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i
THE USE OF JOOX APPLICATION TO IMPROVE STUDENTS’
LISTENING ABILITY BY APPLYING DICTOGLOSS TECHNIQUE
(A Pre-experimental Research at the Eleventh Grade of MA Assalam
Timbuseng in the Academic Year 2020/2021)
A THESIS
Submitted to the Faculty of Teacher Training and Education
Muhammadiyah University of Makassar in Partial Fulfillment of the
Requirement for Degree of Education in English Department
NURUL FITRA
10535 6471 15
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2021
ii
iii
iv
SURAT PERNYATAAN
Saya yang bertanda tangan di bawah ini:
Nama : Nurul Fitra
NIM : 105 35 6471 15
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : The Use of Joox Application to Improve Students’ Listening
Ability by Applying Dictogloss Technique
Dengan ini menyatakan bahwa skripsi yang saya ajukan di depan tim
penguji adalah hasil karya saya sendiri dan bukan hasil ciptaan orang lain atau
dibuatkan oleh siapapun.
Demikian pernyataan ini saya buat dan saya bersedia menerima sanksi
apabila pernyataan ini tidak benar.
Makassar, February 2021
Yang Membuat Pernyataan
Nurul Fitra
v
SURAT PERJANJIAN
Saya yang bertanda tangan di bawah ini:
Nama : Nurul Fitra
NIM : 105 35 6471 15
Jurusan : Pendidikan Bahasa Inggris
Fakultas : Keguruan dan Ilmu Pendidikan
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai selesai penyusunan skripsi ini, saya
akan menyusun sendiri skripsi saya (tidak dibuatkan oleh siapapun).
2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan
pembimbing yang telah ditetapkan oleh pemimpin fakultas.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan skripsi.
4. Apabila saya melanggar perjanjian seperti pada butir 1, 2, dan 3, saya
bersedia menerima sanksi sesuai dengan aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, February 2021
Yang Membuat Pernyataan
Nurul Fitra
vi
I dedicated this thesis to:
My greatest parents, my
lovely sister, and all of my
friends
MOTTO
“Don’t forget, beautiful sunsets needs cloudy
skies” – Paulo Coelho
“The roots of education are bitter, but the
fruit is sweet.” – Aristotle
"Always be positive even you are in the very
negative situation”-fitra
vii
ABSTRACT
Nurul Fitra. 2020. The Use of Joox Application to Improve Students’ Listening
Ability by Applying Dictogloss Technique (A Pre-experimental Research at the
Eleventh Grade of MA Assalam Timbuseng in the Academic Year 2020/2021).
A Thesis of English Education Department. Faculty of Teacher Training and
Education. Muhammadiyah University of Makassar. Supervised by Ratna Dewi
and Wildhan Burhanuddin.
This research aimed at finding out the improvement of the students’
listening ability in listening skill by using JOOX Application as a tool and
Dictogloss as a technique that focused on Listening English song to identify the
students’ word meaning and word pronunciation.
The researcher applied pre-experimental research by Quantitative method
with one group pre-test - post-test design, and collected the data based on the test.
The sample of the research was the eleventh grade of MA Assalam Timbuseng
which consisted of 20 students from 47 students. The sample was taken by using
purposive sampling technique.
The research findings showed that the students’ score before and after using
JOOX application with Dictogloss technique was significantly different. The
students’ pre-test mean score in terms of meaning of the words was 43.8 to be
78.8 in post test with 79.90% improvement. Then, the mean score in terms of the
way to pronounce the words was 32.3 pre-test to be 58.75 in post test with 81.88%
improvement. The t-test analysis showed that Sig. (2-tailed) is 0.000 which is
smaller than α = 0.05. It means that there was a significant difference of students’
listening ability before and after using JOOX application with Dictogloss
technique. Based on the findings, it can be concluded that JOOX application and
Dictogloss technique was effective to improve students’ listening ability at the
Eleventh Grade of MA AssalamTimbuseng in the Academic Year 2020/2021.
Keywords: Listening, JOOX Application, Dictogloss Technique
viii
ABSTRAK
Nurul Fitra. 2020. Penggunaan Aplikasi JOOX untuk Meningkatkan
Kemampuan Mendengar Siswa dengan Menerapkan Teknik Dictogloss
(Penelitian Pre-eksperimental terhadap Kelas Sebelas MA Assalam Timbuseng
Tahun Ajaran 2020/2021. Skripsi Pendidikan Bahasa Inggris. Fakultas Keguruan
dan Ilmu Pendidikan. Universitas Muhammadiyah Makassar. Dibimbing oleh
Ratna Dewi dan Wildhan Burhanuddin.
Penelitian ini bertujuan untuk meningkatkan kemampuan mendengar siswa
menggunakan aplikasi JOOX dan teknik Dictogloss yang berfokus pada
mendengarkan lagu bahasa Inggris untuk mengidentifikasi arti dari kata dan
pengucapan kata.
Peneliti menggunakan penelitian pre-eksperimental dengan metode
kuantitatif dengan menggunakan satu kelompok pre-test dan post-test. Dalam
pengumpulan data, sample penelitian ini adalah kelas sebelas MA Assalam
Timbuseng yang terdiri dari 20 siswa dari 47 siswa. Pengambilan sampel
menggunakan teknik purposive sampling.
Temuan penelitian ini menunjukkan bahwa perbedaan nilai siswa sebelum
dan setelah menggunakan aplikasi JOOX dengan teknik Dictogloss berbeda
secara signifikan. Nilai rata-rata pre-test siswa dalam arti kata adalah 43.8 menjadi
78.8 pada post test dengan peningkatan 79.90%. Kemudian, nilai rata-rata dalam
cara penyebutan kata adalah 32.3 pada pre-test menjadi 58.75 pada post test
dengan peningkatan 81.88%. Analisis t-test menunjukkan bahwa Sig. (2-tailed) =
0.000 yang mana lebih kecil dari α = 0.05. Ini berarti bahwa terdapat perbedaan
yang signifikan dari kemampuan mendengar siswa sebelum dan setelah
menggunakan aplikasi JOOX dan teknik Dictogloss. Berdasarkan temuan
tersebut, dapat disimpulkan bahwa aplikasi JOOX dan teknik Dictogloss efektif
untuk meningkatkan kemampuan mendengar siswa kelas sebelas MA Assalam
Timbuseng Tahun Ajaran 2020/2021.
Kata Kunci: Mendengar, Aplikasi Joox, Teknik Dictogloss
ix
ACKNOWLEDGEMENTS
In the name of Allah, the Beneficent and the Merciful
First of all, the researcher would like to express all praises to Allah Swt. for
the blessing, mercy, guidance, strength, and love during the study and the
completion this thesis. Secondly, peace and blessing be upon to the prophet
Muhammad SAW, his family, his companion, and his followers.
