PROPOSAL PENELITIAN
INFLUENCE OF USING ENGLISH POP SONG TOWARD STUDENTS’
VOCABULARY ABILITY AT SECOND GRADE OF SMP NEGERI 2 POSO IN THE ACADEMIC YEAR OF
2013/2014
By
Dicky Harisky Katoroi
ENGLISH LANGUAGE
DEPARTMENT
TEACHER TRAINING
AND EDUCATION FACULTY
SINTUWU MAROSO
POSO UNIVERSITY
2015
CHAPTER
I
INTRODUCTION
1.1 Background
of Study
Vocabulary is one of the problems
that the students experience in learning English. Learning foreign language
vocabulary such as English is a complex process because learning vocabulary is
not merely understanding the meaning of words but also knowing how to spell and
pronounce them. Another problem is that they cannot make appropriate choice
regarding what type of vocabulary learning strategy they should adopt in their
learning process. It is the teachers’ responsibility to help their students
learn English language words efficiently.
Learning English as foreign
language seems easy but some students feel fear. The English teacher should
fine out solution by created an efficient and creative technique in teaching
English vocabulary, beside that, the teacher should establish condition which
makes teaching vocabulary possible. There are several factors that make English
became difficult to be remembered and forgetting words rapidly such as
difficulties in pronunciation, spelling, and overlap meaning. Another problem
the students did not want to pay attention when the teacher delivered the
material. The students are not interesting in learning vocabulary and getting
bored.
The writer believes that if the
teacher uses the appropriate technique in teaching vocabulary, the students
will be interested in English. As the result, the student’s vocabulary mastery
will increase. There are several techniques to master vocabulary: by using
picture, short story, flash card, and song.
In this case the writer is concerns
using popular songs to teach English, especially vocabulary since learning
vocabulary is one of the key elements in learning a foreign language and has
always caused students difficulties. Thornbury (2002:13) quotes the linguist
David Wilkins cited in Siskova (2008) to stress the importance of learning
vocabulary: Without grammar very little can be conveyed, without vocabulary
nothing can be conveyed. He also quotes several students who complain about
their lack of vocabulary and points out that vocabulary teaching has not always
been very responsive to such problems. The objective of this work is to measure
the effectiveness of using popular songs to teach vocabulary. Songs can be used
for a number of purposes and there are many reasons why songs can be considered
a valuable pedagogical tool.
Pop song is easy for teaching vocabulary. Based on the description above, this study investigates the influence of
using English pop song “Bryan Adam-everything I do, I do it for you” toward
students vocabulary at eight grade of SMPN 2 Poso.
1.2 Identification
of the problem
Based on the background
above, the researcher identifies the problem as follows:
1.
Does
using English pop song can
influence students vocabulary at eight grade of SMPN 2 Poso?
2.
What are the
students’ difficulties in learning vocabulary at eight grade of SMPN 2 Poso?
3.
How is the
improvement of students’ vocabulary in using
English pop song at eight grade of SMPN 2
Poso?
1.3
Limitation
of the Problem
In this research, the researcher limits the problem focusing
on the influence of using English pop song “Bryan Adam-everything I do, I do it for you”
toward students vocabulary ability at second grade of SMPN 2 Poso.
1.4
Formulation of the Problem
Considering the
limitation of the problems above, the researcher formulates of the research
question as follow:
Is there any influence of using English
pop song “Bryan
Adam-everything I do, I do it for you” toward students
vocabulary ability at second grade of SMPN 2 Poso.
1.5 The Objective of the Research
The objectives of this
research is to find out the influence of using English pop song “Bryan Adam-everything I do, I do it for you”
toward students vocabulary ability at second grade of SMPN 2 Poso.
1.6
The Uses of the
Research
The results of this study are expected to contribute
the following:
1) Theoretically
This
research support teaching vocabulary skill, particularly in procedure
vocabulary and to give contribution toward previous many theories were defined
by expert.
2) Practically
This
research can give information to English teacher that using English pop song can
be used to influence students vocabulary ability.
