song media in learning

The use of songs as a language learning media has been widely

known and studied in the field of education. Songs offer a unique and
interesting way to learn language skills, including speaking. Research has
shown that incorporating songs into language teaching can have a positive
impact on students' speaking skills, especi ally in developing fluency,
vocabulary, and pronunciation. In this study, the researcher made a
difference with previous studies to test the effectiveness of song media in
learning English amidst limited school facilities and the absence of cellular
networks at the research location. Using English songs as teaching tools
for speaking practice is an interesting and effective approach to improving

13
language skills. The steps for implementing English song media as a
teaching aid in speaking practice include:

a. Planning
1. Selection of the Right Song: Choose a song that is appropriate to
the student's language level and is relevant to the learning
objectives. Make sure the song lyrics are easy to understand and
contain the appropriate vocabulary.
b. Action
1. Analysis of Song Lyrics: Students are given song lyrics to be
analyzed together. Discuss the meaning of words and phrases that
students may not be familiar with.
2. Listening to the Song: Play the song as a whole several times so
students can hear and feel the rhythm and intonation of the lyrics.
3. Practice Singing: Invite students to practice singing the song
together. This will help improve their pronunciation and intonation
skills.
4. Discussion of Song Meanings: Discusses the general meaning of
song lyrics, themes, messages to be conveyed, and feelings to be
displayed in the song.
5. Roles and Dialogue: Based on the lyrics of the song, students can
practice role playing or make short dialogues that reflect the
situation in the song.
6. Vocabulary and Expressions: Highlight important vocabulary and
phrases in the song. Ask students to use them in sentences or
conversations.
7. Creative Activity: Give creative assignments, such as writing new
lyrics to the same melody or making a presentation about the
song's message.
8. Class Performance: Give students the opportunity to perform a
song in front of the class. This will build their confidence in
speaking English.

14
 9. Evaluation and Reflection: End the lesson with reflection. Discuss
how the experience of using songs helped improve their speaking
skills.

C. Previous Studies Use of Song Media in Improving Speaking Ability

By considering the observations made, there are several scientific works
that are relevant to the research topic being studied. One of them is a thesis
written by Veronica Christamia (2014) entitled "Enhancing Speaking Skills
through Songs and English Puppetry in Grade IV of SDN Adisucipto II Academic
Year 2013/2014". This study aims to improve students' speaking skills through the
use of English songs and puppets in grade IV SDN Adisucipto II. This research
data was collected through qualitative and quantitative methods. Qualitative data
collection is carried out through observation of the learning process and
interviews during the implementation of actions. While quantitative data was
collected through pre-test and post-test to evaluate students' speaking ability.

In the study, English songs and puppets, as well as other activities such as
pronunciation correction, speaking games, and speaking performances were
analyzed. The results showed that the use of English songs and puppets could
improve students' speaking skills after research was conducted at SDN Adisucipto
II Yogyakarta. The growth of students' speaking skills was seen at each meeting
during the two cycles of the study. To facilitate students, researchers designed
several fun activities involving English songs and puppets. In the learning
process, researchers often use English songs as motivation for students to learn to
speak. In addition, she also combines the songs with various activities to keep
students engaged in learning.

Riryn Fatmawaty wrote an article entitled "The Effect of Using Songs on

the Speaking Ability of Students at MAN Lamongan". This study discusses the
effect of song use on students' speaking skills in M AN Lamongan. Then based
on the results of statistical tests, it is known that the score results of the
experimental group are higher than those of the control group. Therefore, the final
grades of students who use songs in their learning outcomes are better than

15
students who do not use songs. From all these discussions, it can be concluded
that songs can be fun and interesting as a medium in teaching English, especially
to develop students' speaking skills in English.

The thesis entitled "Improving Students Pronounciation by Using English

Songs." by Erno Sumantri (2011) revealed the following findings. First,
researchers formulated a research question on whether teaching English
pronunciation using songs can improve students' ability in English pronunciation.
Second, is the use of songs in teaching English pronunciation difficult. The data
analysis method used is experimental design. The results showed that the use of
songs in explaining the learning process was more effective. Thus, the use of
songs in education can help students improve their English pronunciation skills.
This is supported by the results of statistical calculations in the study.