The researcher gives the special and deepest gratitude to beloved parents
Sukawati and Amma, who have always prayed, motivated, reminded, supported
the writer in finishing the thesis and have been so patient in waiting for my
graduations and for beloved sisters, who have always given a lot support in whole
time. In this occasion, the researcher also would like to express her gratitude to:
1. Prof. Dr. H. Ambo Asse, M.Ag, the Rector of Muhammadiyah University of
Makassar.
2. Erwin Akib, M.Pd., Ph.D, the Dean of Faculty of Teacher Training and
Education, Muhammadiyah University of Makassar.
3. Ummi Khaerati Syam, S.Pd., M.Pd, the Head of English Education
Department Faculty of Teacher Training and Education, Muhammadiyah
University of Makassar.
4. The greatest thanks to the first advisor Dr. Ratna Dewi, S.S., M.Hum and the
second advisor Wildhan Burhanuddin, S.Pd., M..Hum, who have given their
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guide, advice, constructive and suggestion, support, and valuable time they
have given to the researcher during the completion of this thesis.
5. The greatest thanks to the lecturers and staff of English Education
Department Faculty of Teacher Training and Education, Muhammadiyah
University of Makassar.
6. The greatest thanks also to MA Assalam Timbuseng, especially to the
Headmaster of MA Assalam Timbuseng and the English teacher, who have
given a chance and help to conduct this research, and the students of XI B in
the academic year 2020/2021 as the sample of the research which was
participated in the process of collecting the data.
7. The greatest thanks to friends in organization Massenrempulu Meeting of
English Student Association (MaMMesA) the place that her get more
knowledge about English, kindly friends and many knowledge out of English.
8. The greatest thanks to Greatness Class, who have given experiences, help,
support, experience in developing character and the great moments of
university life.
9. The Greatest thanks to Caddis Squad, her friends in crime and always give
support in every situation and every where.
10. The greatest thanks to Pattaya team, her professional team in working.
Thanks to understandable her in every situation
11. Finally, for everyone whose name cannot be mentioned one by one personally
always give suggestion, assistance, advice, and great help to complete this
thesis. May Allah SWT always be with us and bless us.
xi
Finally, I expect that this thesis can give some improvements of the English
teaching and learning. The researcher believes that this thesis is far from being
complete and perfect. Therefore, any criticisms, ideas, and suggestions for the
improvement of this thesis are greatly appreciated.
Makassar, February 2021
The Researcher
Nurul Fitra
xii
TABLE OF CONTENTS
TITLE PAGE ................................................................................................... i
LEMBAR PENGESAHAN ............................................................................. ii
APPROVAL SHEET ..........………………………………………………….iii
LETTER OF STATEMENT ............................................................................ iv
LETTER OF AGREEMENT ........................................................................... v
MOTTO............................................................................................................ .vi
ABSTRACT ..................................................................................................... vii
ACKNOWLEDGEMENT ............................................................................... ix
TABLE OF CONTENTS ................................................................................. xii
LIST OF TABLES ........................................................................................... .xiii
LIST OF FIGURES.......................................................................................... xiv
LIST OF APPENDICES .................................................................................. xv
CHAPTER I INTRODUCTION
A. Background ..................................................................... 1
B. Problem Statement .......................................................... 4
C. The Objective of the Research ........................................ 4
D. The Significance of the Research ................................... 4
E. Scope of the Research ..................................................... 5
CHAPTER II REVIEW OF LITERATURE
A. Some Pertinent Ideas ...................................................... 6
B. Conceptual Framework ................................................... 26
C. Hypothesis ....................................................................... 27
CHAPTER III RESEARCH METHOD
A. Research Design.............................................................. 28
B. Population and Sample .................................................... 29
C. Variable ........................................................................... 29
D. Research Instrument........................................................ 29
E. Data Collection Technique .............................................. 30
F. Data Analysis Technique ................................................. 30
G. The Statistical Hypothesis……………………………….33
CHAPTER IV FINDINGS AND DISCUSSION
A. Findings........................................................................... 34
B. Discussion ....................................................................... 41
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ...................................................................... 44
B. Suggestion ....................................................................... 45
BIBLIOGRAPHY .......................................................................................... .46
APPENDICES
CURRICULUM VITAE
xiii
LIST OF TABLES
Page
Table 3.1. Pre-experimental Design ............................................................... 28
Table 3.2. pronounciation Rubric Assessment ............................................... 31
Table 3.3 Students’ classifying score.............................................................. 32
Table 4.1. Students’ vocabulary Score ........................................................... 34
Table 4.2. Frequency of Students’ vocabulary Score ..................................... 35
Table 4.3. Students’ pronunciation Score ...................................................... 36
Table 4.4. Frequency of Students’ pronunciation Score ................................ 37
Table 4.5. The Significance of Students’ vocabulary Score .......................... 39
Table 4.6. The Significance of Students’ pronunciation Score ...................... 40
xiv
LIST OF FIGURES
Page
Figure 2.1. Conceptual Framework ................................................................. 25
xv
LIST OF APPENDICES
Page
Appendix I Listening Pre-Test ...................................................... 39
Appendix II Listening Post Test ..................................................... 41
Appendix III Lesson Plans .............................................................. 43
Appendix IV The Students’ Row of Pre-test ................................... 70
Appendix V The Students’ Row of Post test .................................. 71
Appendix VI The Students’ Classifications ..................................... 72
Appendix VII The Students’ Mean Score ......................................... 74
Appendix VIII The Percentages of Students’ Improvement ............... 75
Appendix IX Frequencies Variables ................................................ 75
Appendix X T-test Pairs
Appendix XI Documentation
Appendix XII Letters
1
CHAPTER I
INTRODUCTION
A. Background
In learning English, there are four skills should be master in. Listening
is one of skill that have some complex problem when hearing a song in the
radio, audio, someone or native speaker because process in listening is not
running well or we cannot hear clearly what they say. Another aspect also why
listening skill is one of skill that little bit difficult because of the researcher
country, English is a foreign languages. It means, the society is not familiar
with English language because of societies’ habitual and less knowledge about
English itself. The popular way to enjoy hears the English language is with
song. Every people have their own favorite song that they can easy memorize
the words in song also the meaning. So listen the English song can be a media
to learn English language.
JOOX derived from “jukebox”, is one of the licenses steaming music
application gives the listener access millions of songs and other content from
artist all over the world. JOOX application is launched by Shenzhen’s
Tenchent Holdings Ltd, China, which is company behind WeChat instan
messaging. JOOX application first time presenting in Hongkong and Malaysia
in early 2015 and go to Indonesia on 20 October 2015. JOOX is freemium app
means the user can hear music free. Some of the features of JOOX application
is hear the music with it lyric. Beside we hear the song, we also can read the
lyric and make it synchronizes between what we hear and the lyric. The user
2
can play their favorite song in that application. Besides that, JOOX application
provide us Karaoke feature as the way to inure our tongue speak English by
singing a song and Radio feature that allows us to be able to listen the song of
a professional editor’s choice in music.From that features, the researcher
decides to choose JOOX application as a way to improve listening ability.
