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THE EFFECTIVENESS O F USING POP SONGS IN TEACHING LISTENING TO T
H E E L E V E N T H GRADE STUDENTS OF THE BINA WARGA 2
SENIOR HIGH SCHOOL O F PALEMBANG
MUHAMMADIYAH UNIVERSITY PALEMBANG F A C U L T Y O F T E A C H E
R TRAINING AND EDUCATION
ENGLISH EDUCATION STUDY PROGRAM AUGUST 2012
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T H E E F E C T I V E N E S S O F USING POP SONGS IN TEACHING
LISTENING T O T H E E L E V E N T H GRADE STUDENTS O F T H E BINA
WARGA 2
SENIOR HIGH SCHOOL O F PALEMBANG
THESIS
Presented to Mahammadiyah University Palembang
in Partial Fulfillment of the Requirements for the Degree of
Sarjana in English Language Education
By Nurhasanah Fajriatunisa
NIM 372008217
MUHAMMADIYAH UNIVERSITY PALEMBANG F A C U L T Y OF T E A C H E R
TRAINING AND EDUCATION
ENGLISH EDUCATION STUDY PROGRAM August 2012
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The thesis by Nurhasanah Fajriatunisa has been certified to be
examined.
Palembang, July 18,2012 Advisor I ,
Palembnag, July 18, 2012 Advisor I I , _
ii
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This is to certify that the Sarjana's thesis of Nurhasanah
Fajriatunisa has been approvod by the Board of Examiners as the
requirement for the Sarjana Degree in English Language
Education
Drt. H. Muslim Tnwi, M.PfL, Member
Acknowledged by The Head of English Education Study Program,
Approved by The Dean of
iii
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A B S T R A C T
Fajriatunisa, Nurhasanah. 2008. The Effectiveness of Using Pop
Songs in Teaching Listening to the Eleventh Grade Students of SMA
Bina Warga 2 Palembang. Thesis. Iriiglish Education Study Program,
Sarjana Degree (SI), Faculty of Teacher '["raining and Education,
Muhammadiyah University Palembang. Advisors; (i) Drs. H. Mahidin
Mahmud. (i i) Tri Rositasari. S.Pd.. M.Pd.
Key words : teaching listening, pop songs.
This thesis is entitled 'The Effectiveness of Using Pop Songs in
Teaching Listening to the Eleventh Grade Students of the Bina Warga
2 Senior High School of Palehtbang". The main objective of this
study was to find out whether or not it was significantly effective
to teach listening by using pop songs to the eleventh grade
students of the Bina Warga 2 Senior High School of Palembang. The
method used in this thesis was qtiasi experimental method. The
population of this study was all of the eleventh grade students of
the Bina Warga 2 Senior High School of Palembang in the academic
year of 2011/2012. The total numbers of population was 155 students
and the sample was 78 by using convenience non-random sampling
which was grouped into two clas.ses, first class as the
experimental and the second class as the control group. The data
were obtained by means of listening test. The result of the test
was analyzed by means of t-test (paired sample t-test) and matched
t-test calculation. The test consisted of 30 items. I he reporter
gave the test twice with the same item test. The pre-test was given
before the treatment, and the post-test was given after the
treatment in the experimental and control group. Based on the data
analysis, it showed in pre-test of the experimental the average
score was 74.9333, the highest score was 93.2 that were reached by
two students, and the lowest score was 63.2 that were reached by
three students. Whereas in the post-test of experimental the
average scores 87.131, the highest score was 99.9 that were reached
by four students, and the lowest score was 39.3 that were reached
by only one student. After analyzing the data with statistical
package for social science (SPSS), the paired sample t-test p.value
was 0.00, it was lower than 0.05. It could be concluded that it was
effective to teach listening by using pop songs to the eleventh
grade students of the Bina Warga 2 Senior High School of
Palembang.
V
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A C K N O W L E D G E M E N T S
Thanks to ALLAH SWT, the Most Gracious and the Most Merciful
for
enabling and guiding to finish this thesis entitled "77te
Effectiveness of Using Pop
Songs in Teaching Listening io the Eleventh Grade Students of
the Bina Warga 2
Senior High School of Palembang". This thesis was written to
fulfil one of the
requirements for taking the Sarjana Degree Examination at the
English Education
Study Program, Language and Arts Education Departments, Faculty
of Teacher
Training Education, University of Muhammadiyah Palembang in the
Academic Year
of 2011/2012.
The reporter would like to express great gratitude to her
advisors, Drs. H.
Mahidin Mahmud., and Tri Rositasari, S.Pd., M.Pd., for their
help in writing the
thesis. She is very grateful to her lecturers for teaching her
during her study at the
English Education Study Program. Then, she would like to extend
her gratitude to the
Dean of Faculty of Teacher Training and Education, Drs.
Syaifudin, M.Pd., the Head
of Language and Arts Education Department, Drs. A. Rozi Zakaria,
the Head of
English Education Study Program, Tri Rositasari, S.Pd., M.Pd.,
and all of staff for
their assistance in administration matters.
Furthermore, she would like to convey her appreciation to the
teachers and
students of the Bina Warga 2 Senior High School of Palembang,
for their assistance
and cooperation during collecting the data.
Finally,she would like to express her deepest appreciation to
her parents,her
sisters and her boy friend for their love ,care, attention,
support and sacrifice. Thanks
all of her friends and classmates for togetherness and the joy
they shared.
Palembang, July 23^ 2012 The Writer
NF
vi
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C O N T E N T S
Pages
T I T L E P A ( ; E i
A G R E E M E N T S P A G E ii
A P P R O V A L P A ( ; K iii
M O T T O iv
A B S T R A C T vi
A C K N O W L A D G E M E N T S vii
C O N T E N T S vlll
L I S T O F T A B L E S ix
L I S T O F A P P E N D I C E S xi
C H A P T E R I I N T R O D U C T I O N 1
1.1 Background I 1.2 Problem of the Study 5 1.3 Limitation of
the Problem 5 1.4 Formulation of the Problem 5 1.5 Objective of the
Study 5 1.6 Significance of the Study 6 1.7 Hypotheses 7 1.8 The
Criteria for testing the hypotheses 7
C H A P T E R I I L I T E R A T U R E R E V I E W 8
2.1 T he Concept of Teaching 8 2.2 The Concept of Listening 9
2.3 The Concept of Pop Songs 11 2.4 The Procedure of Teaching
Listening Comprehension by
Using Pop Songs 12 2.5 Previous Study 13
C H A P T E R I I I M E T H O D A N D P R O C E D U R E 14 3.1
Operational Definition 14 3.2 Method of the Research 15 3.3
Research Variable 17 3.4 Population and Sample 17 3.4.1 Population
17 3.4.2 Samples 18
vii
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3.5 Technique for Collecting Data... 3.5.1 Pre-test 3.5.2
Post-test 3.6 Reliability and Validity 3.6.1 Reliabilitv 3.6.2
Validity 3.7 Technique for Analy/ing Data... 3.7.1 The goal of
analysis 3.7.2 Percentage analysis 3.7.3 Conversion of"Percentage
Range 3.7.4 Matched t-Test
C H A P T E R I V F I N D I N G S A N D I N T E R P R E T A T I
O N
4.1 Findings 4.1.1 I he Students' Scores of Pre-test in
Experimental
Group 4.1.2 Mean, Median and Mode of Pre-test in
Experimental Group 4.1.3 The Students' Score of Post-test in
Experimental
Group 4.1.4 Mean, Median, and Mode of Post-test in
Experimental Group 4.1.5 The Students' Scores of Pre-test in
Control
Group 4.1.6 Mean, Median, and Mode of Post-test in Control
Group 4.1.7 The Students' Scores of Post-test in Control
Group 4.1.8 Mean, Median and Mode of Post-test in Control
Group 4.1.9 Paired Sample T-test 4.1.10 The Student's Individual
Scores in the Pre-test.... 4.1.11 The Students' Individual Scores
in the post-test... 4.1.12 The Percentage of the Students Average
Score 4.1.13 The Result of t-test 4.2 Interpretation
C H A P T E R V C O N C L U S I O N A N D S U G G E S T I O N
S
5.1 Conclusion 5.2 Suggestions
R E F E R E N C E S
A P P E N D I C E S
viii
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LIST OF TABLES
Tables pages
1. The Population of the Study 18
2. I he Sample of the Studv 19
3. The Students" Scores in the Try Out of Ihelnstrumenl 23
4. Test Specification 26
5. The Conversion Of Percentage Range 28
6. The Scores of Pre-test in Experimental Group 31
7. Mean, Median and Mode of Pre-test in Experimental Group
32
8. The Score of Post-test Experimental 33
9. Mean, Median, and Mode of Post-test in Experimental Group
34
10. The Scores of Pre-Test in Control Group 35
11. Mean, Median, and Mode of Post-test in Control Group 36
12. The Scores of Pos-test in Control Group 37
13. Mean, Median and Mode of Post-test in Control Group 38
14. Paired Sample Test in Experimental Group 39
15. The Result of the Students' Pre-test in Experimental and
Control Group 40
16. The Result of the Students' Posttest in the Experimental and
Control Group 42
Ix
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CHAPTER I
INTRODUCTION
This chapter discusses: (1) background, (2) problem, (3)
limitation of the
problem, (4) formulation of the problem, (5) objective of the
study, (6) significance
of the study, (7) hypotheses, and (8) the criteria for testing
the hypotheses.