Thesis entitled "The Effectiveness of English Songs Toward Students'

Speaking Ability and Motivation at MA Darul Ulum Palangka Raya." by Fitrya
(2020) asked several research questions as follows: Does the English song have an
influence on the speaking ability of grade X students at MA Darul Ulum Palangka
Raya for the 2019/2020 academic year? Does the English song have an influence
on students' motivation in speaking at MA Darul Ulum Palangka Raya grade X
students in the 2019/2020 academic year? Do English songs have an influence on
the speaking skills and motivation of grade X students at MA Darul Ulum
Palangka Raya in the 2019/2020 academic year? This research uses quantitative
methods with experimental design. Based on these findings, researchers found
that the use of English songs was effective in improving the speaking skills and
motivation of grade X students in the 2019/2020 school year at MA Darul Ulum
Palangka Raya.

Thesis entitled "Teaching Speak Using English Songs at SMK PGRI 2

Ponorogo" by Liza Lailatul Faridloh (2022) The purpose of this study is to
understand the process of teaching English speaking through songs and to
evaluate the benefits of using English songs in teaching speaking to students'
speaking skills. The approach used in this study is qualitative with a descriptive

16
type of research. Data was collected through observation, interviews, and
documentation. Data analysis was performed using the Milles and Huberman
model which involved the stages of data reduction, data display, conclusion
drawing, and verification.

Overall, these studies show that the use of songs as a medium for learning
English can contribute to improving students' speaking skills.

The results showed that there are three processes of teaching speaking
using songs, namely preparation, application (which consists of pre-activity,
during activity, and post-activity), and evaluation. By following this procedure, it
is proven that students produce progress in speaking by using songs as a learning
medium. Researchers also found several advantages in implementing songs in
teaching, including: students showed high enthusiasm in speaking classes, their
motivation to learn more deeply to speak increased, their vocabulary mastery
increased compared to before, and their ability to pronounce more skillfully.

17
 CHAPTER III
METHODS OF RESEARCH
A. Research Design
The researcher will carry out classroom action research. Action research
is a type of research that aims to solve concrete problems that occur in a particular
environment, in this case the problem is students’ speaking skills of grade VIIA at
SMPN 2 West Limboto. Data will be collected through observation and post-test
to see changes in speaking skills before and after the action. The study will be
conducted in two cycles consisting of four important steps: According to Burns
(1999:32), Kemmis and McTaggart explain that action research is a dynamic and
mutually supportive process, consisting of four main stages, namely planning,
action, observation, and reflection. Researchers and teachers collaboratively found
difficulties and weaknesses in the speaking learning process, identified some
problems, and planned and implemented proposed actions. After that the
researchers and teachers conducted an evaluation, reflection and discussion of the
actions taken. The stages of this action research approach are represented in the figure
below to provide a clearer understanding

18
 Figure 2: Kemmis & McTaggart Action-Research Cycle

(Burns, 1999: 33)

B. Place and time of research
1. Research Sites
The place of this research is at SMPN 2 Barat Limboto, precisely
in Daenaa Village, Barat Limboto District, Gorontalo City/Regency,
Gorontalo Province, Indonesia.
2. Research Time
This research was conducted in two months, starting from the date
of issuance of the research permit. The time is divided into one month for
data collection and one month for data processing, including presentation
in the form of a thesis and guidance process.

C. Population and Sample

The subjects of the study were grade VIIA students of SMPN 2 Barat
Limboto in the 2023/2024 academic year. The class consists of 23 students, 14
girls and 9 boys. This research is conducted in such classes because of its
relevance to the research objectives. Class VIIA was chosen as the research
subject because 1) class VIIA SMPN 2 Limboto Barat is a target group that is in
accordance with the purpose of the study, which is to improve speaking skills in

19
simple sentences in daily activities. Researchers wanted to see the effectiveness of
using song media as a teaching tool for this group of students. 2) Sample
availability: Class VIIA of SMPN 2 Barat Limboto has a sufficient number of
students for the study of 23 students. This number can provide enough diversity
and representation to represent the class. 3) Accessibility and practicality: The
selection of classes at SMPN 2 Limboto Barat allows researchers to have easy and
practical access to conduct research. In this case, the research location is in an
institution that can provide cooperation and facilities needed to carry out research.

D. Data Collection Techniques and Instruments

Data collection is done through observation, and tests. The collected data
is then analyzed using qualitative descriptive techniques. Then the data collected
through the pre-test and post-test will be used to see changes in speaking skills
before and after the intervention using quantitative analysis. Data collection
techniques aim to support the success of research. It helps researchers to get data
and information about the process of improving students' speaking skills by using
English songs. Related to this study, researchers used several data collection
techniques, namely:

1. Observation

Researchers and collaborators use observation because they want it

to know first-year students' activity in speaking skills in speaking classes.
In observation, researchers use observation sheets and interview guidelines
as data collection instruments. Researchers observed student activity
during class and the way teachers taught during class. Researchers then
interviewed students and teachers to get more information about the
teaching and learning process of English in class VIIA. Researchers used
recorders to record interviews and video recorders to record the teaching
and learning process in the classroom and mobile phones to take pictures
of classroom situations.