JOOX application is flexible enough to use in learning because easy to use,
even it can be used in gadget and computer.
There are some previous of related findings about use of English song
in improving students’ ability in listening. Yuliyanto (2017) found that
teaching English used song, it would be better for using slow rhythm. Also the
song should be more various in terms of duration and the genre of music
because every students had different song that their like.
Kusyowo (2013), the researcher used grammar based listening in
reconstruct incomplete text. Also in applying song as a media, the teacher
gave a general idea about what the students going to hear. After that, teacher
gave question before play the cassette to make students know in advance what
they are listening for. And the last, teacher gave time for students to answer
the question.
Abdullah (2013) done the research by giving a list of song that would
choose by students and the students Listen to the song chosen. After that,
students analysis the lyric and gave an explanation by using their own word.
Hidayat (2013), in his research states that the use of song in teaching
listening should be selected appropriately. The song must be clear and the
3
rhythm intensity was not too fast so that the students could follow the material
based on what they heard from song.
The previous researches above have similarity with this research which
uses English song as a media in improving students listening ability. By
applying suitable song in learning process, it can make students enjoying the
material what they hear from song. On the other hand, in this research JOOX
application is used as a media that contains various English songs.
Besides employing JOOX as a media, the researcher uses Dictogloss
technique for the listening process. Dictogloss come from two words namely
dictation or dictate and gloss means interpretation. This technique is a
combination of two techniques, dictation and interpretation. Dictogloss is a
classroom dictation activity where students are required to reconstruct a short
text by listening and noting down key words, which are then used as a base for
reconstruction.
In applying Dictogloss technique, teacher read a short text in normal
speed and students just listen without take a note. After teacher read the text,
students write a text as much they can remember. Teacher repeat read the text
and students make changes their previous text after teacher read the text again.
Teacher can repeat to read the text until three times. Other text uses in
Dictogloss technique are story and song. In use song, researcher should break
out the lyrics and not give the students full song. Teacher does not need to
speak; just need to play the song chunk by chunk.
4
For this research will use JOOX application as an interesting tool in
improving students’ ability in listening because students listen song while read
the lyric so the students’ know and understand what they are listen. And by
supporting with Dictogloss technique, the use of JOOX will more meaningful
to students because they free to use their own language based on their
understanding in the song.
Based on the description above, the researcher wants to conduct a
research entitle “The Use of JOOX Application to Improve Students’
Listening Ability by Applying Dictogloss Technique at Eleventh Grade of
MA Assalam Timbuseng”
B. Problem Statement
Based on the explanation above, the problem statement is formulated
as follow; Does JOOX Application improves students’ ability in Listening by
applying Dictogloss technique?
C. Objective of Study
As the formulation of the problem that have described, the objective in
this research is to find out the improvement of students’ listening ability
especially in Listening English Song through the use of JOOX Application
supported by applying Dictogloss technique.
D. Significance of the Research
1. Benefits for students
The benefits for students are to improve students ability in listening
because this research can find out how far the students’ improvement in
5
listening use JOOX application supported by applying Dictogloss
technique.
2. Benefit for teacher
The benefit for teachers can use JOOX Application as their teaching
media and supported by applying Dictogloss technique in improving the
students listening ability.
3. Benefits for researcher
The benefit for researcher is the researcher gets some information
related to students’ improvement in Listening by using JOOX Application
supported by applying Dictogloss technique and also adding the researcher
about Listening song using JOOX Application supported by applying
Dictogloss technique.
E. Scope of the Research
This research is restricted to the improvement of the students’ listening
ability through JOOX Application supported by applying Dictogloss technique
focusing on word meaning and word pronunciation.
6
CHAPTER II
PREVIEW OF RELATED LITERATURE
A. Some Pertinent Ideas
1. Theory or Concept Related to Listening
a. Definition of Listening
Listening is one of the most important language skills. Listening
is the part in communication; through listening we can share our ideas
with other people. Listening is the most frequently used language skill
in everyday life.
The importance of listening is acknowledged by Brown
(2001:247) who stated that “Listening is the major component in
language learning and teaching because in the classroom learners do
more listening than speaking.” It means that, listening is the important
thing in daily activities; through listening we can interpret the
meaning.
Wipf (1984) says that listening is a mental process which
listeners have to distinguish between sounds and sound, understand
vocabulary and grammatical structures, interpret stress and intention,
retain and interpret this within the immediate as well as the larger
socio-cultural context of the utterance.
Steinburg (2007) define listening as a process that more
complex than merely hearing and consists of four stages, they are
7
sensing /attending, understanding/interpreting, remembering, and
responding.
Vandergrift (2012) argues listening as a complex process
playing the most important role in the development of language
competence. He says that in comprehending the text they are listen to,
they use bottom-up processes (linguistic knowledge) and top-down
processes (prior knowledge). He suggests to the teacher to help the
students develop their sound strategies for comprehension through a
process approach to teaching second language listening.
From those findings above, the researcher conclude that
listening is a process consisting of hearing something through the ears,
understanding the meaning, negotiating themeaning/message, and
finally responding of what have listened.
b. Different Kinds of Listening
Harmer (2007:10:134) divide listening into two kinds. They are
Intensive and extensive listening. He differentiate them specifically
base on the purpose of listening. Intensive listening is when the
students listen specifically in order to work on listening skills while
extensive listening specifically in order to study the way in which
English is spoken.
On the other hand, Cooper (2012) divides types of listening in
the classroom into 4 types. They are critical listening, dialogic
listening, informative listening, and appreciative listening. Critical
8
listening is also known as analytical listening of which purpose to form
an opinion or to judge. This type is essential but seldom seen in the
classroom. Dialogic listening also consider as emphatic or active
listening. This type is when the students doing the listening trough
conversation and the exchange of ideas. This type is often seen in the
classroom.
Informative listening is type of listening which use to
understand or comprehend what the intend meaning of the speaker
said. This type is often used in the classroom. Appreciative listening is
the type of listening when the students enjoy or give appreciates what
lecturer or their teacher is talk about. This type is rarely use in the
classroom because it base on the individual student. Appreciative
listening is usually seen when people enjoy a concert or speech.
c. Element of Listening
According to Shockingawful, 2017: 1 in Wisra: 2018: 10, said
that there are four elements of listening, namely:
1) Ability to Focus
Ability to focus means the capability of students or listeners in
listening the material from the audio. Ability to focus define in
two, focus on ears for listen the audio and focus on eyes for read
and match the text with the audio. Such as eyes may not be
adapting well to the numerous distractions in a typical classroom
and some noisy sound from the outside of classroom.
9
2) General Understanding
General understanding means that the students or listeners can
understand about main idea of the content from the text. The
listener can imagine catching the general meaning of something
they hear.
3) Listening for Details
Listening for details is sometimes known as listening for the
specific information. It involves understanding the task and
focusing to catch information.