1.7
Operational Definition
1)
Vocabulary
Vocabulary is one of
the language system components that is important to be learn. It playes an
important role in the four language skills. By mastering vocabulary, students
will be able to produce many sentences either in spoken or written texts.
According to Roger (2006) cited in Aisyah (2002) defines vocabulary more widely
as an alphabetical list of words often difined or translated. Penny (1991)
cited in Aisyah (2002) vocabulary can be defined, roughly, as the words we
teach in the foreign language. That is different with Barnhart (2008) cited in
Aisyah, he argued vocabulary as (1) stock of words used by person, class of
people, profession, etc.; (2) a collection or list of words, usually in
alphabetical order and defined.
2)
Song
Pop songs or pop music is the
commercial record music which is often oriented towards young people and usually
consists of relatively short and simple love songs. There is a feature of pop
songs, which can be inferred from the name itself, namely that it is popular.
According to Lynch (2005) cited in Xiaowei (2010) music is prevailing in different media such
as TV, movie, nightly news and in different occasions such as when people do
excise, are at work, play, and worship. Because of their popularity, it is
beneficial to involve pop songs in language teaching and learning.
3)
Teaching
vocabulary through song
According to Murphey (1992) cited
in Millington (2011), Songs can also be useful tools in the learning of
vocabulary, sentence structures, and sentence patterns, not to mention their
reflectivity of mother tongue culture. Perhaps the greatest benefit to using
songs in the classroom is that they can be fun. Pleasure for its own sake is an
important part of learning a language, something which is often overlooked by
teachers, and songs can add interest to the classroom routine and potentially
improve student motivation. When the students learn English by song, it will
help the students to learn more vocabulary quickly.
1.8
Hypothesis
A hypothesis is formulated to show the influence of two
variables’ relationship (Arikunto,
2006: p.72). The study proposed the null hypothesis (H0) and
alternative hypothesis (Ha). Which are formulated as follows
Ha = X1≠ X2
H0 = X1 = X2
In this
research, there are two hypotheses as follows:
1.
Alternative
hypothesis (Ha ): There is a significant any
influence of using English pop song “Bryan Adam-everything I do, I do it for you”
toward students vocabulary ability at second grade of SMPN 2 Poso.
2.
Null hypothesis (H0
): There is no significant any influence of using
English pop song “Bryan
Adam-everything I do, I do it for you” toward
students vocabulary ability at second grade of SMPN 2 Poso.
Therefore, by rejecting
the null hypothesis, the study would be able to support the correctness of the
alternative hypothesis, which means that the experiment worked.
1.9
Organization of the Paper
The organization of the paper organized into three chapters, as follows:
Chapter I was
Introduction. It consists of background of study, identification of the
problem, limitation of the problem, formulation of the problem, objective of
the research, uses of the research, operational definition, and organization of
the paper.
Chapter II was
Theoretical Foundation. It consists of what is vocabulary, what is song, teaching vocabulary through song, and previous study.
Chapter III was Research Methodology. It describes about research design, population and sample, variables, research
instrument, data collecting technique, technique of analyzing data, and
research process.
CHAPTER
II
LITERATURE
REVIEW
2.1
Vocabulary
2.1.1
Theories
of Vocabulary
According to Richards
(2002:255) cited in Nunik, say that
vocabulary is the core component of language proficiency and provides much of
the basis for how well learners speak, listen, read, and write. Jackson and Amvela
(2000:11) cited in Nunik, say that the terms of vocabulary, lexis, and lexicon
are synonymous. Vocabulary is one of the language components that can affect
macro skills. Some definition of vocabulary is proposed by some experts. Nunan
(1999: 101) cited in Nunik states that vocabulary is a list of target language
words.
Furthermore, Jackson
and Amvela (2000: 11) cited in Nunik say that the terms vocabulary, lexis, and
lexicon are synonymous. Vocabulary is the total number of words in a language;
all the words known to a person or used in a particular book, subject, etc; a
list of words with their meaning, especially one that accompanies a textbook
(Hornby, 8 1995: 1331). Those definitions show that vocabulary is the first
element that the English learners should learn in order to master English well besides the other English components and
skills.