20
 Table 1: Instruments of the Research
NO. TECHNIQUE INSTRUMENT RESULT

1 Observation Observation’s guideline Fieldnote

2 Test Test of Speaking Skill Score

2. Test

The test is used to determine students' speaking ability. The test used
in this study consisted of a post-test. Post test is given to students at the end of
the cycle. The test is in the form of a conversation. Students are asked to
practice the conversation that the researcher has provided in pairs. To measure
students' speaking ability, the researcher adopted BROWN’Sspeaking rubric
assessment. The speaking rubric is intended to obtain data related to students'
speaking skills.

D. Procedure of the research

1. Planning

In this action planning process, collaboration was carried out

between the researcher and the English teacher for class VII A at SMP
Negeri 2 Limboto Barat. The main aim of this action is to further improve
the speaking ability of the students. The approach proposed in this action
plan involves using English songs as a medium to improve students'
speaking skills.

2. Action

begins by introducing students to the concept of using song media

as an effective learning tool. The aim is to provide an understanding of
how songs can be a powerful tool for improving English speaking skills.
After that, the next step is the initial data collection, where information is
collected about students' initial speaking abilities that have been available

21
from the teacher. This data will provide an initial description of the level
of students' speaking ability before involving song media in learning.

Furthermore, the implementation of activities is carried out using

song media as a learning tool. The purpose of this step is to give students
first-hand experience of how songs can support their speech development.
In this context, students will be given the opportunity to listen to songs,
follow the lyrics, and understand the correct intonation and pronunciation.

After a basic understanding of the concept and implementation of

song media is formed, speaking activities are carried out both in groups
and individually. Students are invited to participate in discussions and talk
using songs as the main focus. This activity aims to encourage students to
speak more confidently and improve their speaking skills in a more
interactive and practical context.

3. Observation

At the observation stage, the observation process is carried out in a

structured manner during the implementation of student speaking
activities. The main purpose of this observation is to carefully record the
interactions between students, their level of participation, and the use of
English in communication contexts. Through this structured observation,
important points such as changes in social interaction, the level of student
involvement, and the use of English in speaking can be observed and
recorded systematically.

In addition, to achieve a more complete understanding, field notes

are also carried out during lecture activities. Field notes cover various
events and situations that may stand out during the learning process. This
includes student responses to activities, more intense moments of
interaction, as well as other elements that can provide additional insight
into the effectiveness of using song media in improving students' speaking
skills. By combining structured observations and field notes,

22
comprehensive and in-depth information can be collected to support
subsequent analysis and evaluation.

4. Reflection

In the reflection stage, an analysis of the data that has been

collected from the results of observations and initial oral tests is carried
out. The data were analyzed in detail to see how far the students' speaking
skills had developed after the activities were carried out using song media.
This analysis includes an in-depth look at student interactions, levels of
participation, and use of spoken English during activities.

Furthermore, reflection also includes identifying positive changes

in students' speaking abilities after involving song media in learning. By
comparing the observational data and the initial oral test with the data that
has been collected after the application of the song media, it can be seen
that there is a significant change or improvement in students' speaking
ability. This includes aspects such as increased fluency, use of a wider
variety of words, and improvements in pronunciation and intonation.

However, in the reflection process it is also important to identify

obstacles or obstacles that arise during implementation. These obstacles
can be internal factors such as the level of students' understanding of the
concept of the song, or external factors such as classroom situations that
affect interaction. By identifying these constraints, corrective or
adjustment steps can be taken to optimize the effectiveness of using song
media in subsequent learning. Awareness of the constraints also allows
researchers and educators to better understand the implementation context
and plan more effective future actions.

23
 E. Validity and Reliability of the Research Data
In an effort to ascertain the validity of this study, the authors used five
criteria proposed by Anderson and cited in Burns (1999:161). The five criteria
include democratic validity, result validity, process validity, catalyst validity, and
dialogical validity.