4) Accuracy of Answer
Accuracy of answer means the capability of students or listeners to
answer the task with the correct answer. It is involves
understanding the text and vocabulary to get the correct answer.
d. Listening Principles in Teaching
Harmer (2007:10:135) stated six principles of listening.
Principle 1: Encourage students to listen as often and as much as
possible.
This research applies this first principle because the researcher
plays the recording to the students at least two or three times in every
section. In addition, the researcher also encourages the students to
exercise their own self in listening by repeating some recording in their
home.
10
Principle 2: Helps students to prepare to listen.
This research goes with this second principle. The researcher
prepare some questions refer to the recording will they listen to. The
researcher explains first what the questions mean in order to make the
students ready to listen to the recording. So, they engage with the topic
and the task and really want to listen.
Principle 3: Once may not be enough.
In this principle, the researcher will do this principle because at
the first principle is not work well. The students are still not
understood what the speaker says on the recording, so the researcher
play the recording again but not completely playing because the
researcher stop it at various points.
Principle 4: Encourage students to respond to the content of a
listening, not just to the language.
The researcher apply this principle by preparing some questions
refer to the recording but the kinds of questions here just wanting to
know the response of the students again the language or the styles of
the speakers.
Principle 5: Different listening stages demands different listening
tasks.
The researcher deals with this principle because the
researcher set some questions that start from the general questions
till the detail questions. In this case, the researcher gives the general
11
questions in the first listening then the detail question in the
subsequent listening. Thus, the students had more focus and got
more sprits in listening.
Principle 6: Good teachers exploit listening text to the full.
The researcher goes with this principle. The researcher has
not just playing the audio or recording that the students can answer
for, but the researcher give some minutes for playing different audio
that made them been relax.
In the other hand, we need remember that merely listening is
not enough, the students need to remember, recognize later, and
finally be able to reproduce it as well.
According to Mary Finocchiaro and Michael Bonomo in
Listening, the learners must hear and identify:
a) The phonemic sound of the language and eventually the
personal or the dialectical variations of the phonemes as spoken
by some native speakers
b) The sequence of sounds and their groupings; the lengths of the
pauses; the pattern of the stresses; and intonations
c) The function words and their required sound changes depending
on their position before other words
d) The inflections for plurality, tense, possession, etc
e) The sound changes and function shifts (involving positional
shift) brought about derivation
12
f) The structural groupings (of verbal, of prepositional phrase, etc)
g) The word order clues of function and meaning
h) The meaning of words depending on the context or on the
situation being discussed
i) The formula, introductory words, and hesitation words which
occur in speech
j) The cultural meaning embedded in the message.
e. The Colleration of Listening with Vocabulary and Pronunciation
According to Nation (2009) state that listening is the original
pioneer to speaking; the early stage of language development in a
person’s mother tongue (and in the naturalistic acqusiation of other
language) are depend on listening. The students can absorb every
information through hearing something. Listening become the first and
foremost to acquire in learning the language.
Good vocabulary mastery is important for anyone who learns
the language used listening. Rivers (1993) states” a learner of foreign
language will understand much oral language or what the speakers said
by mastering the vocabulary’. It means that while listening, the students
should do both activities in one section. Those are to know the word
that they are already known and to define meaning for a new word to
enrich their vocabulary.
Harmer (2008) clime that listening is good for students’
pronunciation. The more students hear and understand English being
13
spoken, the more they absorb their spoken communication not just
ability to speak, but also on effectiveness of the way they listen. As
Gilbert (2008) believe that, the skill of listening and pronunciation are
linked together. If they cannot hear English well, they are cut off from
the language. If they cannot be understood easly, they are cit off from
conversation with another speaker.
2. The Concept of JOOX
JOOX is a one of famous music application in the world. JOOX
first launch in Hong Kong and Malaysia and be the most download
application in all category. And JOOX come in Indonesia on October 2015
and be a famous application especially for teenager and song lovers. These
some superiority of JOOX application: JOOX application has a complete
music collection from many artists and kinds of genre. JOOX can use in
offline mode, means we can download our favorite song and play it when
we are offline. Besides that, JOOX also can be a music player where our
music in storage can play in JOOX. And the best part of JOOX is provide
us a lyric of song, so we can sing along with our favorite song with its
lyric.
JOOX lets the user discover diverse and complete collections of
music than other streaming music apps. The user can find all their
favorite artists, tracks, and genres. In JOOX, there are many features that
can uses and very useful for music lover because they will find more and
more songs around the world. The important thing of JOOX is the lyrics
14
are included in this application. The general function for user, lyrics is
useful for people who love karaoke and sometimes forgets the lyric of a
song they are listening to. But, in this research the researcher hoped that
by using the lyrics of this application the students’ can get new
vocabularies from a song which listen. Then, the way lyrics work is by
highlighting every phrase one by one. It is very useful for students’ when
they are listening. They will not feeling hard to remember the lyrics of
song. Moreover, if the songs are new automatically the lyrics also new,
the students’ are does not to worry about the lyrics. The lyrics are
available on their screen and enjoy the song. In addition, when the
students’ are often to listen the song, the new words that get from the
song will be easier to remember.
By the definition above, JOOX Music Application is a system
designed to listening music online by using smartphone that complete
with many kinds of genre song especially English and others. By using
this application, besides the students’ enjoy to listening music, they also
can read the lyrics which included. So, it can help them to adding their
vocabulary.
In teaching listening using English song, there are some
considerations from researcher to make the song is appropriate for the
students:
1. The song rhytm is not to fast to make the students easy to follow the
material based on the song.
15
2. The singer accent is the international accent such as american accent
and british accent who familiar for the students.
3. The song has a good meaning in general because it is for educated
4. The song is not familiar for the students to make the students know
more words from the song.
5. The pronunciation of the singer is clear to make the students easy to
analyse what the singer said.
In this study, listening skill relates on JOOX Application especially
listening song by using that application. Since song is a short piece of
music, listening has three types on it. According to Ayatika Adawia (2017)
on her research, there are the sensuous type, the expressive type, and the
Sheerly musical type. Those types spelled out by Copland, the eminent
American Composer, on The Understanding of Music by Hoffer. These
are the explanation:
a. The sensuous type means the music of the song affecting listeners’
physical and make listener pleasure on what they hear.
b. The expressive type is the agreement that when somebody listens to
the music it can stimulate the listener’s feeling. It could be sad, happy,
angry, etc.
c. Sheerly type. It requires the listener to be trained and to be having
more knowledge to listen. Usually, this type is having by people who
pay a lot of attention in music world.
16
3. JOOX Music Application as Media for Teach Vocabulary
Teaching media is important in teaching learning process not only
determined by teacher and students competence but also with in
appropriate media. Song is very effective especially when oneneeds to
memorize something. Often, when music is used learning a certain concept
or lesson is more easily to be understood by the students.