1.1 Background
Teaching English for communication entails that in each lesson,
the teacher
integrates ail aspects and skills (Saleh, 1992:65) Teachers of
English should deal
with the language as a whole, not just some aspects or skills,
like teaching structure,
reading, and writing because every language skill is closely
related and supports each
other (Cheek. 1989:43).
In the most recent foreign and second language instructional
approaches,
methods, and techniques, communicative competence has become a
major concern.
The basic strategy behind a communicative language classroom is
to put students in
the social situations and give them the interesting activities
and task, which, by
allowing them to interact, create in them a desire to
communicate. The teachers need
to vary their teaching techniques by creating various
interesting ways without
neglecting the principle things in language teaching. ^
1
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2
Listening, speaking, reading, and writing are skills that must
be mastered by
students upon the completion of their high school education
Consequently, the
teachers of English are not only concemed with enabling them to
understand spoken
language or listening because one of the teacher's objective is
that to develop in the
pupil, the ever increasing ability to understand the native
speaker of English in any
situation (Finocchiaro, 1958:6).
Being able to listen well is an important part of communication
for everyone.
For the students, guided practice by a teacher is one of the
best ways to improve this
skill. A student with good listening comprehension skills will
be able to participate
more effectively in communicative situations. What follows is an
exploration of areas
that language teachers may find useful in their classroom and
when preparing
listening materials.
Teaching the skill of listening cannot be emphasized enough in
a
communicative classroom. For second language learners,
developing the skill of
listening comprehension is extremely important Students with
good listening
comprehension skill are better able to participate effectively
in class (Brown,
2001:27).
A research conducted by Morley (1984:7) shows that on the
average, time
spent in communicating divides into approximately 50 percent
listening, 25 percent
speaking, 15 percent reading, and 10 percent writing. It means
that most learners
spend more time in listening to the foreign language than in
producing it themselves
Furthermore, Nord cited in Nation (1985:17) expresses.
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3
"Some people now believe that learning a language is not just
learning to talk,
but rather that learning mind These people believe that talking
may indicate that the
language was learned, but they do not believe that practice in
talking is the best way
lo build up this 'cognitive' map in the main. To do this, they
fell the best method is to
practice meaningful listening".
In this view of language learning, listening is the way of
learning language It
is time of learning which provides the basis for the other
language skill. But in fact,
the learners are rarely taught the listening skill as a formal
activity (Brumfit,
1988:84).
Through listening we can learn a language. We will not be able
to master the
language without listening to it Lewis and Hill (1992:82) state
that it is important for
the students to listen well and involve in what they listen to
They should realize that
listening benefits them in developing not only their language
skills but also their
language skills but also their general language level.
Therefore, it is necessary for English teachers to make
listening classes more
interesting, to know what how to motivate the students so that
they can make
progress in listening comprehension. Enright & Mc. Closky
(as cited in Crookall and
Oxford, 1990) mention that before anything else, we would like
the students in our
classroom to become excited about and enjoy learning, including
learning a new
language. Oxford and Nyikos (as cited in Scarcella and Oxford,
1992) mention that a
recent study shows the degree of motivation is the most powerful
influence on how
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4
and when the students use language learning strategies, the
techniques learners
employ to take charge of and improve their own progress.
The subject of this thesis is listening comprehension. And this
study tried to
find out how far pop songs can be used as a teaching media for
listening because as
Finocchiaro (1989:145) states that there are all kinds of
language games and songs
ranging from very simple to difficult, which help give practice
in language while
keeping the class lively and interesting. Furthermore, she
states that the new English
songs, which their melodies are familiar to the students, can be
used most effectively.
Siradj (2002:5) states that song and music are popular
activities in the world
English songs are highly motivating because students will not
get bored easily with
them. English songs are interesting for young learners so they
will be eager to study.
Students of EFL/ESL feel happy to leam through music and
songs.
In addition, Kabila (1978:44) states that another successful use
of song
occurred in the language laboratory. We use tape recording of
song for listening
practice, especially songs with easy texts that would help the
students develop
listening skill for everyday speech.
Based on the statement above, it is interesting to conduct a
study entitled The
Effectiveness of Using Pop Songs in Teaching Listening to the
Eleventh Grade
Students of the Bina Warga 2 Senior High School of Palembang
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5
1^ Problem of the Study
The problem of this study dealt with the effectiveness of using
pop songs in
teaching listening to the eleventh grade students of the Bina
Warga 2 Senior High
School of Palembang.
13 Limitation of the Problem
The problem was limited m teaching listening by using die song
"Everything I
do".
1.4 Formulation of the Problem
The problem of this study was formulated as "Is it effective to
teach listening
by using pop songs to the eleventh grade students of the Bina
Warga 2 Senior High
School of Palembang".
13 Objective of the Study
Based on the problem, the objective of this study was to find
out whether or
not it is significantly effective to teach listening by using
pop songs to the eleventh
grade students of the Bina Warga 2 Senior High School of
Palembang
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6
1.6 Significance of the Study
It is hopes, that this study would be beneficial for the
following points. They were
as follows:
1) to the teachers
The result of this study is expeaed to give information to the
teachers of English
about pop songs as one of alternative in teaching listening, and
help the teachers of
English create the situation in the class to be more active and
mterestmg.
2) to the studMits
The result of this study is expected to encourage the students
in studying English
and improve their ability to understand a listening
comprehension.
3) to the researcher herself
The result of this study is expected to enlarge the researcher's
knowledge and as a
candidate of teacher to get experience in conducting a
scientific study.
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7
1.7 Hypotheses
In relation to the objective of the study as mentioned above,
the following two
hypotheses are formulated:
Ho : It is not effective to teach listening by using pop songs
to the eleventh
grade students of the Bina Warga 2 Senior High School of
Palembang.
Ha : It is effective to teach listening by using pop songs to
the eleventh
grade students of the Bina Warga 2 Senior High School of
Palembang.
1.8 The Criteria for testing the hypotheses
To test the hypothesis at 95% level of significance (0,05) for
one table test,
with the number of the student, as the sample is 78, the degree
of freedom df= (N-2)
= 78-2= 76. the t-obtained is 2.000 (Hatch and Farhady). It
means that i f the obtained
is less than 2.000 the Ho is accepted and the Ha is rejected. On
the other hand, i f the t
obtained is equal or higher than t-table the Ho is rejected and
the Ha is acc^ted
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CHAPTER n
L I T E R A T U R E REVIEW
This chapter presents: (1) the concept of teaching (2) the
concept of listening,
(3) the concept of pop songs, (4) the procedure of teaching
listening comprehension
using pop songs, and (5) previous study.
2.1 The Concept of Teaching
According to Saleh (1997: 16) teaching is skill for it demands
the ability -
attained from relevant theories and practice to assist the
student expertly in learning
so that they are able to gain linguistic and communicative
competence in target
language.
Teaching is a profession conducted by using combination of art,
science and
skill. It is art because it relies on "teacher creative
provision of the best possible
learning environment and activities for his or her student"
(Newton in Saleh
1997:11).
Teaching is guiding and fecilitating learning, enabling the
learners to leam.
Setting the conditions for learning (Brown in Saleh 1997:
18).
ft
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9
2 J. The Concept of Listening
Listening is also a creative skill because in ordo" to
comprehend the sound
which we hear, we take the raw material of words, arrangements
of words, and the
rise and fell of the voice, and from this material we create
ourselves significance as
listeners, which is dependent on linguistic information,
situational context, and
intentions of the speaker (Rivers, 1980:16).
It is clear to say that when we listen to spoken language, we do
some
component skill in listening, such as; discnminating between
sounds, recognizing
words, identifying grammatical groupings of words, and pragmatic
units-expressions
and sets of utterances which function as whole units to create
meaning, connecting
linguistics cues to paralinguistic cues (intonation and stress)
and to non-linguistic
cues (gestures and relevant objects in the situation) in order
to construct meaning,
using background knowledge (what we already know about the
content and the form),
and context (what has already been said) to predict and then to
confirm meaning, and
recalling important words and ideas (Rosf 1991:3-4). It can be
said that listening is
not a passive skill because the process of listening is more
complex than just hearing
a message and it needs some components, such as stimulating of
the material which is
listened.