According
to Kevin (2007) cited by Rohimah (2010) defined that vocabulary is the central
to language and crucial aspect to master. Accordingly, the role of vocabulary
teaching is essential in order to be capable of communicating with other
people. Mastering vocabulary gives positive contribution to someone’s quality
skill. Indeed, teaching vocabularies are often ignored in second language
classroom. Therefore, the writer tries to find better approaches in teaching
vocabulary. There are two types of vocabulary activities: planned and
unplanned. In unplanned vocabulary teaching activities, learners ask for the
meaning of words and teachers try to make the meaning clear by using different
strategies such as body language, antonyms, synonyms, pictures, etc. The goal
of the teacher is to try to make the meaning clear for the students. Then the
teacher asks questions regarding the problematic words in order to make sure
that the learners have understood their meaning.
According to Hornby
(1995: 1331) cited in Nunik Vocabulary is the total number of words in a
language; all the words known to a person or used in a particular book,
subject, etc; a list of words with their meaning, especially one that
accompanies a textbook. Those definitions show that vocabulary is the first
element that the English learners should learn in order to master English well
besides the other English components and skills.
2.1.2
Aspect of Vocabulary
The students cannot do
well in comprehension without large vocabulary, for the passages and questions
involve a range of words much wider than that of daily conversation. To make
the discussion clearer, Harmer’s opinion can be added. In his book, Harmer
(2001: 16) cited in Nunik says that there are some aspects that have to be
discussed in vocabulary, namely: word meaning (synonym, antonym, connotation,
and denotation), extending word use such as idioms, word combination or
collocation, and the grammar of words which comprises noun, verb, adjective,
and adverb.
1.
Meaning
The meaning can be
classified according to the form they attach to. It can be classified into
three forms: lexical meaning, morphological meaning, and syntactic meaning.
Lexical meaning is the meaning that attaches to words a word. For example, the
meaning of a building for human habitation tha attaches to house is lexical
meaning. Morphological meaning is the meaning that attaches to morpheme.
Morpheme is the smallest unit that carrie information about meaning or
function, and the meaning that attaches to the word arrangement in a sentence
is the syntactic meaning. For example question attaches to the word arrangement
in the sentence is he a student. Lado (1964: 209-212) cited in Nunik
says that a word meaning can also be defined by its relationship to other
words. One should also know the denotation and connotation of a word in order
to know the negative or positive meanings that occur in the word.
a) Synonym
The term synonymy derives from Greek: syn- + -nymy. The
two parts mean “same and
name”. Synonymy deals with sameness of meaning, more
than one word having the same meaning, alternatively the
same meaning being
expressed by more than one word. In other words, synonym is words
whose denotation is the same but has different
connotation.
b) Antonym
Antonym is the opposite of meaning. It derives from
Greek, “ant- and -nymy”, the two parts mean “opposite + name”.
Jackson (1988:64)
cited in Nunik define
that antonymy deals with oppositeness of meaning. Antonyms are not differentiated for
formality or dialect or technicality; antonyms occur
within the same style, dialect,
or register.
c) Denotation
According to Keraf (1984:28) cited in Nunik says that denotative meaning is also called as
some terms such as den notational meaning, cognitive meaning, conceptual
meaning, ideational meaning, referential meaning, or
proportional meaning. This
is called dennotational, referential, conceptual, or ideational because the
meaning refers to a certain referent, concept, or idea
from reference. Keraf (1984)
cited in Nunik
explains that denotative meaning is also called cognitive meaning
because the meaning concerns with consciousness or
knowledge.
d) Connotation
Tarigan (1985) cited in Nunik states that connotation is feeling and emotion that occurs within a
word. Thus, it can be said
that connotation is denotative meaning which is stretched. In other words,
connotation is the feeling and emotion associated with a
meaning.
2.
Use
According to Nation
(2001:1) cited in Nunik there are some ways to draw the attentions to the use
of words by quickly showing the grammatical pattern the word fits into
(countable/uncountable, transitive/intransitive, etc), giving a few similar
collocates, mentioning any restrictions on the use of the word (formal,
informal, impolite, only used with
children, etc), and giving a well knownopposite or a well known word describing
the group or lexical set it fits into.