In Indonesia, most of English students’ have difficulties in learning
English because they are less motivation in studying English because they
believe that English is hard subject. In that case, an English teacher needs
to be responsive to the students’ condition, the teacher should make
students’ enthusiastic in learning English. Teacher also should consider
some factors in teaching and learning process, Brown states that teaching
is helping someone to learn how to do something, giving instruction,
guiding in study of something, providing with knowledge, and causing to
know or understand. So, teacher as facilitator in learning process should
keep looking for way to make learning vocabulary easier and more
pleasant.
There are many kinds of teaching media to teach English, one of
them is song. Song could be used to teach vocabulary because of its lyrics,
teacher could choose song which has appropriate vocabulary that would be
taught. And by using the song from JOOX, it easier to interest motivation
students for learns.
17
4. The Concept of Dictogloss Technique
In teaching listening, there are some techniques we can use. One
of the techniques is Dictogloss. Wajnryb (1990) defines Dictogloss as a
dictation activity where the students will hear the audio, make a key word
from the audio and from those words; students reconstruct the text by their
own words. According to Iwanaka (2010), states that Dictogloss is an
integrated skill for second language where the students reconstruct the text
that their hear in team work.
There are certain basic techniques in applying Dictogloss in a
listening classroom:
a) Preparing
Teacher prepare the students about what the material they will listen
and what the target will achieve and the procedure of Dictogloss
technique
b) Dictation
Students will hear the dictation twice. First, students listen for get a
general feeling about the text. Second, students will take key words
about what they listen and get from the audio to reconstruct the text.
c) Reconstruction
Students produce their own text version from the key word by their
own words
d) Analysis and correction,
18
There are various ways of dealing with this stage, which the students
can present their text, or compare their version with the original.
In break the students bored, there several variation of Dictogloss that can
apply:
a) Dictogloss negotiation:
First, students sit with a partner face to face while the teacher reads the
text to facilitate understanding. Second, the facilitator reads the text
again and stops after each sentence or paragraph to provide an
opportunity to orally discuss but not to write. Third, one student is
chosen to write the reconstruction of each section of the text; and
finally, the whole group can compare their reconstructions with the
original reading
b) Student-controlled dictation:
Learners have the control of the dictation. It means that they can ask
the teacher when he/she should stop and go back to the reading.
Students can ask for repetition as many times as they consider
necessary. Moreover, pupils can bring to the class their own texts or
nominate topics they desire to read.
c) Student-student dictation:
This Dictogloss variation involves key elements of cooperative
learning, in particular equal participation from all group members.
These ideas are presented by Jacobs and Small to explain that learners
are more involved in their own learning process during all lessons
19
because they have to read the texts to their partners instead of the
teacher, taking turns to control the activity
d) Dictogloss summaries:
Learners are focused only on the key ideas of the original text without
writing them down. This activity of attention is used to summarize the
whole reading working with a partner. Summaries as a dictogloss
variation is clue because while students are working together, the
teacher can provide them visual clues about the activity such as
pictures, mind maps, among others; in order to facilitate understanding
for the reconstruction stage.
e) Scrambled Sentence Dictogloss:
During the lesson, teacher first jumbles the text before reading.
Secondly, the students have to organize it in a logical sequence, after
that facilitator checks up the structure and the sense of each one of the
sentences to analyze the students‟ listening comprehension.
f) Elaboration Dictogloss:
Learners go beyond of what they listen to not only recreate a text, but
also to improve it. In Elaboration Dictogloss, when students finish
taking notes about the reading exposed by the teacher, they reconstruct
it including elaborations, which could be based on what they know
about the topic, researched or invented.
g) Dictogloss opinion:
20
After students reconstruct the text, they give their opinion on the
writers‟ ideas. These opinions can be inserted at various points in the
text or can be written at the end of the reconstruction. If a student
commentary is inserted throughout the text, it promotes a sort of
dialogue with the original authors of the reading.
h) Picture dictation:
After some explanations about relevant content and concepts of the
drawings‟ descriptions, students listen to some information about a
picture to build their own illustration based on what they heard, and
compare drawings not only with their partners, but also with the
original version. It is important to clarify that students have the
opportunity to reconstruct firstly, the description text read by the
teacher to finally do a drawing.
5. The Concept of Pronounciation
Pronounce is the way to produce sound (a word/ part of word)
correctly and in particular way. There are some factors Affecting
Pronunciation. People in different state have their own native language. It
seems they can be recognized by people that they are non-native speakers.
The way we speak in a different language is affected by our mother
tongue. There are several factors that can affect pronunciation adapted
from Kenworthy 1987:4-8:
1) Native language
21
This is the most influential factor when a learner learns new language.
Teacher needs to diagnose their pronunciation difficulties so that they
can have better pronunciation.
2) Age
Generally speaking, children under the age of puberty stand an
excellent change of “sounding like a native” if they have continued
exposure in authentic contexts. Beyond the age of puberty, while
adults will almost surely maintain a “foreign accent”, there is no
particular advantage attributed to age. A fifty-yearold can be as
successful as an eighteen-year-old if all other factors are equal.
3) Exposure
It is difficult to define exposure. One can actually live in a foreign
country for some time but not take advantage of being “with the
people.” Since research seems to support that the more exposure that
one gets is important that the more length of time, the class time needs
to focus on pronunciation improvement in order that students can get
better pronunciation.
4) Innate phonetic ability
Often referred to as having an “ear” for language, some people
manifests a phonetic coding ability that others do not. In many cases, if
a person has had an exposure to a foreign language as a child, this
„knack‟ is present whether the early language is remembered or not.
Others are simply more attuned to phonetic discriminations.
22
5) Identity and language ego
Another influence is attitude toward speakers of the target language
and the extent to which the language ego identifies with those
speakers.
6) Motivation and concern for good pronunciation
Some learners are not particularly concerned about their pronunciation,
while others are. The extent to which learners‟ intrinsic motivation
propels them toward improvement will be perhaps the strongest
influence of all six of the factors in this list.
In pronounce the words, one of the difficulties is hearing. Every
people have different hearing ability. It affects people to make a mistake
when pronouncing words. O‟Connor (1998: 1) gives a good illustration
related to how important our ears are. He says:
“Language starts with the ear. When a baby starts to talk he does it by
hearing the sounds his mother makes and imitating them. If a baby is
born deaf he cannot hear these sounds and therefore cannot imitate
them and will not speak.”
So does English. If one cannot listen to English pronunciation well,
he cannot produce it well too.
The possible correlation between listening ability and pronunciation
accuracy, listening skill has a big influence to one’s pronunciation. this is
abvious and reasonable, as it is difficult indeen for one to produce a good
pronunciation when she\he never hear it before. In addition, to ahieve such
fluency, it suggests that a student should listen to a certain specch many
times, repeatedly. It is said “to aid students in retaining increasingly longer
23
segments and later as a colorally in producing this longer segment, the
students should listen the same materials many times”.