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10
Jalongo as cited in Prihatiningsih (2003:8) defines listening as
the process by
which spoken language is converted to meaning in mind
Furthermore, he states that
listening involves 3 things:
1) Hearing
A physiological process that includes auditory acuity (the
ability to hear) and
auditory perception (the ability to discriminate among sounds,
to blend sounds
together, and to hold sequences of sounds in memory).
2) Listening
An act of perception which includes focusing, becoming aware,
and selecting
cues from the environment
3) Auding
An act of comprehension that begins with hearing and listening
It includes
getting meaning from what is heard, associating sounds to
something already known,
organizing, imagining, and appreciating
Linguistically, listening is process by which spoken language is
converted to
meaning in the mind (Donoghue, 1990:46) Because verbal
communication is carried
on primarily so that others may comprehend the information
transmitted and react
accordingly, listening implies comprehension of the material
which is heard. It is a
personal absorption of ideas and attitudes, which is expressed
through oral language.
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11
It also involves interpretation, it means that listening is a
process in order to
distinguish sounds, understanding message, assist speakers, and
dismantle problems,
comprehend and evaluate what one hears, and enjoy, appreciate,
and respond
emotionally.
23 The Concept of Pop Songs
According to Homby (1985:1133), pop song can be defined as a
piece of
music with words that is sung, or music for the voice; singing.
Obviously, a pop song
is a relatively short musical composition for the human voice
(possibly accompanied
by other musical instruments, which features words-lyrics) The
words of pop songs
are typically and poetic Rhyming nature although they may be
religious verses or
free prose (Ezine articles,2005: 1).
The pop songs are considered as the general simpler structure
songs. The pop
songs are usually accompanied by a band in performance and
recording And pop
songs is often a part of individual and cultural.
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12
2.4 The Procedure of Teaching Listening Comprehension by Using
Pop Songs
In the procedures of teaching listening comprehension by using
pop songs, the
writer will use three phases technique The three phases of
teaching listening
comprehension consist of three steps (Saleh, 1997: 58).
The procedures of teaching listening in the experimental group
were as follows:
1) Pre-activity:
a Greeting the students
b. Asking some questions related to the song and the singer to
the students.
2) Whilst-activity
a Giving the copy of the text for each students
b. Asking the students to answer the question of the text
c. The writer played the CD several times and asked the students
to fill in the blanks
(cloze procedure), answer question about song, or ask the
students to retell the
song in a written form.
d. Checking the students answer
3) Post activity
a. The writer played the CD,
b. Then, the students as well as the teacher sang the song
together.
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13
23 Previous Study
Based on catalog of Sriwijaya University in Palembang, there was
a thesis
written in 2006 by Eka Riana Sari She investigated about
entitled Teaching Listening
by Using Pop Songs to the Eleventh Grade Students of SMA Negeri
3 Palembang"
There were similarities and differences between that previous
study and this research
but the most important things is the use of variable
The similarity was in the use of the same dependent variable
that is Listening
comprehension. The difference is in using independent variable.
This previous study
used Pop songs as an independent variable and dependent variable
was students'
listening skill.
The objective of the study was to find out to identify whether
or not there was
any significant difference in the listening comprehension
between the students who
are taught by using pop songs and those who were taught by using
dictation. The
result of the study showed that the application of using pop
song was effective to help
the eleventh grade students of SMA Negeri 3 Palembang in
learning listening.
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CHAPTER m
METHOD AND PROCEDURE
This chapter presents: (1) operational definition, (2) the
method of the study,
(3) research variable, (4) population and sample, (5) technique
for collecting the data,
(6) reliability and validity of the test, and (7) technique of
analyzing the data
3.1 Operational Definition
The title of this study was The Effectiveness of Using Pop Songs
in Teaching
Listening to the Eleventh Grade Students of SMA HJNA WARGA 2
Palembang.
The word "teaching" derives from the word teach, which means to
give
instruction or to give lesson. It is a cause to know or be able
to do something. In this
context, it refers to make students' listening skill become
better through pop songs. In
relations to the definition of teaching is showing or helping
someone to leam how to
do something, giving instmctions, guiding in the study of
something, providing wife
knowledge, causing to know or understand.
The word "listening" is a kind of verbal noun. As a verbal noun,
listening
means understanding oral/spoken language. The corresponding verb
form of listening
is to listen, which means try to hear and pay attention. In
addition, listen is to give
close attention in order to hear."
14
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15
A pop song can be defined as a piece of music with words that is
sung, or
music for the voice; singing The phrase "pop songs" consists of
two words: pop and
songs The word "pop or popular music" means music of general
appeal to teenagers;
a bland watered-down version of rock and roll with more rhythm
and harmony and an
emphasis on romantic love And the word "songs" means a short
metrical
composition intended or adapted for singing, a piece of music
adapted for singing or
stimulating a piece to be sung.
The last term was the eleventh grade students of the Bina Warga
2 Senior
High School of Palembang in the academic year 2011/2012. It
refered to the sample
of the study.
33 Method of the Research
In doing this research, pre-experimental method was used in this
sttidy. Pre-
experimental design that is one group pre test post test design
According to Hatch
and Farhady (1982: 119- 120) this design is similar to the one
shoot study. The
difference is that a pre test is given before the instruction
(or treatments) begins.
The diagram of this design is follows:
Ol X 02
O3 O 4
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16
Where :
01 : The pre-test of the experimental group.
02 : The post-test of the expenmental group.
03 ; The pre-test of the control group
04 : The post-test of the control group
X : The treatment
The steps are follows:
1) Pre test is administered
2) Subject IS received experimental treatment
3) Post test is administered
This study was designed as follows:
1) Surveying the literature relating to the problem
2) Defining the problem
3) Constructing an experimental plan by writing the research
design
4) Giving the pre-test
5) Conducting the experiment;
6) Giving the post test to collect the data ,
7) Connecting and analyzing the data;
8) Drawing conclusion, proposing suggestion and reporting the
result
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17
33 Research Variable
There are two kinds of variables in this research : Independent
variable and
Dependent vanable. According to (Hatch and Farhady 1982 :71),
Independent
variable is the variable that affects changes on other variable.
Dependent variable is
the response being measure to determine the effect of the
independent variable. The
independent variable of this research was pop songs and the
dependent variable was
the listening of the eleventh grade students of the Bina Warga 2
Senior High School
of Palembang.
3.4 Population and Sample
3.4.1 Population
Fraenkel and Wallen (1990 : 140) state that population is the
larger group to
which one hopes to apply the result.
In this study, the population was the eleventh grade students of
the Bina
Warga 2 Senior High School of Palembang in the academic year of
2011/2012. The
total number of the population was 155 students. The
distribution of the population
could be seen in table 1.
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18
Table 1. The Population of the Study
Class Students (Male) Students (Female) Total
X I I 21 18 39
X I n 19 20 39
X I ra 26 13 39
X I IV 19 19 38
Total Number 85 70 155
Source : The Bina Warga 2 Senior High School of Palembang
(Academic year 2011/2012)
3.4.2 Sample
Fraenkel and Wallen (1990: 140) state that sample is any group
on which
information is obtained
Fathermore Arikunto (2002: 109) states that sample is a part of
population
that will be observed. If the number of its subject less than
100, it should be taken all
as sample. I f the number of subject is more than 100, it can be
taken 10-15 % or 20-
25 % of the population Since the population of this study is
more than 100. So the
writer take the sample about 25 %,it consists of 78 students as
sample.
To get the accurate data, convenience non-random sampling was
uS^lT*
According to Fraenkel and Wallen (1993: 383), convenience
non-random samplinfe-i^y'
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19
the method used by the researcher for certain group of people.
They are chosen for
the study because they are available and convenience depending
on time and day.
Further, Frankel and Wallen (1993 : 383) states that sample is
taken depending on
the researcher option In this case the classroom teacher of the
Bina Warga 2 Senior
High School of Palembang was choses class X I 1 and XI 2 that
consisted of 78
students as the sample of this study.
Table 2. The Sample of the Study
No Group Class Total
1. The Experimental Group XI 1 39
2. The Control Group
XI 2 39
Total 78
-
20
33 Technique for Collecting Data
The data of this study were collected by means of a test. The
types of tests
were multiple choice and completion The total item of multiple
choices was 10 and
completion was 20. According to Fraenksel and Wallen (1990: 141)
test is an attempt
to determine how an individual will function in a set of actual
situation.
In this study, the pre-test and die post-test were given to both
the experimental
and the control groups. The pre-test was given to measure how
much the students
^competence on listening before getting the treatment Then, at
the end of the
research, the post-test, was given to know whether or not it is
significantly effective
to teach listening comprehension using pop songs to the eleventh
grade students of
the Bina Warga 2 Senior High School of Palembang.
33.1 Pre-test
Pre-test was given before the teacher teaches listening
comprehension using
pop songs. There was one purpose of giving pre-test to the
students, it was given to
know the ability of students in learning listening before the
teacher taught listening
using pop songs method
-
21
33.2 Post-test
Post-test was given after the teacher has given the treatment of
teaching
listening comprehension using pop song. This test had an aim to
measure students'
ability in listening after the end of instruction. The result of
this test was compared
with the result of pre test.