3. Spelling
Spelling is the writing
of a word or words with the necessary letters and diacritics present in an
accepted standard order and an arrangement of letters that form a word or part
of a word; the process of forming words by putting letters together. According
to Ur (1996: 60) cited in Nunik there are some important points that should be
considered when teaching vocabulary that is form (pronunciation and spelling).
The learners have to know what a word sound is like (its pronunciation) and
what it looks like (its spelling).
4. Pronunciation
According to Hewings
(2004:3) cited in Nunik says that pronunciation of a language is the main
components of speech which combine together. These components range from the
individual sounds that make up speech, to the way in pitch (the rise and fall
of the voice is used to convey meaning).
2.1
Kinds
of vocabulary
According to Nation
(2001) cited in Nunik there are two kinds of vocabulary. They are perceptive
and productive vocabulary. Receptive vocabulary refers to the words that native
speakers and foreign learners recognize and understand but hardly ever use, it
is used passively in either listening or reading. Productive vocabulary is
utilized actively either in speaking or writing. One‟s listening vocabulary is
generally larger than his speaking vocabulary while his reading vocabulary is
relatively larger than his writing vocabulary. Therefore it can be concluded
that vocabulary can be presented in four units. They are reading vocabulary,
listening, and vocabulary, speaking vocabulary, and writing vocabulary. Reading
vocabulary consists of the word found by people when they are reading. While
listening vocabulary is the words that people hear and understand when they are
talking to others or listening to radio and television.
Speaking vocabulary
includes the words people used in their daily life and conversation. The last
writing vocabulary that consists of the word people use in writing essays,
reports, letter, etc. In relation to kinds of vocabulary, Nation (2001) cited
in Nunik states that there are four kinds of vocabulary in the text:
1.
High frequency
words. These words are almost 80% of the running words in the text;
2. Academic words. Typically, these words make up about 9%
of the
running words in the text;
3. Technical words. These words make up about 5% of the
running
words in the text;
4. Low frequency words. These are the words of moderate
frequency that did not manage
to get into the high frequency list. They make up over
5% of the words in an academic text.
2.3.
The Process of Teaching Vocabulary
The teaching of
vocabulary is not easy to do. Some people think that vocabulary teaching only
wastes the time because vocabulary number is unlimited. The English teachers
had better teach English vocabulary first than other aspect of this language,
such as grammar, speaking, reading and writing. If students know more
vocabulary, it will be easy for them to learn another aspect of English
language. Vocabulary is a central of English language acquisition, as according
to Celce and Murcia (2001. p: 285) cited in Nunik vocabulary learning is a
central to language acquisition whether the language is first, second, or
foreign
According to Hornby
(1995. p: 125) cited in Nunik teaching is defined as giving instruction to
somebody’s knowledge, skill, etc. Based on that explanation, teaching
vocabulary is an activity where the teacher gives the students knowledge about
vocabulary and how to use it in daily life. Harmer (2001: 155) cited in Nunik
gives the wide explanation about some technique for teaching vocabulary that is
summarized as follows:
1. Demonstration
The teacher demonstrates the language
where he/she wants the students to study by offering them there in action.
2. Explanation
The teacher explains the construction of
language in diagram, using textbook, using board or OHP.
3. Discovery
The students can be encouraged to
understand new language form by discovering them in a test or by looking at
grammatical evidence in order to work out a grammar rule.
4. Check Question
The teacher can check question to see if
students have understood the meaning and use in the text or paragraph.
5. Presentation
The teacher shows the things and does
not present words to students, for example, picture, video and also use the
mime, action, and gesture to present the words.
2.4 Concept of students’ Vocabulary Mastery
Introducing new vocabulary for the students at junior high school
is very important in order to add their vocabulary mastery in English. It is
because in age of junior high school, most of students are lack of vocabulary,
whereas vocabulary is the basic unit for learning English. Beck and McKeown
(2003:3) states that “over the year, estimates of students’ vocabulary size
have varied greatly, hindered in part by such as the types of vocabularies
being considered. Depending on how they approach such issues, early vocabulary
researcher reported figure ranging from 2.500 to 26,000 words in the
vocabularies of typical grade students’ and from 19,000 to 200,000 words for
college graduate students”.