1. Democratic validity relates to the extent to which the study involves

collaboration. In th is study, the authors conducted interviews with
students and discussed with English teachers to find and select problems to
be researched.
2. The validity of the results relates to the success of the actions taken in the
context of the study. This research successfully solved several problems in
the teaching-learning process, such as speaking skills, motivation, and
student engagement.
3. The validity of the process relates to questions about the conduct of
research. The author observes class activities, takes field notes during
lessons, interviews students and teachers, and discusses with the principal
according to a predetermined schedule.
4. The validity of catalysts relates to the extent to which researchers enable
participants to deepen their understanding of their social reality and take
action as a result of those changes. In this study, the responses of students
and teachers to the changes that occurred in their own were asked.
5. Dialogical validity relates to the extent to which the study involves
reflective or collaborative dialogue with other students. Researchers asked
teachers to act as observers who observed and reported students' reactions
during the teaching-learning process to meet this criterion.

To improve the reliability of research data, the authors involved more than
one data source, namely the researchers themselves, English teachers, principals,
and grade VIIA students. The author triangulates the data by analyzing field notes,
interview transcripts, theories from several experts, as well as other relevant
records such as student improvement records, achievements, and errors during the

24
training process. Field notes are used to record activities that occur in class and
store supporting documents such as lesson plans (RPP) and recorded student
assignments. Furthermore, interviews were conducted to uncover students'
feelings about classroom activities and to obtain comments, perceptions, and
suggestions regarding actions taken in the study.

D. DATA ANALYSIS TECHNIQUES

The quantitative data analysis method used to measure the improvement in

students' speaking skills is to use mean calculations. In order to see the difference
between the pre-test and the post-test, here is the formula for the mean

MEAN → X =
∑X
n

Information:

x = Average score

∑x = Total Score

n = Number of Ratings

25
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31
 APPENDIX

SPEAKING RUBRIC

SCORING RUBRIC FOR SPEAKING

ASPECT SCORE DESCRIPTION

5 □ Easy to understand and has native speaker’s accent

Pronunciation 4 □ Easy to understand with certain accent

3 □ There are some problems in pronunciation made listener

should more concentration and sometimes there is
misunderstanding

2 □ Difficult to understand because there is problem in

pronunciation, asked to repeat

1 □ The serious pronunciation so it can not be understood

ASPECT SCORE DESCRIPTION

5 □ There is no or little mistake in grammar

Grammar 4 □ Sometimes makes mistake in grammar, but it does not

influence the meaning

3 □ Often makes mistake in grammar and it influences the

meaning

32
 2 □ There are many mistakes in grammar which made hinder
in meaning and should re-arrange sentence

1 □ The grammar mistake is so bad so it is difficult to

understand

ASPECT SCORE DESCRIPTION

5 □ Using vocabulary and expression like native speaker

Vocabulary 4 □ Sometimes using vocabulary which is not appropriate

3 □ using vocabulary which is not appropriate, conversation

becomes limited because the vocabulary is limited

2 □ Using wrong vocabulary and it is limited so it is difficult

to understand

1 □ vocabulary is so limited so conversation impossible to

occur

ASPECT SCORE DESCRIPTION

5 □ Speech is smooth as a native speaker’s.

Fluency 4 □ The fluency is disturbed by language problem

3 □ The fluency is disturbed more by language problem

2 □ . Speech is frequently hesitant and jerky; sentences may

33
 be left uncompleted

1 □ Speech is so halting and fragmentary that conversation is

virtually impossible.

ASPECT SCORE DESCRIPTION

5 □ Understand all without any difficulties

4 □ Understand almost all, although there is repetition in

Comprehension certain part

3 □ Understand most of what she/he talks in slow speaking

2 □ Difficult to understand what she/he talks

1 □ Can not understand although in simple conversation

Tabel. 3 Rubric for Speaking according to Brown

34
ASSESMENT
No Responden Name Pronunciation Grammar Vocabulary Fluency Comprehensio TOTAL
n

Skor total
Nilai Siswa= x5
5

Gorontalo, september 2023

Mengetahui
Guru pengampu bahasa inggris Peneliti

Yurrie Robot Dian Puspita Ramadhani

NIP. NIM.201042021

35
36
OBSERVATION SHEET

ACTION INDICATORS YES NOT COMMENTAR

A Pre-Teaching
1. The teacher greets the
students.
2. The students responded
to the greeting.
3. The teacher asks about
the condition of the
students and the
attendance list.
4. The teacher gives an
opening to students
regarding the material to
be discussed.
5. Students are active in
responding to leads given
by the teacher.
B While pre-teaching has
entered the song
1. The teacher plays an
English song