3.6 Reliability and Validity
3.6.1 Reliability
Reliability can be defined as the extent to which a test
producer consistent
result when administrated under similar condition. (Hatch and
Farhady, 1982 : 244).
In the research, the writer estimated the internal consistency
reliability of the
test. Internal consistency reliability is the extent to which
test or procedures asses the
same characteristic, skill or quality. Internal consistency or
reliability will estimate
through the Kuder Richarson Coefficient The following is the
KR21 formula
Fraenkel and Wallen (1993 : 149) write it as follow :
-
22
KR21 = K K-\
- 1 M(K-M)
Where;
KR21 : Kuder Richardson reliability coefficient
K : Number of item in the test
M : Mean of set of the test scores
SD : Standard deviation of the set of the test scores
-
23
Table 3
Tbe Students* Scores in the Try Out of the Instrument
Subject Number Number of Item Score (X) X̂
1 30 7.0 49.00 2 30 9.0 81.00 3 30 9.0 81.00 4 30 8.5 72.25 5 30
7.0 49.00 6 30 7.0 49.00 7 30 7.0 49.00 8 30 9.5 90.25 9 30 7.0
49.00 10 30 8.5 72.25 11 30 8.5 72.25 12 30 7.0 49.00 13 30 7.0
49.00 14 30 7.0 49.00 15 30 6.5 42.25 16 30 7.0 49.00 17 30 7.0
49.00 18 30 9.0 81.00 19 30 9.0 81.00 20 30 8.5 72.25 21 30 7.0
49.00 22 30 7.0 49.00 23 30 7.0 49.00 24 30 7.0 49.00 ZD { XJ 49.00
26 30 8.0 64 00 27 30 8.0 84.00 28 30 9.0 81 00 29 30 9.0 81.00 30
30 7.0 49.00 31 30 6.5 42.25 32 30 7.0 49.00 33 30 7.0 49.00 34 30
7.0 49.00 35 30 7.0 49.00 36 30 9.5 90.25 37 30 8.5 72.25 38 30 6.5
42.25 39 30 8.0 64.00
Total IX = 299 X= 7.66
IX'= 2326.5 X = 59.65 Iff
-
24
The formula of Standard Deviation (SD) is:
.S'D =
In which
SD : Standard of Deviation of Test Score
JfU : Number of score
N : Number of Students
2^2326.5 39
50 = ^59.65
AD = 7.72
Where
KR21 = K K-\ KiSDf
-
25
KR21 = 30 30-1
7.66(30-7.66) 30(7.72)'
KR21 = 30 30-1
1 -7.66(-22.34) 30(59.59)
KR21 = 30 30-1
171.12 1787.7
KR21= 1.03 (1-0 09)
KR21= 1.03 (0.91)
KR21=0.93
0 93 > 0.70 and it mean that the test was considered reliable
to be used to collect the
data.
3.6.2 Validity
According to Hatch and Farhady (1982: 250-251), Validity refers
to the
extend to which the result of the procedure serve the use for
which they were
intended. In this research the writer estimate were intended the
content validity of the
test Content validity refers to the extent to wdiich a test
measure a representative
sample of the subject matter content In order that the test had
a high degree of
-
26
content validity, the test material was Based on The Curriculum
and Syllabus of the
eleventh grade students of the Bina Warga 2 Senior High School
of Palembang.
Table 4. Test Specification
Objective Indicator Material Type of Test Total Item
Multiple 10
able to answer Everything I Choice
the questions do. Question
by using (i do it for you) 20
songs Completion
To improve the Student will be Song
students'
listening
ability by
using pop
songs
3.7 Technique for Analyzing Data
3.7.1 The goal of analysis
The goal of analysis was to know the result or score of
student's improvement
on listening comprehension before and after treatment
-
27
3.7.2 Percentage analysis
Percentage analysis was applied to know the result of individual
students.
Both in the pre-test and post-test. The formula is as
follows.
X = — X 100% NI
Where ;
X : Student individual score
CA : Number of correct answer
NI : Number of test items
3-73 Conversion of Percentage Range
The conversion was used to interpret the students score obtained
both in the
post-test.
-
28
Table 5 . The Conversion Of Percentage Range
No. Range Category
T 8 . 6 - 1 0 Excellent
2. 6.6 - 8.5 Good
3. 4 . 6 -6 .5 Fair
4. 2 .6 - 4 . 5 Poor
5. 0 - 2 . 5 Very Poor
3.7.4 Matched t-Test
According to Hatch and Farhady (1982:114) matched t-test is
often the cases
that means we want to compare come from the students. For
example, we may give or
students a pre-test and post-test and hope to able to compare
the two means.
Furthermore, Fraenkle and Wallen (1993 :199-200) states that
there are two forms of
t-test one of them is for independent means, which is use to
compare the means
scores of the same group before and after treatment of some sort
was given to see i f
any of served gain significant, or when the research design
involves to matched
group. To find out the significance difference between pre-test
and post-test the writer
used the following formula:
-
29
The formula is as follows:
JV ^ ' _ "v 1( y ( y -1)
In which
t : Obtained
Xi : The students mean score in the post test
X2 : The students mean score in the pre test
SD : The students derivation of differences between the two
means
-
CHAPTER IV
FINDINGS AND INTERPRETATION
In this chapter, the findings of the study and the
interpretation are presents.
4.1 Findings
The findings of this research were grouped into the following
parts: 1) the
students' scores of pre-test in the experimental group, 2) mean,
mode, and median of
pre-test in the experimental group, 3) the students' scores of
post-test in the
experimental group, 4) mean, mode, and median of post-test in
the experimental
group, 5) the students' scores of pre-test in the control group,
6) mean, mode and
median of pre-test in the control group, 7) the students' scores
of post-test in the
control group, 8) mean, mode and median of post-test in the
control group, 9) paired
sample t-test, 10) the student's individual score in the
pre-test, 11) the student's
individual score in the post-test, 12) ihe percentage of the
students average score and
13) the result of t-test.
The detail findings of this research were presented in the
sections that follow:
3n
-
31
4.1.1 The Students* Scores of Pre-test in the Experimental
Group
Table 6. Tbe Scores of Pre-test in tbe Experimental Group
Frequency Percent Valid Percent Cumulative
Percent Valid 63.2 3 7.7 7.7 7.7
66.6 9 23.1 23.1 30.8 69.9 11 28.2 28.2 59.0 79.9 3 7.7 7.7 66.7
83.2 5 12.8 12.8 79.5 86.5 5 12.8 12.8 92.3 89.9 1 2.6 2.6 94.9
93.2 2 5.1 5,1 100.0 Total 39 100.0 100.0
Based on the result of pre-test, the highest score was 93.2
achieved by two
students or (5 1%) in the experimental group The lowest score
was 63 2 achieved by
three students or (7.7%).
There were nine students who got score 66.6 or (23 1%), eleven
students who
got score 69.9 or (28.25%), three students who got score 79 9 or
(7.7%), five students
who got score 83 .2 or (12 8%), five students who got score 86 5
or (12.8%), one
student who got score 89 9 or (2 6%) This data was analyzed by
using a statistical
package for social science (SPSS).
-
4.1.2 Mean, Median and Mode of Pre-test in the Experimental
Group
Table 7. Mean, Median and Mode of Pre-test in tbe Experimental
Group
Scores N Valid 39
Missing 0 Mean 74.9333 Std. Error of Mean 1.49056 Median 69.9000
Mode 69.90 Std. Deviation 9.30855 Minimum 63.20 Maximum 93.20 Sum
2922.40
After analyzing the data, the mean was 74.9333, the standard
error of mean
(1.49056), the median (69.6000), the mode (69 90), the standard
deviation (9.30855),
the minimum (63 20), the maximum (93.20) and the sum (2922.40).
This data was
analyzed by using a statistical package for social science
(SPSS).
-
33
4.13 The Students* Score of Post-test in the Experimental
Group
Table 8. The Score of Post-test in tbe Experimental Group
Frequency Percent Valid Percent Cumulative Percent Valid 39.3 1
2.6 2.6 2.6
69.9 2 5.1 5.1 7.7 83.2 7 17.9 17.9 25.6 83.3 2 5.1 5.1 30.8
86.5 6 15.4 15.4 46.2 86.6 1 2.6 2.6 48.7 89.9 11 28.2 28.2 76.9
93.2 2 5.1 5.1 82.1 96.5 3 7.7 7.7 89.7 99.9 4 10.3 10.3 100.0
Total 39 100.0 100.0
Based on the result of post-test, the highest score was 99.9
achieved by four
students or (10.3%) in the experimental group. The lowest score
was 39.3 achieved
by one student or (2 6%) in the experimental group.