So, somehow
most students do steadily acquire a large of new words each school year.
Vocabulary mastery is something could be developed and trained the teacher play
in very important role in increasing motivation at learners in mastering
vocabulary.
2.5 Song
2.5.1
Definition of song
Music is a
universal in human culture. All cultures on this planet have music. Language
and communication are also universal. Before the written word, stories of war
and odes of praise were passed along from tribe to tribe by songs. According to
Larrick (1991) cited in Salcedo wandering minstrels brought literature to the
crowds of people in the village square. The messenger first sang the content of
the message, so he would not forget any of it. “Those who came to listen were
soon singing or chanting repeated lines and sometimes adding new stanzas on the
old pattern.” (p. 3).
According
to Wilcox (1996) cited in Salcedo work songs were the answer to group efforts:
“Work songs comprise a vast literature of music as each country has songs that
have been handed down by generations to add rhythm and pacing to group work
efforts. Some of these are rowing songs, marching songs, and harvest songs” (
p. 9). In each case, the song historically made the work easier. It may also
make language learning easier.
There is no
human society without music. We all know that songs have involved our culture
since the human beings in the earth exist. May be more than thousand years,
song have been a sign of live, pain, fun, sad, and sorrow, happiness, even pray
to god. It is not surprising then that song has long history in human being.
Laroy (1998:32) stated that culture could be thought in many ways using song as
the starting point.
2.5.2
English Pop Song
Not only
English movies, but also English songs are popular among college students. It
is common place that a college student walks on the campus with earphones and
suddenly yells out a string of English words. Though preferred by college
students, English songs seem unpopular among teachers since one seldom sees a
course named English Song. However the influence of English songs on English
learning is profound among college students since some of them intend to learn
English words from pop songs in their leisure time. Without teachers’
instruction, the students have to learn on their own. They may develop learning
strategies themselves in order to learn vocabulary better in a relatively
efficient way.
2.5.3 The
Element of Song
When a song
is played, the listeners will not only listen to its lyrics, but also its
melody. They enjoy the harmony, the expression and the rhythm. It means that a
song is a unity of some music elements. The elements of music are divided into
two categories (Jamalus, 1988: 7) cited in Ratnasari those are main elements
and expression elements. The first
category is the main elements. It consists of rhythm, melody, harmony, and
lyrics. Rhythm is the stretch of movement of the sounds. It becomes the base
element in music. It is like how to sound a word, there will be letters read
long and short and there can be a pause too. It means that rhythm is how to
step the music.
Melody is
the arrangement of stretch sound. And harmony is the unity of two or more tones
that have different level played together. The last is lyrics; it can be said
as musical sentences. The second
category is the expression elements. It is the way of the musicians express
their mind and feeling that consists of tempo, dynamic, and voice color. All
the elements above are needed when someone creates a song
2.5.4 Teaching
Students’ Vocabulary Mastery through English Pop Song
For many vocabulary
memorization techniques, it is believes that songs can be one of very useful
media for introducing new English words to increase the English foreign
language students’ vocabulary mastery. If we expose used in song, we will find
lots of vocabulary. Through its lyric and repetition rhyme, it is possible for
us to know and learn some new words subconsciously and increase our vocabulary
while enjoying the music. As a matter fact, while enjoying music, the class
situation will be fun and lively than that of the traditional ways.
For young EFL learners,
carefully chosen materials are quite important.
Among all the materials used in class, songs are of great value. They
can provide a substantial amount of auditory input, and which is most important
at early language learning stage. Much previous research has provided insights
into the advantages of learning English through songs in the classroom
(Schoepp, 2001; Mora, 2000; Liu, 2006) cited in Chen For helping learners to
develop their multiple intelligences, Simpson (2000) cited in Chen believes that
through well-planned teaching activities, linguistic intelligence and musical
intelligence can benefit each other.