2. The teacher invites

students to sing along

3. The teacher gives the

correct pronunciation of
the word

4. The teacher asks students

to look up/mark difficult

37
 vocabulary in pairs

5. The teacher asked the

students to sing the song
again in groups

6. Teacher gives close

conversation

7. The teacher asks students

to identify the same word
as the one in the song

8. The teacher asked

students to practice close
conversation in pairs

9. The teacher corrects the

student's mistakes and
asks the students if they
have any questions.
10. The students asked
questions
11. Teachers answer
students' questions
12. The teacher checks the
understanding of students
13. The teacher explains the
function, vocabulary, and
meaning of the topic
discussed
C Evaluation
1. The teacher gives the
opportunity to the

38
 students to ask questions
about the material has
been given.
2. The teacher asks the
students what material
has just been discussed.
3. The teacher concludes
and summarizes the
lesson with the Students.
4. The teacher closes the
teaching and learning
process.

Gorontalo, september 2023

Mengetahui
Guru pengampu bahasa inggris Peneliti

Yurrie Robot Dian Puspita Ramadhani

NIP. NIM.201042021

RAB (RENCANA ANGGARAN BIAYA)

39
No. Kegisatan Harga Jumlah Total
1. Penyusunan proposal
a. Alat tulis Rp30.000,- Rp30.000,-
b. Penggandaan Rp50.000,- 5 Rp250.000,-
c. Jilid Rp10.000,- 5 Rp50.000,-
2. Seminar Proposal Rp200.000,- Rp200.000,-
3. Revisi Proposal Skripsi Rp50.000,- 2 Rp100.000,-
4. Persiapan Penelitian Rp100.000,- Rp100.000,-
5. Pelaksanaan Penelitian
a. Perijinan Rp250.000,- Rp250.000,-
b. Transportasi Rp400.000,- Rp400.000,-
c. Penggandaan Rp50.000,- Rp50.000,-
angket dan
kuesioenr
d. Souvenir Rp15.000,- 25 Rp375.000,-
responden
d. Souvenir Tim Peneliti Rp75.000,- 2 Rp150.000,-
6. Penyusunan Hasil Rp100.000,- Rp100.000,-
Penelitian
7. Seminar Hasil penelitian Rp200.000,- Rp200.000,-
8. Revisi Hasil Penelitian Rp100.000,- Rp100.000,-
9. Penggandaan dan Jilid Rp500.000,- 5 Rp500.000,-
10. Biaya tak terduga Rp500.000,- Rp500.000,-
TOTAL Rp 3.355.000

PPT PROPOSAL

40
41
42
43
44
 CURRICULUM VITAE(CV)

TENTANG SAYA
Saya seorang mahasiswa yang sedang menempuh pendidikan di jurusan Bahasa
Inggris,dengan rekam jejak akademik sangat memuaskan. Selain itu, kemampuan
komunikasi interpersonal saya juga sangat bagus. Saya memiliki keahlian yang terampil
dalam berbagai aspek administrasi, termasuk manajemen catatan, persiapan komunikasi
tertulis, dan persiapan laporan. Selain itu saya aktif menulis artikel Saat ini, Dengan Iatar
belakang pendidikan Bahasa Inggris dan catatan akademik yang kuat, saya yakin mampu
membuat positif kontribusi dalam peran apapun untuk kedepannya.

PENGALAMAN PENDIDIKAN
 Januari 2022-Sekarang 2017 – 2020
Asisten Administrasi SMK NEGERI 1 TILOAN
Saya memberikan dukungan kepada Kepala Jurusan Agribisnis
jurusan dan Sekretaris jurusan dalam proses Tanaman
pembuatan surat, membantu pembuatan Perkebunan
laporan, menjalankan tugas dan hal-hal Iain
yang berkaitan dengan administrasi 2020 - 2023
 Januari 2023 - Februari 2023 IAIN Sultan Amai
Pramuniaga Gorontalo
Pengalaman menjadi pramuniaga di booth Sl Pendidikan Bahasa
Inggris
minuman ini memberi saya pemahaman
lebih dalam tentang dunia layanan makanan
dan minuman, serta bagaimana cara
menjalankan operasinya dengan lancar.
Meskipun berlangsung selama sebulan,
pengalaman ini memberikan dampak yang
signifikan terhadap perkembangan pribadi
dan keterampilan profesional saya.
KEAHLIAN KEAHLIAN
Microsoft Office (Word, Excel, dan PowerPoint) Indonesia
Google Drive Inggris
• Komunikasi Layanan Pelanggan
• Pemecahan Masalah
• Data Entry

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