There were two students who got score 69.9 or (5.1%), seven
students who
got score 83.2 or (17.9%), two students who got score 83.3 or
(5,1%), six students
who got score 86.5 or (15.4%), one student who got score 86.6 or
(2.6%), eleven
students who got score 89.9 or (28.2%), two students who got
score 93.2 or (5.1%),
three students who got score 96,5 or (7 7%). This data was
analyzed by using a
statistical package for social science (SPSS)
-
34
4.1.4 Mean, Median, and Mode of Post-test in the Experimental
Group
Table 9. Mean, Median, and Mode of Post-test in the Experimental
Group
N Valid 39 Missing 0
Mean 87.1308 Std. Error of Mean 1.66234 Median 89.9000 Mode
89.90 Std. Deviation 1.03813E1 Minimum 39.30 Maximum 99.90 Sum
3398.10
After analyzing the data, the mean was 87 1308, the standard
error of mean
(1.66234), the median (89.9000), the mode (89.90), the standard
deviation
(1.03813E1), the minimum (39.30), the maximum (99 90), and the
sum (3398 10).
This data was analyzed by using a statistical package for social
science (SPSS).
-
35
4.1.5 The Students* Scores of Pre-test in the Control Group
Table 10. Tbe Scores of Pre-Test in tbe Control Group
Frequency Percent Valid Percent Cumulative Percent
Valid 63,2 3 7 7 7,7 77
666 6 154 15 4 23,1
699 9 23 1 23 1 46.2
732 2 5 1 5 1 51,3
765 3 77 77 59 0
79.9 4 103 10.3 69.2
83,2 3 77 77 76.9
86,5 3 7,7 7,7 84,6
89 9 4 103 103 949
93,2 2 5,1 5,1 100.0
Total 39 100.0 100.0
Based on the result of pre-test, the highest score was 93 2
achieved by two
students or 5.1% in the control group The lowest score was 63 2
achieved by three
students or (7.7%) in the control group.
There were six students who got score 66.6 or (15 4%), nine
students who got
score 69.9 or (23.1%), two students who got score 73.2 or
(5.1%), three students who
got score 76.5 or (7 7%), four students who got score 79.9 or
(10 3%), three students
who got score 83 2 or (7 7%), three students who got score 86.5
or (7 7%), four
students who got score 89 9 or (10.9%). This data was analyzed
by using a statistical
package for social science (SPSS).
-
36
4.1.6 Mean, Median, and Mode of Post-test in the Control
Group
Table 11. Mean, Median, and Mode of Post-test in the Control
Group
N Valid 39 Missing 0
Mean 76.1256 Std. Error of Mean 1.48860 Median 73.2000 Mode
69.90 Std. Deviation 9.29631 Minimum 63.20 Maximum 93.20 Sum
2968.90
After analyzing the data, the mean was 76 1256, the standard
error of mean
(1.48860), the median (73.2000), the mode (69.90), the standard
deviation (9.29631),
the minimum (63 20), the maximum (93 20), and the sum (2968 90).
This data was
analyzed by using a statistical package for social science
(SPSS).
-
37
4.1.7 The Students* Scores of Post-test in the Control Croup
Table 12. The Scores of Pos-test in tbe Control Croup
Frequency Percent Valid Percent Cumulative Percent Valid 63.2 2
5.1 5.1 5.1
666 4 10.3 10.3 15.4 69.9 5 12.8 12.8 28.2 73.2 3 7.7 7.7 35.9
76.5 5 12.8 12.8 48.7 832 5 12.8 12.8 61.5 86.5 5 12.8 12.8 74.4
89.9 5 12.8 12.8 87.2 93.2 2 5.1 5.1 92.3 96.5 2 5.1 5.1 97.4 99.9
1 2.6 2.6 100.0 Total 39 100.0 100.0
Based on the result of post-test, the highest score was 99.9
achieved by one
student or 2.6% in the control group, the lowest score was 63.2
achieved by two
students or 5.1 % in the control group.
There were four students who got score 66.6 or (10.3%), five
students who
got score 69 9 or (12.8%), three students who got score 73 2 or
(7,7%), five students
who got score 76.5 or (12.8%), five students who got score 86.5
or (12.8%), five
students who got score 89.9 or (21.8%), two students who got
score 93,2 or (5.1%),
two students who got score 96.5 or (5 1%). This data was
analyzed by using a
statistical package for social science (SPSS)
-
38
4.1.8 Mean, Median and Mode of Post-test in the Control
Group
Table 13. Mean, Median and Mode of Post-test in tbe Control
Group
N Valid 39
Missing 0
Mean 800436
Std. Error of Mean 1.64988
Median 83.2000
Mode 69,90*
Sid. Deviation 1 03035E1
Minimum 6320
Maximum 99 90
Sum 3121.70
a. Multiple modes exist The smaHest value is shown
After analyzing the data, the mean was 80 0436, the standard
error mean
(1.64988), the median (83.2000), the mode (69.90), the standard
deviation
(1 03035E1), the minimum (63.20), the maximum (99,90), the sum
(3121.70). This
data was analyzed by using a statistical package for social
science (SPSS).
-
39
4.1.9 Paired Sample T-test
Table 14. Paired Sample Test in tbe Experimental Group
Paired Samples Test
Paired Differences
95% Confidence Interval of the
Std. Std. Error Difference Sig (2-
Mean Deviation Mean Lower Upper t Df tailed)
Pair 1 posttest -1,21974E1 13.74276 2.20060 7.74255 16.65232
5,543 38 .000
pretest
Based on the table above (paired sample t-test), the mean of
those two test
were 12.1974 after calculating, the standard deviation was
13.7428, and the standard
error was 2.2006.
4.1.10 The Student's Individual Scores in tbe Pre-test
To know the student's individual scores based on the result of
the pre-test, it
could be seen from the table below. This table showed the result
of the pre-test of the
students' in the experimental and control group.
-
40
Table 15. Tbe Result of tbe Students* Pre-test in tbe
Experimental and Control
Group
"The Experimental Group " The Control Group' NO Xi Xr Xj Xi-
1 66.6 4435.56 69.9 4886.01 2 86.5 7482.25 79.9 6384.01 3 86.5
7482.25 79.9 6384.01 4 832 6922.24 83.2 6922.24 5 69.9 4886.01 83.2
6922.24 6 66.6 4435.56 69.9 488601 7 66.6 4435.56 66.6 4435.56 8
93.2 8686.24 66.6 4435.56 9 69.9 4886.01 89.9 8082.01 10 83.2
6922,24 89.9 8082.01 11 83.2 6922 24 69.9 4886.01 12 69.9 4886.01
66.6 4435.56 13 69.9 4886.01 63.2 3994.24 14 66.6 4435.56 63.2
3994.24 15 632 3994.24 89.9 8082.01 16 66.6 4435.56 69.9 4886.01 17
69.9 4886.01 79.9 6384.01 18 86.5 7482.25 76.5 5852.25 19 86.5
7482.25 66 6 4435.56 20 83.2 6922.24 76.5 5852.25 Zi 69.9 4886.01
OO.D 22 66.6 4435.56 86.5 7482.25 23 69.9 4886.01 69.9 4886.01 24
69.9 4886.01 83.2 6922.24 25 69.9 4886.01 79.9 6384.01 26 79.9
6384.01 76.5 585225 27 799 6384,01 93.2 8686.24 28 86.5 7482.25
93.2 8686.24 29 89.9 8082.01 69.9 4886.01 30 66.6 4435.56 89 9
8082.01 31 63.2 3994.24 66.6 4435.56 32 66.6 4435,56 63.2 3994 24
33 69.9 4886.01 86.5 7482.25 34 69,9 4886.01 73.2 535824 35 66.6
4435.56 73.2 5358 24 36 93.2 8686.24 69 9 4886.01 37 83.2 6922.24
69.9 4886.01 38 63.2 3994.24 66.6 4435.56 39 79.9 6384.01 69.9
4886.01 Total Xi= 2922.4 X,^= 705992.8 Xh=2968.9 Xi'=229291.8
-
41
In the experimental group, (table 15) showed that the highest
score was 93.2
and the lowest score was 63.2, there were two students who got
score 93.2,one
student who got score 89.9, five students who got score 86 5,
five students who got
score 83.2, three students who got score 79.9, eleven students
who got score 69.9, ten
students who got score 66 6, three students got score below
63.2.
In the control group, (table 16) the highest score was 93.2 and
the lowest
score was 63.2.There were two students who got score 93.2, four
students who got
score 89 9, three students who got score 86 5, three students
who got score 83.2, four
students who got score 79.9, three students who got score 76.5,
two students who got
score 73 2, six students who got score 66 6, three students got
score below 63 2.