According to (Schoepp,
2001) cited in Chen, teachers may adopt songs in the EFL classroom for many
reasons and they mainly come from three different aspects: affective, cognitive
and linguistic. First, songs can create a relaxing, entertaining and
non-threatening classroom atmosphere in which learners lower their anxiety
filter and be more open to learning. Second, the nature of songs is repetitive
and it facilitates automaticity in language development process. To combine
both affective and unconscious factors together, the power of ‘song-stuck-in-
my-head (SSIMH) phenomenon (Murphey, 1990) cited in Chen singing is an easy way
of memorizing something and melody seems to help us retrieve the information
effortlessly. Third, some songs consist
of colloquial English which can prepare learners for informal conversation in
real life situation. In addition to these three reasons mentioned above, according
to (Murphey, 1992) cited in Chen songs can also be a culturally-rich resource
and easy to be handled in a lesson
2.5.5 The Advantages of
Using Song in Teaching Vocabulary
Using song can be
effective way in teaching English. Students feel delight in learning and
singing English song, because songs are easy to be learnt, easy to remember,
and enjoyable. Songs are also a very good technique to motivate the student’s
learning process.
Orlova (1997:4) adds the advantages we
can take from songs, there are:
a.
Songs may serve as a
starting point for conversation.
b.
Songs can motivate a
positive emotional approach to language learning.
c.
Songs can inspire the
students to the music and culture of particular interest to them in the target
language community.
Popular music is one
way of involving students and their teacher in meaning full, enjoyable, and
collaborative learning task. Songs can be used for a variety of activities
promoting all language skill- listening, reading, writing, and listening, and
language system vocabulary, grammar, pronunciation, and also spelling.
2.6 Procedure in Applying the Songs
To apply songs in the
classroom, the teacher should also plan application sequence of the songs. In
applying songs, the writer offers two procedures suggested by Ur and Wright and
Haycraft.
(1) The procedure suggested by Ur and
Wright (1993 : 77-78) cited in Ratnasari as
follows:
(a) Preparation: select a tape recording
of a song so that you can sing it. Prepare an overhead transparency (or a
poster/ hand out) of the words of the song.
(b) Procedure: first, play the song on a
tape or sing it to yourself; second, show the words of the song; third, ask the
students to follow the words; fourth, singwhile you play it again.
(2) The procedure suggested by Haycraft
(1983 : 93) cited in Ratnasari he suggested
some variations using songs recorded on tape as follows:
(a) Play the tape as
many times as necessary and ask questions.
(b) Get the class to
use line by following the tape.
(c) Divide up the class and have a
group, each singing a line. Reply the tape as often as necessary. Find out who
has a good voice and try to get solos. Bring out a student to conduct different
combination until the song is familiar.
(d) Play and sing whenever you want to
revise. It is good to play songs at the beginning of class, while everyone is
setting down. In doing the study the writer will use both the procedure
suggested by Ur and Wright and Haycraft.
2.7
Previous Study
The first previous
research was done by Dicky Harisky
Katoroi (2012) entitled “Improving Students’ Vocabulary Mastery Through
English Pop Song at Eight Grade Students of SMP Negeri 5 Luwuk”. In his research, she used Research
and Development method and the research subject is the second grade of SMPN 5
Luwuk. To get the data he does the observation and documentation, she also was
given test that are pre-test and post-test. The result of her research is using
English Pop Song for improving students’ vocabulary ability.
From explanation above,
the writer would like to know the influence of using English pop song toward
students’ vocabulary ability at eight grade of SMPN 2 Poso
CHAPTER III
RESEARCH METHODOLOGY
3.1
Research
design
In
this research, the researcher would use quantitative method through
experimental design. This approach is based on the statement from (Burns &
Grove 2005:23) Quantitative research is a formal, objective, systematic process
in which numerical data are used to obtain information about the world. This
research method is used:
·
to describe variables;
·
to examine relationships among
variables;
·
to determine cause-and-effect
interactions between variables.'