6. The concept of Vocabulary
a. Defenition of Vocabulary
Hammam (1992) argued that vocabulary is total number of words
that make up of language. Vocabulary is a set of familiar words of
people’s language. Vocabulary is one of the important things in
listening. Without knowing the vocabulary, students get difficult to say
something or understanding what people say.
Montgomery (2007) explains listening vocabulary is the word
we hear and understand. Vocabulary divides into two kinds, receptive
and productive vocabulary. Receptive vocabulary is words that
students’ understood in the context but they cannot use or produce the
words. This is happened when the students found the vocabulary in
reading or listening activity but they cannot use the vocabulary in
speaking or writing activity. Productive vocabulary is words that
students understood and they can pronounce and use it in speaking or
writing skill. This also said as an active process because students can
directly produce and use it to express their feeling.
Moreover, Elfrieda and Michael (2005) stated that vocabulary
is a powerful carrier of meaning. A learner, recognizing the
communicative power of vocabulary, might reasonably aim to acquire
24
a working knowledge of a large number of words. The more words
students know well and can use, the more meaning they can
communicate in a wide variety of circumstances.
From the definitions above, it can be concluded that
vocabulary is the knowledge of words and word meanings. It is about
the words in language used to express meaning. Therefore, learning
vocabulary is a crucial matter in developing English for students.
Vocabulary is important in learning language because vocabulary
carries meaning which is use in communication.
b. Kinds of Vocabulary
Some experts have classified types of vocabulary. Shepherd
(1980) classifies vocabulary into two kinds: a receptive vocabulary and
expressive vocabulary (productive vocabulary). Further, he defines the
receptive vocabulary as the words known when the learner listens and
reads. The receptive vocabulary is also called a passive process
because the learner only receives thought from others. In language
application, the receptive vocabulary is considered as the basic
vocabulary. Later, expressive vocabulary is defined as the words used
when the learner speaks andwrites.
In the other hand, according to Harmer (1991: 159), there are
two kinds of vocabularies, active vocabulary and passive vocabulary.
To make clear the writer explains both of them as follows:
25
a. Active Vocabulary
The active vocabulary means stock of word that a person actually
uses in his own speech or writing. It is used in oral or written
expression by the students.
b. Passive Vocabulary
The passive vocabulary means the words that the students
recognize and understand them.
In addition, Haycraft quoted by Hatch & Brown (1995)
divides two kinds of vocabulary, namely receptive and
productivevocabulary:
a. Receptive Vocabulary
Receptive vocabulary is words that the learners recognize and
understand when they are used in the context, but which they
cannot produce. ProductiveVocabulary
b. Productive Vocabulary is the words, which the learners
understand, can pronounce correctly, and use constructively in
speaking and writing. It involves what is needed for receptive
vocabulary plus the ability to speak or write the appropriate time.
26
B. The Conceptual Framework
Figure.2.1. Conceptual Framework
Figure 2.1 Is explain about learning process in increasing students’ listening
ability through English Song by using JOOX Application as a media and use
Dictogloss technique in applying which the students can searching the song
based on that they wanted to listening anywhere and anytime by using JOOX
Application. So, the researcher thinks that the process will help the students to
improve listening ability. In this conceptual framework, the researcher is
going to do treatment, the researcher give students a song to listening and
suggest students to choose the correct answer. After that, the researcher will
give treatment by using JOOX Application. And in applying JOOX
INPUT
(Pretest)
SIGNIFICANT
Teaching Listening by Using English Song in
JOOX Application and Dictogloss Technique
NOT SIGNIFICANT
OUTPUT
(Posttest)
PROCESS
(Treatment)
DIFFERENCES
27
application, the researcher will use Dictogloss technique to make the learning
process more organize. And output of this method is expected to improve
students’ listening skill.
C. Hypothesis
Hypothesis of this research are as follows:
1. Null hypothesis (H0) There is no significant difference between the
students’ listening skill before and after the use JOOX Application and
Dictogloss technique.
2. Alternative hypothesis (H1) there is a significant difference between the
students’ listening skill before and after the use of JOOX Application and
Dictogloss technique.
28
CHAPTER III
RESEARCH METHOD
A. Research Design
This research conducted in pre-experimental design using
quantitative approach. The researcher used Pre-Experimental design
because the researcher wanted to verify whether learning in Listening using
JOOX application and Dictogloss technique were able to improve the
students’ listening ability in pronuncing and understanding meaning of the
words. In this research the researcher took one group pretest and posttest
design to know whether the use of JOOX application and Dictogloss
technique in listening was able to improve students’ listening ability or not.
The design involves three steps: (1) measuring the students’ prior
ability in listening before treatment; (2) applying the experimental
treatment X to the subjects; (3) measuring the students’ listening ability
after following the treatment.
Table 3.1. Design of Pre-test and Post-test
O1 X O2
Adopted from Sugiono (2018:110)
Explanation:
: Pre-test (Before Treatment)
X : Treatment
: Post-test (After Treatment)
29
B. Population and Sample
1. Population.
The population of this research was the Eleventh grade students’
of MA Assalam Timbuseng in academic year 2020/2021 consisted of
one exact class (XI A) consisted of 27 students and one social class (XI
B) consisted of 20 students.
2. Sample
In this research, the researcher took one class of Social Eleventh
grade MA Assalam Timbuseng consisted of 20 students (12 female and 8
male).
C. Research Variables
The researcher applied two kinds of variable in this research. They
were dependent and independent variable.
a. The dependent variables belonged to the students’ listening ability because
it took effect from the use JOOX Application as a tool and Dictogloss as a
Technique to improve students’ listening ability.
b. The independent variables belonged to the use of to JOOX Application and
Dictogloss technique because it gave effect on students’ listening ability.
D. Research Instrument
The instrument of this research was fill in the blank test, multiple
choice listening test and pronunciaton test. the students filled in the blank
while listen the song and choose the correct answer in multiple choices
based on the song. In pronunciation test, the students’ read the song lyric.
30
The tests were used by the researcher to collect the data. In this research,
tests were used as instrument. Tests were a set of question use to measure
the achievement or capability of individual in class.
E. Technique of Data Collection
In collecting data, in this experimental research, the researcher
provided Pre-test and Post-test.
1. The data of the students’ previous listening were taken from the result of
pre-test.
2. The data of the students’ listening were taken from the result of post-test
after the treatment.
F. Technique of Data Analysis
The data related to the students’ listening ability, express through being
able to understand the meaning of the words in the song. It was taken from the
research of filled in the blank and multiple choice test. The data also related to
the students’ listening ability, express through being able to pronounce the
words in the song. It was taken from the research by asking the students’ to
read the song lyric.
After getting the data from the test, the researcher focused on analysis
the significant difference of students’ ability in listening before used JOOX
application combine with Dictogloss technique and after used it in learning
process. The researcher used statistical analysis. Statistic was the way in
getting the data, processing the data, interesting conclusion, and made decision
based on the data collected (Husaini, 2008). In measuring the data, the
31
researcher used Statistical Product and Service Solution (SPSS 22) as a
statistic program application which had high ability in statistic calculation.