4.1.11 The Students* Individual Scores in the post-test
To know the student's individual scores based on the result of
the post-test, it
could be seen from the table below This table showed the result
of the post-test of
the students' in the experimental and control group
-
Table 16. The Result of the Posttest of the Students* in the
Experimental and Control Group
"The Experimental Group" "The Control Group" NO Xi XT X2
1 39.3 8686.24 89.9 8082.01 2 Om
89.9 8082.01 89.9 8082.01 3 Off c oO.O 7482.25 86.5 7483.01 4
Off c A ^ 7482.25
A A A
83.2 A A ^ \ ^ \ ^\ A
6922.24 5 Ort f \ 89.9
A A A A A A
8082.01 A A A
83.2 6922.24 6 83.3 A A A A A A 6922.24 69.9 4886.01 7 OO 1
83.3
A A A A A A
6922.24 66.6 4435.56 8 89.9 8082.01 A A A 69.9 A A A A A J
4886.01 9 89.9 OnOO AA 8082.01
^ A C
76.5 5852.25 10 Off ff ^ A A A AC 748225 93.2 8686.24 11 99.9 n
n o n n-* 9980.01 A A A 99.9 9980.01 12 AO O 0 9 . 9 i i o o f f n
n 4880.01 A A A 69.9 A A A A A A
4886.01 13 09.9 8062.01 ^ A C 76.5 CACA AC
5852.25 14 fiO o o9.9 8082.01 ^ A A 63.2 A A A A A A
3994.24 15 RT O 0922.24 1 6 . 2 . CA CA A A 5358.24 16 OO 1
83.Z
ff ^^'^'^ n A 6922.24
A A A
89.9 A A ÂV A ^
8082.01 17 89.9 OAÔ AA 8082.01
89.9 8082.01 18 Off c
80.0 ^ A A A AC A A A
89.9 8082.01 19 RA A 00.0 7 J A A AC /482.20
A A C
86.5 ^ A A A A C
7482.25 20 n n n 99.9 A A A A AA 9980.01 A A A
83.2 A e \ ^ \ ^ \ ^\ A
6922.24 21 96.5 9312.25 86.5 7482.25 22 96.5 9312.25 93.2
8686.24 23 99.9 9980.01 96.5 9312.25 24 93.2 8686.24 66.6 4435.56
25 89.9 8082.01 66.6 4435.56 26 83.2 6922.24 63.2 3994.24 27 832
6922.24 83.2 6922.24 28 83.2 6922.24 76.5 5852.25 29 69.9 4886.01
86.5 7482.01 30 89.9 8082.01 96.5 9312.25 31 93.2 8686.24 86.5
7482.01 32 83.2 6922.24 73.2 5358.24 33 89.9 8082.01 73.2 5358.24
34 89.9 8082.01 69.9 4886.01 35 96.5 9312.25 66.6 4435.56 36 83.2
6922.24 76.5 5852.25 37 99.9 9980.01 69.9 4886.01 38 86.5 7482.25
76.5 5852.25 39 86.5 7482.25 83.2 6922.24
Tolal Xi= 3398.1 Xî = 307265.6 X2=3121.7 X2'=253905.3
-
43
From the result of the post-test, (table 15) it was showed that
the individual
score of the two groups were different. On the other words, the
students in
experimental group achieved better score than those in control
group.
In the experimental group, it was showed that the highest score
was 99 9 and
the lowest score was 39.3. There were three students vAio got
score 96.5, eleven
students vdio got score 89.9, seven students got score 86.5,
eight students got score
83.2, and one student got score below 83.2
In the control group, it was showed that the highest score was
99.9 and the
lowest score was 63 2 There were two students who got score 96
5, two students who
got score 93.2, five students who got score 89.9, five students
who got score 76.5 and
fourteen students who got score below 76 5
4 . 1 .12 the Percentage of the Students Average Score
The students' average score in the pre-test and post-test are as
follow:
A. In the Pre-test
The experimental group The control group
2 9 2 2 , 4 2 9 6 8 . 9 X = X = 3 9
= 74. = 76.1
-
44
B. In the post-test
The Experimental Group The Control Group
_ 3398 .1 _ 3 1 2 1 . 7
39 3 9
= 87.1 =80.04
The average score of the experimental group students in the
pre-test was 74 9
while the control group students' was 76 1. In the post-test,
the expenmental group
students gained the average score 87 1, while the control group
students" was 80 04.
The percentage of the students" average score was finding by
formula bellow:
a. The expenmental group b. The control group
X = — x l O O X = ^ x l O O
X X
7 4 . 7 76 .1
xlOO - ~x 100 74 .7 76.1
= 16.2% - 5 . 1 %
-
4.1.13 The Result oft-test
t-test Analysis
x{-{x,Y ^ ( x , y N ' N
N(N~I)
87.1-80.04
307265-("^^ .2S3905.3-(3121.7)^ 39 39
3 9 ( 3 9 - 1 )
7.06 307265 - 296079.08 + 253905.3 - 249872.07
1482
7.06 15219.7
V 1482
7.06 VlO.26
7.06 3.20
= 2.20
-
46
4.2 Interpretation
Based on the result of experiment it was found that the highest
score of the
pre-test in the expenmental group was 93 2, and the lowest score
was 63.2 and the
average score was 74 9333 Meanwhile, the highest score of the
post-test in the
experimental group was 99.9, and the lowest score was 39.3 and
the average score
was 87 1308. On the other hand, the highest score of the
pre-test in the control group
was 93.2, and the lowest score was 63.2, and the average score
was 76.1256. And the
highest score of the post-test in the control group was 99.9,
and the lowest score was
63.2, and the average score in the post-test in the control
group was 80.0436.
From the table of the pre-test (table 15), it was seen that
there were no
significant differences between the experimental group and the
control groups, in the
term of the mdividual scores, the students in the experimental
group achieved the
score that almost the same as those of the control group.
On the other hand from the table of the post test (table 16), it
was seen that the
individual score of the two groups were different, the students
in the experimental
group achieved better score than those in the control group.
From the result of t-obt, it was found that the value of t-obt
2.20, and the
critical value 2.000 and df was 76. It mean that the t-obtained
(2.20) was higher than
critical value (2.000). Consequently, the null hypothesis (Ho)
was rejected and the
alternative hypothesis (Ha) was accepted.
-
CHAPTER V
CONCLUSION AND SUGGESTIONS
In this chapter, the conclusion and some suggestions are
presents.
5.1 Conclusion
Based on the findings and interpretation before, in the
experimental group,
there were two students who got the lowest score 63.2 and two
students who got the
highest score 93.2 in the pre-test, while in the post-test there
were four students who
got the lowest score 39.3, and one student vA\o got the highest
score 99.9 In the
control group, there was one student who got the lowest score
63.2, and one student
who got the highest score 93.2 in the pre-test, while in the
post-test there were five
students who got the lowest score 63 2 and two students who got
the highest score
99.9.
The result of the matched t-test was 2.20 which was higher than
critical value
of t-table (2.000), with significant level 0.05 (the different
N-2= 76). So the
alternative hypothesis (Ha) was accepted and the null hypothesis
was rejected.
It could be concluded that it was effedtive to teach listening
using pop songs
to the eleventh grade students of the Bina Warga 2 Senior High
School of Palembang.
47
-
48
5.2 Suggestions
Based on the conclusion above, some suggestions were offered to
the teacher
of English and the Institution.
5.2.1 To the Teacher of English
The teacher of English was suggested to:
1. use pop songs in teaching listening comprehension, so that it
could improve the
students listening ability,
2. motivate the students so that they would study seriously
especially in learning
listening comprehension.
3. create good situations that could make the students
interested in learning listening
comprehension
5.2.2 To the institution
The School was suggested to:
1 facilitate the teacher and their students with supporting
language laboratory, tape
recording, and media which could help the process of teaching
and learning
activities especially in listening comprehension.
2. prepare many kinds of the materials of English such as
language games and
songs, which would be used maximally by the students.
-
R E F E R E N C E S
Arikunto, Suharsimi. 2002. Prosedur Penelitian Suatu :
Pendekatan Praktek. Jakarta: Bina Aksara
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Brown, H Douglas 1987. Principle of Learning and Teaching.
Englewood Cliffe : Prentice Hall Regent.
Brown, D 2001. Teaching by Principle: An Interactive Approach to
language Pedagogy. New York: Addison Wesley Longman.
Brumfit, Christoper. 1988. Communicative methodology in Language
Teaching: the Roles offluency and Accuracy. Cambridge: Cambridge
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Cheek, E H. ;Rona, F. Plippo and jimmy D. Lindseey. 1989.
Reading for Success in Elementary Schools. Orlando: Hoi, Rinehart
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Chen, Chang Yi. 1989. Making Our listening Comprehension
Activities More Meaningful and Interesting. English Teaching Forum.
Volume XXVn, pp.
Coromina, Irene S. 1993. An Original Approach to the leaching of
Songs in ihe Classroom. English Teaching Forum. Volume XXXI,
pp.27-28.
Crookal, David and Rebecca L Oxford. 1990. Simulation, Gamming,
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Dobson, Julia M. 1983. Effective Techniques for English
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Donoghue, Mildred. 1990. Ihe Child and the English language
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Finnociaroo, Mary. 1989 English as a Second/Foreign Ixinguage.