According to Hatch and Farhady (1982,
p.22), the researcher used quasi experimental design in order to distinguish
between experimental group and control group. Experimental group is a group of
students which become the main attention of the researcher especially to see if
there is a changing situation after the treatment being given. On the other
hands, control group is group of student who are selected for the purpose of
monitoring the changes that might happen to the experimental group. In this
case, the control group does receive treatment as those in experimental group.
|
G1 T1 X T2
G2 T1 T2
|
Notes:
G1:
Experimental group
G2:
Control group
X:
Treatment
T1:
Pre-test
T2:
Post test
The data of the research would be
gathering from pre-test and post-test. The pre-test was given to both
experimental and control group before the language teaching. The post-test gave
to both experimental and control group after the language teaching is
commended.
3.2
Population
and sample
1.3.1
Population Research
The
population in this research is all students of class SMPN 2 Poso.
1.3.2
Sample Research
The choice of the
sample is based on the following considerations: (1) the students of year eight
of SMPN 2 Poso have been studying English when they were in Elementary school.
However, their ability in pronouncing English wordsis still poor (2) the writer
wants to know the influence of using English pop song toward students’
vocabulary ability .
3.3
Research
Instrument
Research instrument is a tool that
is used for collecting data in a research, Arikunto (2006, p.136). The
instrument that the research used for this research is test, (pretest and
posttest). According to Brown (2001, p.384) test is a method of measuring a
person’s ability or knowledge in a given domain. The researcher uses pretest
and posttest for a both experimental class and control class. The researcher
gives pretest before treatment and posttest after treatment.
3.4 Collecting Data technique
The
technique that will be used in collecting the data are test. The tests are
divide into two parts, pretest and posttest. The pretest will be conducted to
find out the initial differences between the two groups. The pretest will be
given in the first meeting. The posttest will be given in the last meeting
after treatments in order to find out whether or not the treatments give any
contribution to the students’ achievement in the experimental group.
3.5
Technique
of Data Analysis
In analyzing data quantitative, the writer used some
formula to find out the
effectiveness of using English pop song.
1. To
find the mean score of pre-test and
post-test, the writer calculate the average score by using the formula as
follow:
Where
: X :
Mean score
n : The total of number of subject
2. Percentage of students’ frequency
The writer calculates the percentage
of students’ frequency by using formula as follow:
Where: P: Percentage
F: frequency
of the students
N: Total
number of the students
(Hatct
and Farhady, 1982)
3.6
Research
Procedure
The
researcher conducts to several steps as follow:
1. Preparation
Before
doing the research, the researcher asks permission to that school for doing the
research and searchsome informationby asking to the teacher about the students’
vocabulary ability.
2. Collecting
the data
In
collecting the data, the researcher only uses one instrument that is test. The
students will do tests. They are pre-test and post-test.
3. Analyzing
the data
To
analyze the data, the researcher will calculate the result of pre-test and
post-test both in experimental class and control class to know the influence of
using English pop song toward student’s vocabulary ability.
4. Making
Conclusion
Based on the result the research makes the
conclusion.
CHAPTER
IV
CLOSURE
A. CONCLUSION
The students cannot do well in
comprehension without large vocabulary, for the passages and questions involve
a range of words much wider than that of daily conversation. The writer believes
that if the teacher uses the appropriate technique in teaching vocabulary, the
students will be interested
in English. As the result, the student’s vocabulary mastery will increase.
B. SUGGESTION
The writer would like to propose some suggestion dealing with the
result of this research. Hopefully, the following suggestion will be useful for
teacher, the other researcher, and educational institutions.
1.
For
the Teacher
The
teacher should choose appropriate technique or teaching aids that suitable with
the situation in their classroom. It is important to attract students’ interest
of teaching learning process. The interesting way will make the students more
easily buy into the learning process.
2.
For
the Institution
The
institution should provide technique and teaching aids reference that support
the teaching learning process in order to improve the teaching learning
quality.
3.
For
other Researcher
This
study just one of many efforts in increasing motivation and achievement
students’ vocabulary. The writer hopes that the result of this study can
stimulate other researcher to conduct other researcher related to this field or
the technique
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