Used SPSS 22 application gave information more accurate so the missing data
could avoid.
The data was collected and analyzed as follows:
a. Scoring the students’ correct answer in vocabulary and meaning of the
words (in fill in the blank and multiple choice test),the formula was:
Score =
x100
(Pusat Kurikulum, 2006:32 in Julita 2011)
b. Scoring the students’ pronunciation ability
Table 3.2. Pronunciation Rubric
Aspect Score Description
Pronunciation
4
(76-100)
The pronunciation is very good and no
serious mistakes can be heard
3
(51-75)
The pronunciation is good and only
occational words are pronunced
incorrectly
2
(26-50)
The pronunciatian is not very good but can
be understood
1
(0-25)
The pronunciation is very bad and the
exposition can not be understood.
(AnaArias Castro ,2017)
c. Scoring the total score of the students, the formula was:
Score =
x 100
(Pusat Kurikulum, 2006:32 in Julita 2011)
32
d. Scoring the result of the students’ listening ability
Table 3.3.Classifying the score of the students
Score Classifications
96 – 100 Excellent
86 – 95 Very Good
76 – 85 Good
66 – 75 Fairly Good
56 – 65 Fair
36 – 55 Poor
00 – 35 Very Poor
(Depikbud, 2010)
e. Calculating the percentage of the students’skill in listening with the
following formula :
P = Percentage
X2 = Post test mean score
X1 = Pre-test mean score
(Mason,2006:19)
f. After that, the researcher calculated the mean score of the students’ skill to
ask and gave information orally by using SPSS 22.
g. Calculates the standard deviation of students' pretest and post-test by using
SPSS 22.
33
h. Calculates the value of t-test to find out the significant difference of mean
score in pre-test and post-test by using SPSS 22.
G. The Statistical Hypotheses
A hypothesis was a tentative statement about the relationship between
two or more variables. This research was designed to find out whether there
was a significant progress of the use of JOOX Application and Dictogloss
Technique in improve students’ ability in word pronounciation and meaning
of words. In order to get the answer of that hypothesis, the researcher
proposed Alternative Hypothesis (Ha) and the Null Hypothesis (H0) which
described to the following statistical hypothesis:
a. If sig (2-tailed) < α (0.05), the alternative hypothesis (H1) was accepted
and the null hypothesis (H0) was rejected.
b. If sig (2-tailed > α (0.05), the alternative hypothesis (H1) was rejected and
the null hypothesis (H0) was accepted.
34
CHAPTER IV
FINDINGS AND DISCUSSION
A. Findings
Findings present the data related to the students listening ability and
implementation of JOOX application and Dictogloss technique.
1. Students’ Listening Ability in Terms of Word Meaning (vocabulary)
The students’ listening ability in terms of word meaning are
students’ capable to know the words and the meaning of the words that
they hear in song.
a. Mean Score of Students’ Listening Ability in Terms of Word
Meaning (Vocabulary) in Pre-test and Post-test.
Mean score refers to the students listening ability in terms of
word meaning in the songs. The mean score of the word meaning is the
score of the students that they obtain from the total value of the word
meaning of the total students divided by the total number of students. It
can be seen clearly in Table 4.1.
Table 4.1 Mean Score of Students’ Listening Ability in Terms of
Word Meaning (Vocabulary) in Pre-test and Post-test.
Category Students’ Score Improvement
(%) Pre-test Post test
Word
Meaning 43.8 78.8 79.90%
35
Table 4.1 shows that the students’ mean score in pre-test was 43.8, it
shown that students’ vocabulary was low. The students got difficult in
knowing what the singer said in song because most of the words in song
were unfamiliar for the students.The students mean score in post-test was
78.8, it reflective that the students could know more words and added
their vocabulary after got treatment using JOOX application and
Dictogloss technique. The research indicated that the students showed an
improvement of their listening ability in terms of word meaning
(vocabulary). It was shown by the students’ score improved until
79.90%.
b. Frequency of the Students’ Listening Ability in Terms of Word
Meaning (Vocabulary).
Frequency score of students’ word meaning in pre-test before get
treatment and in post-test after get treatment using JOOX application
and Dictogloss technique shows the spread of the studens’ score and
their percentage in each category. The data description can be seen in
Table 4.2.
Table 4.2 Frequency of the Students’ Listening Ability in Terms of
Word Meaning (Vocabulary).
No. Category Score Pre-test Post test
F P (%) F P (%)
1. Excellent 96-100 0 0 0 0
2. Very Good 86-95 0 0 5 25
3. Good 76-85 0 0 8 40
4. Fairly Good 66-75 0 0 6 30
5. Fair 56-65 5 25 1 5
36
6. Poor 36-55 10 50 0 0
7. Very Poor 0-35 5 25 0 0
Total 20 100 20 100
Table 4.2 shows the students’ score frequency in terms of word
meaning. In pre-test, it can be seen that there are 5 (25%) students got
fair, 10 (50%) students got poor and 5 (25%) student got very poor.
Then, the students showed the improvement in post-test than pre-test
which is 5 (25%) students got very good, 8 (40%) students got good, 6
(30%) students got fairly good, and 1 (5%) student got fair.
2. Students’ Listening Ability in Terms of Word Pronunciation
The students’ listening ability in terms of word pronunciation are
students’ capable to pronounce the words that they hear in song.
a. Mean Score of Students’ Listening Ability in Terms of Words
Pronunciation.
Mean score refers to the students listening ability in terms of
word pronunciation in the songs. The mean score of the word
pronunciation is the score of the students that they obtain from the total
value of the word pronunciation of the total students divided by the total
number of students. It can be seen clearly in Table 4.3.
Table 4.3 Mean Score of Students’ Listening Ability in Terms of
Words Pronunciation.
Category Students’ Score Improvement
(%) Pre-test Post test
Word
Pronunciation 32.3 58.75 81.88%
37
Table 4.3 shows that the students’ mean score in pre-test was
32.3. It showed that students’ word pronunciation was lack. The
students got difficult in pronunciation because they listened English
language and practice use English infrequently. The students mean
score in post-test was 58.75, it showed that beside enjoy listen the
English song the students also learnt how to pronounce the words
correctly. The students’ pronunciation could be obtained because when
listen English song, the singer usually was a native speaker of English
and they would pronunce English well. The research findings indicated
that the students also show an improvement in terms of word
pronunciation. The students’ pre-test mean score before applying JOOX
application is lower than in post-test. The students score after giving a
treatment using JOOX application had improved until 81.88%.
b. Frequency of the Students’ Listening Ability in Terms of Words
Pronunciation
Frequency score of students’ word pronunciation in pre-test
before get treatment and in post-test after get treatment using JOOX
application and Dictogloss technique shows the spread of the studens’
score and their percentage in each category. The data description can be
seen in Table 4.4.