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50
Florent, Betty. 1998 "Developing Pronunciation Mastery through
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43-44
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Undergraduate Thesis. Palembang : PGRI University
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Language teaching. London: Commercial Colours Press
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learners of American English Washington D C : United States
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Morley, Joan. 1984. Listening and Ixinguage Ixaming in ESL.
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Jersey: Prentice Hall Regents.
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Prihatiningsih, Fransiska Ika. 2003 "Improvmg Students English
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Thesis Indralaya: Faculty of Teacher Training and Education,
Sriwijaya University.
Pnmasari, Sn Anita, 1995. "Teaching Listening Comprehension
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-
51
Palembang" Unpublished Undergraduated Thesis. Indralaya: Faculty
of Teacher training and Education, Sriwijaya University.
Rivers, Wilga. 1980 Hearing and Comprehending. English Teaching
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Robinett, Betty Wallace. 1978. Teaching English to Speakers of
Other Ixinguage: Substance and Techniques. New York. Mc Graw-hill
International Bikk Company
Rost, M 1991. Listening in Action: Activities for Developing
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Ixinguage Learning: Ihe Individual in the Communicative Classroom.
Boston, MA: Heinle & Heinle Publisher.
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New York: Tabor House.
-
ABSENSI SISWA K E L A S XI . l
1. ADERYANTO 2. ANA NADYA KARLUFI 3. ANDIKAPUTRA 4. ARtOBIMA 5.
ASNIANINGSIH 6. ATIKA 7. BELLA ANJANl 8. BUNGAKARMISWARA 9. CHANDRA
KURNIAWAN 10. DESI ANGGRAINI ll.OIKISEPTRIANSAH 12. ELVINA
DAMAYANTI 13. FEBRIANT0 14. FIQIH DEVITA 15. GENIOiaARINI
16.IQBALYAFIERIANZAH 17.IRMAYASARI 18. JIMMIALI HASAN 19. JUUANA
PUSPA SARI 20. KHARIA NINDA 21. M.ADIT RAMADHAN 22. M.FIKRI 23.
M.RIDHO 24. M.YUDI SAPUTRA 25. MUHAMMAD AZIS 26. MUHAMMAD DEDE
APANDI 27. MUHAMMAD RIZKI 28. MULIANA SAVITRI 29. NOPrTA DIAN
PRATIWI 30. NOVITASARI 31. NURHAMIMAH 32. PUTRI DIANA 33.
RAHMADNIZOM 34. RENALDI BAHAR 35. ROBBYANUAR 36. TESSA AFRINA 37.
VERAOKTAVIA 38. YUNI MIA SARI y ^ ^ ' 39. YONGKI SIMANJUNTAK / : ^
/ { T V * ^
-
ABSENSI SISWA K E L A S XIJ.
1. ABIMANYU 2. ADl NUGROHO 3. ANDfTAMAHARANI 4. ARMANSYAH 5.
BINTANG PUTRI 6. DESIAGUSTINA 7. DESTY KHOIRIAH 8. DIAN SAPUTRA 9.
DIFO KUNCORO 10. DIMAS DWI NOVANTO 11. FADHINAULFA 12. FADILAHSARI
13. FENI HARIANTI 14. FERNALDI PRATAMA 15. FERNANDO 16. IKBAL UTAMA
17. ILHAMSATORI 18. INTAN KURNIASARI 19. JANDRI SAPUTRA 20. KINTAMI
DEWI PUTRI 21. M.NAUFAL 22. M.ROBBY 23. MEIRISTA UTAMI 24. MERRY
MARCELA 25. METASRIYANI 26. MIKQ KURNIAWAN 27. OKTARIAARDITA PUTRI
28. OKTAVIANISAPUTRI 29. PUTRA PRATAMA 30. PUTRI SALSABILA 31 .
RENDl FEBRIANO 32. RIAN KRISTIAN 33. RISKA SARI DEWI 34.
RIZAALFIANITA 35. YES! MAYASARI 36. YOLANDA PUSPA NINGRUM 37. YOSI
PARDILA 38. YUDI PANGESTU 39. ZIDAN IRWANSAH
-
n a m e :
c l a s s
c o m p l e t e t h e t e x t .
E v c f y t f a i n g I D o
Look into my (1) , you will see What you (2) to me
Search your heart, search your (3) And when you (4) me there,
you'll search no more
Don't tell me it's not worth trying for You cant (6) me it's not
worth dying for
You know It's true (6) I do, I do it for you
Look into my (7) , you will find There's nothing (8) to hide
So take me as I am, take my life I would (9) it all, I would
sacrifice
Dont tell (10) it's not worth fighting for I cant help it,
there's nothing I want more
You know it's (11) Everything I (12) I do It for you There's no
(13) like your love
And no other could (14) more love There's nowhere (15) you're
there
All the (16) , all the way You cant tell me it's not worth
trying (17)
I cant help it, there's (18) I want more I would fight for you,
I'd lie for you
Walk the wire for you, yeah. I'd (19) for you
You (20) it's true Everything I do t do it for you
-
Find the antonym f rom the words: 21 . Give =
a. steep b. wash c. take 22. Find =
a. delete b. see c. Ixiy 23. Die =
a. sleep b. life c. go 24. True -
a. glad b. nice c. false 25. Fighting =
a. give up b-try c. spirit
Find the synonym f rom the words: 26. See=
a. look b. love c. blind 27. Tell =
a. option b. swear c. say 28. Soul =
a. mirxi b. break c. kill 29 Help =
a. assist b. come c. around 30. Take =
a. tell b. carry c. will
-
ANSWERS K E Y
Antonym: ComplHion :
21>cukc 1) Eyes
zz) a. Qcief c 2) Mean 2) Mean
zo) D. me 3) Soul 3) Soul
^ 4 \ « C K I B K
24) c laise 4) Find
23) a. give up 5) ici l
6) Everything Sjmonym :
7) Heart 26) a. look
8) There 2 7 ) c » a y
9) Give 9) Give 28) a. mind
10) Mc 29) a. assist
11) True 30)b. carry
12) Do
13) Love
14) Give
15) Unless
16) Time
17) For
18) Nothing
19) Die
20) Know
-
UNIVERSrrAS MUHAMMADIYAH PAUEMBAFIG FAKULTAS KEGURUAN DAN ILMU
PENDIDIKAN
STATUS DISAMAKAN / TERAKREDITASI Alamt
:J]iLJen±AlnimYBul3innPdeaibi^T
-
U I N l V J i K » l l A 5 M U J t l A M M A U l I A t i r A l J
i l V U a A i N U FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
S T A T U S D I S A M A K A N / T E R A K R E D I T A S I K̂ î̂
*̂ AlanatJKJoKL Ahmad Yam 13 Ulu Palein^^ Fax (0711) 513078,
E-mail: [email protected]
USUL JUDUL DAN PEMBIMBING SKRIPSI NomorJ7.08.217 /G.17J /
KFTS/FKIP UMP/Xn/2011
Nama
NIM
Junisan
Program Studi
Jodul Skripsi
Nmhasanah Fqriatunisa
372008217
Pendidikan Bahasa dan Seni
Pendidikan Bahasa Inggris
1. Tenrhing T .istming Narrative Teart Using Stogy Telling to
tbe Qeventh Grade Students of SMA BINA WARGA 2 Palembang.
Z Teaching Vocabulary of Animals Using Card Picture to the Third
Grade Students of SD Negeri 191 Palembang.
3. The Effectiveness of Using Pop Songs in Teaching Listoiing to
the Eleventh Grade Students of SMA BINA WARGA 2 Palembang.
isulkan Judul NmnOT obimlang 1 olmnbing 2
uat rangkap tiga LeCua Pro-am Studi 'embnnbing I •embimbtng
n
mailto:[email protected]://NomorJ7.08.217
-
UmVERSTTAS MUHAMMADIYAH PALEMBANG FAKULTAS KEGURUAN DAN ILMU
PENDIDIKAN
STATUS DISAMAKAN/TERAKREDITASI Alamat: JL iendAbmad Yam 13 Ulu
Paienibang 30263 Telp. 071
Fax (0711) 513078, Email: flap [email protected]
No. : 37.08J17/ G.17J /KPTS/FKIP UMP/XII/2012
Hal. zVmmtgmSimmkaifniposai 30 April 2012
Yth.Bpk/Ibu
Dosen Pembimbing Skripsi
FKIP UnivemitBS Muhammadiyah
Palembang
Assalamiiabrikmn Wr. Wb.,
Saya tnenghaiapakan kehadim B^iak/Ibu pada Simulasi Proposal
Penelitian Mahasiswa
Program Studi Bahasa Inggris FKIP Unrvershas Muhammacfiyah
Palembang.
Nama : NURHASANAH FAJRIATUNISA
NIM : 372008217
Program Studi : Pendidikan Bahasa Inggris
Judul PeoditiaD : Tbe Effectiveness of Using Pop Songs in
Teaching Listening to the Eksventfa Grade Students of SMA BINA
WARGA 2 Palembang
Dosen Pembimbmg
Drs. H. Mahidin Mahmud
Tri Rositasari, SFd, MJ>d
Yang akan dilaksanakan pada
Paraf
Paraf
Hari, Tffiiggal : Kamis, 3 Mei 2012
Pukul : 09.00 WIB s/d seleski
Tempat : Lab. Bahasa
Atas petliatian dan kdiadiran Biqiak/niu saya unapirfm terima
kasih. BiUahitaufk|
walhidaytdi. w«
-
UNIVERSITAS MUHAMMADIYAH PALEMBANG F A K U L T A S K E G U R U A
N DAN H^MU PENDTOIKAN
STATUS DISAMAKANyXERAKREDITASI Alamat: JI. Jend. Ahmad Yani 13
Ulu Palembang 30263 Telp. 0711-510842
Fax (0711) 513078, E^nail: flig) [email protected]
DAFTAR HADIR SIMULASI PROPOSAL PENELITIAN
Nama : NURHASANAH FAJRIATUNISA
NIM :372008217
Program Studi : Pendidikan Bahasa Inggris
Judul Penelitian : The Eflectivaiess of Using Pop Songs in
Teaching Listening to tbe Elevoith Grade Students of SMA BINA WARGA
2 Palembang.
Dosen Pembimbing y ^ ^ ^
Drs. H. Mahidin Mahmud Paraf ( f\ 7 / ^ )
TriRositaSariS.Pd.,M.Pd-+Paraf ( / \ / )
Hari, Tanggal : Kamis 3 Mei 2012
Pukul : 09.00 WIS s/d sHesai
Tempat : Lab Bahasa
No Nama Jabatan Tanda Tangan
fjidilMfA)
î lohofiiuo Way Am9Mi l̂ itcr*i4x
r^pitvAvHu/^ 5^ooo8 L/^rt npPlUAN/i
ZjntxA ice Palembang, 3 Mei 2012
mailto:[email protected]
-
Nomor : 2913/G.17.3/FKIP UMPA//2012 09 Jumadil Akhir 1433 H Hal
: Permobonan Riset 01 Mei 2012 M
Yth. Kepala SMA Bina Warga 2 Palembang
Assalamualaikum w. w., .
Kami mohon kesediaan Saudara memberikan bantuan kepada
mahasiswa:
Nama : Nurhasanah Fajriatunisa
NIM : 372008217
Jurusan : Pendidikan Bahasa dan Seni
Program Studi : Pendidikan Bahasa Inggris
untuk melakukan riset di lingkungan SMA Bina Warga Palembang
dalam rangka
menyusun skripsi dengan judul "The Effectiveness of Using Pop
Songs in Teaching Listening to the Eleventh Grade Students of SMA
Bina Warga Palembang",
Atas perhatian dan kerjasama yang balk, diucapkan terima
kasih.
BiUahitaufiq walhidayah
-
Y A Y A S A N P E + D I D I K A N UhiUM B I N A W A R G A
SMA BINA W A R G A 2 R i n t i s a n S e k o l a h S tandar N a
s i o n a l ( R S S N )
Jenjang Akred itasi : "Terakreditasi A (Amat Baik)" Nomoi :
Ma006667 n.OO.Ma.0006.08
Alamat: Jin.Bina Warga No.52 i Rt.05 KeIX)uku Telp. (0711)
715126 Palembang 30114
L E f / i B A R D I S P O S I S I
. , - Fatuctas t'Egu'XACin dan ama jrat dan : „ . . ,
Bcryi(dtt€Hi X Surat : p »̂3 1̂ ,3 /F t tp vr^p /o /gjo\i j l .
Surat :
L ^
CP ' Wks.Bid, Umum Wks.Bid. Kurikuium Deputi Kurikuium
3. Wks.Bid- Kesiswaan . -Deputi Kesiswaan
X 4 ^ Wks.Bid Humas Wks.Bid. Sar/Pras
6. Ka. Tata Usaha^^ ,
7. .
-
Y A Y A S A N P E N D I D I K A N U M U M B I N A W A l ^ G
A
SMA BINA W A R G A 2 Rintisan Sekolah Standar Nasional
(RSSN)
Jenjang Akreditasi: "Terakredhasi A (Amat Baik)" Nomor : Ma
011048 / 09 Noperaber 2011 NDS/NSS : fL09014027 / 302116009634
Alamat: Jln3ma Warga No.525 RL05 KelDuku Telp. (0711) 715126
Palembang 30114
SURAT KETERANGAN Nomor: 328/Ill.l/SMA/BW.2/E.?3/9fti9
Yang bertanda tangan dibawah ini Kq>ala SMA Bina Warga 2
Palembang dengan ini menerangkan bahwa :
Nama NIM Jurusan Program Studi Judul Skripsi
N U R H A S A N A H F A J R I A T U N I S A 3720082r7 _ _
P^didikan Bahasa dan Seni ~ • " Pendidikan Bahasa Inggris The
Effectiv«iess of Usin Pop Songs in Teaching Listening to the
Eleventh Grade Students of SMA Bina Warga Palembang"
Teiah melakukan praelitian untuk kqierluan poiyusunan skripsi di
SMA Bina Warga 2 Palembang pada tanggal 14 s.d. 12 Mei 2012.
Surat ket^Bngan ini dikeluaikan sesuai dengan surat dari FKIP
Univo^itas Muhammadiyah No: 2913/ai7.3/FKIP UMPA//2012 tertanggal
01 Mei 2012.
Demikianlah surat keterangan ini kami buat, har^ yang
beikqientingan maklum.
-
UNIVERSITAS M U H A M M A D I Y A H PAUEMBANC; F A K U L T A S K
E G U R U A N DAN I L M U P E N D I D I K A N
Nama
NIM
Judul
L A P O R A N K E M A J U A N
B I M B I N G A N S K R I P S I
\J u rW acanah Fa o r < alo n i 2j7 ; toQga\7
"TV̂e kFFecL 'veness o r Os^nq ?op Songg in Teaching LuA'̂ n-oĉ
A q \A(^ Ul̂ N/eot̂ V-i
osen Pembimbing
2. f r i Ro^^U:l^cvri . ^ .?d - , P l -PA
Peilemiian ke- Pokok Bahasan Catalan / Komentar
Tanggal Selesai
f/yj/iryy' '/iC
y i y i u
cfypoly^Pj/'
JA 'N?^( A - i z ^ _
alp
ff
-
Pertemiian , j^g. i Pokok Bahasan Catalan / Komentar
Paraf &TgL Konsultasi
iCMyk^ ill
%P
0
V
0?l
Tanggal Selesai
i ! t z ^
-
I c 7 UNIVERSITAS M U H A M M A D I Y A H P A L E M B A N G
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN STATUS D ISAMAKAN/
TERAKREDITASI
Alamat: Jin. Jend. A. Yani 13 Ulu Palembang 30623 Te lepon
(0711) 510842 Fax. (0711) 513078, E-mail: f k ip_ump@yahoo .com
PERSETUJUAN SKRIPSI
bertanda tangan di bawah ini menyatakan bahwa:
a : Nurhasanah Fajriatunisa :372008217
;an ^ : Pendidikan Bahasa dan Seni ram Studi : Pendidikan Bahasa
inggris I Skripsi : The Effectiveness of Using Pop Songs in
Teaching Listening to
the Eleventh Grade Students of SMA Bina Warga 2 Palembang.
bersangkutan DIPERKENANKAN mengikuti ujian skripsi.
Palembang, 2012
'etujui Dimbing I,
HHytSfTldTrTM a h m ud T r i ^ ^ i t asa r i . S.Pd.. M.Pd.
Mengetahui tua Program Studi,
mailto:[email protected]
-
CURRICULUM V I T A L
Nurhasanah F-ajrialunisa was bom in Jambi, on May 3̂ ^ , 1989 as
the last
childs oi" the six childrens of Saibi Yunus and Rahmawati. She
has five sisters
( Eka, Echi, Vitha, Weni, and Sari).
She finished her study at Elementary School at SD Adhyaksa I
Jambi in
year 2001, junior High School at SMP Negeri 4 Palembang in year
2004, Senior
High School at SMA Bina Warga 2 Palembang in year 2007. She
continued her
study at Faculty of Teacher Training and Education at University
of
Muhammadiyah Palembang (English Education Program) to be
completed in
2012. Author carried out PPL at SMP Negeri 20 Palembang and K K
N of X X I X ,
at Pangkalan Tampam village. Ogan komcring lllr. South
Sumatra.
Alhamdulilah this thesis could be finished in March until July
2012 with
the title " rhc Effectiveness of Using Pop Songs in Teaching
Listening to the
Eleventh Grade Students of SMA Bina Warga 2 Palembang".