Table 4.4 Frequency of the Students’ Listening Ability in Terms of
Words Pronunciation
No. Category Score Pre-test Post test
F P (%) F P (%)
1. Excellent 96-100 0 0 0 0
38
2. Very Good 86-95 0 0 0 0
3. Good 76-85 0 0 0 0
4. Fairly Good 66-75 0 0 7 35
5. Fair 56-65 0 0 0 0
6. Poor 36-55 6 30 13 65
7. Very Poor 0-35 14 70 0 0
Total 20 100 20 100
Table 4.4 shows the students’ score frequency in terms of word
pronunciations. In pre-test, it can be seen that there are 6 (30%) student
got poor, and 14 (70%) students got very poor. Then, the students show
the improvement in post-test than pre-test which are 7 (35%) students
got fairly good, and 13 (65%) students got poor.
3. Hypothesis Testing
The hypothesis is tested by using inferential analysis. In this case, the
researcher uses t-test (test of significance) for independent sample test,
that is a test to know the significant difference between the result of
students’ mean scores in pre-test and post-test the researcher uses t-test
analysis on the level of significant (α) = 0.05 with the degree of freedom
(df) = N – 1, where N = Number of subject (20 students), the hypotheses
are as follows.
H1 is accepted if sig <α = 0.05
H0 is accepted if sig >α = 0.05
39
a) Paired Samples Test of Students’ Words Meaning (Vocabulary)
Paired samples test shows the significant differences between
students’ word meaning mean score in pre-test and post-test by using
JOOX application and Dictogloss technique. The data were
calculated by using SPSS. The students’ result score in terms of
word meaning is presented as follows:
Table 4.5 Paired Samples Test of Students’ Words Meaning
(Vocabulary)
Paired Samples Test
Paired Differences
T Df
Sig.
(2-
tailed
) Mean
Std.
Deviati
on
Std.
Error
Mean
95%
Confidence
Interval of the
Difference
Lower Upper
P
a
i
r
1
Pretestofv
ocabulary
–
Posttestofv
ocabulary
-
35,0000
0
5,1707
7 1,15622
-
37,419
99
-
32,580
01
-
30,2
71
19 ,000
Paired Samples Test
From the Table 4.5, it can be seen that the students’ vocabulary
score between pre-test and post-test are significantly different. The
alternative hypothesis (H1) is accepted whereas null hypothesis (H0)
is rejected with showing the Sig. (2-tailed) is 0.000 which is smaller
than α = 0.05.
40
b) Paired Samples Test of Students’ Word Pronunciation
Paired samples test shows the significant differences between
students’ word pronunciation mean score in pre-test and post-test by
using JOOX application and Dictogloss technique. The data were
calculated by using SPSS. The students’ result score in terms of
word pronunciation is presented as follows:
Table 4.6 Paired Samples Test of Students’ Word Pronunciation
Paired Samples Test
Paired Differences
T Df
Sig.
(2-
tailed
) Mean
Std.
Deviati
on
Std.
Error
Mean
95% Confidence
Interval of the
Difference
Lower Upper
P
a
i
r
1
Pretestof
pronunciatio
n –
Posttestofpr
onunciation
-
26,450
00
5,5769
7 1,24705
-
29,0601
0
-
23,8399
0
-
21,21
0
19 ,000
Paired Samples Test
From the Table 4.6, it can be seen that the students’ pronounce
the words score between pre-test and post-test are significantly
different. The alternative hypothesis (H1) is accepted whereas null
hypothesis (H0) is rejected with showing the Sig. (2-tailed) is 0.000
which is smaller than α = 0.05.
41
B. Discussion
Discussion presents the analysis of findings which consists of students’
understanding toward word meaning and word pronunciation.
1. Students’ Listening Ability in Terms Word Meaning (Vocabulary)
The students’ vocabulary before being treated by using English
song in JOOX application and being taught using Dictogloss technique
were shown through pre-test score that was 43.8 This score was
categorized as poor. The score is described that the students’ vocabulary
was low where the students’ could answer 11questions correctly from 25
questions. Getting this score, the students’ got difficult in knowing what
the singer said in the song because only half of the words in song were
unfamiliar for the students. Then after giving treatment, the students
mean score was 78.8. This score was categorized as good where the
students’ could answer 20 questions correctly from 25 questions. This
score showed that the students’ vocabulary was improved after being
treatment using English song in JOOX application and being taught using
Dictogloss technique.
Using SPSS 22, the sig (2-tailed) was 0.00 at the level of sig < α
(0.05). Based on this result, the null hypothesis (H0) is rejected and
alternative hypoothesis (H1) is accepted. This can be concluded that there
is a significant different between the score got in pre-test and post-test.
The significant indicator defines that the use of English song in JOOX
42
application and taught by Dictogloss technique in improving students’
word meaning is effective.
The result found was in line with the research done by Sari (2019)
on her research said the use of song especially from JOOX Music
Application was successful to improve the students’ vocabulary mastery.
Song provides many opportunities for students’ to add their vocabulary
because the application was complete with lyrics so the students’ can
listening while read the lyrics. By using this application, the students’
would be easy to learn. The activities also increased the students’
motivation and create a relax atmosphere, so the students’ did not get
bored.
Based on the statement above, the researcher believed that using
JOOX application can help students to interest doing listening activity
because it support that every students can installed the JOOX application
in their smartphone so it can make them easy to doing practice every day.
In the end, vocabularies can be obtained because people will usual to
listen the English word and it can add new vocabularies.
2. Students’ Listening Ability in Terms of Word Pronunciation
The students’ word pronunciation before being treated by using
English song in JOOX application and being taught using Dictogloss
technique were shown through pre-test score that 32.3. This score was
categorized as very poor. Getting this score, the students’ pronunciation is
not very good but can be understood. The students got difficult in
43
pronunciation because they listened English language and practice use
English infrequently. Therefore, the students only read the text without
pay attention with the correct pronunciation.
After giving the treatment, the students mean score was 58.75. This
score was categorized as fair where the students’ pronunciation is good
and only occasional words were pronounced incorrectly. It showed that
beside enjoy listen the English song the students also learnt how to
pronounce the words correctly. The students’ pronunciation could be
obtained because when listen English song, the singer usually was native
speaker of English and they would pronunce English well. So that people
could use the English song to improve their pronunciation.
Using SPSS 22, the sig (2-tailed) was 0.00 at the level of sig < α
(0.05). Based on this result, the null hyphotesis (H0) is rejected and
alternative hyphotesis (H1) is accepted. It can be concluded that there is a
significant difference betweem the score got in pre-test and post-test. The
significant indicator defines that the use of English song in JOOX
application and taught by Dictogloss technique in improving students’
word pronunciation is effective.
The result found was in line with the research done by Astutik
(2019) on his research said, in teaching English pronunciation by using
JOOX application was able to motivates the students to learn
pronunciation and it could help them in memorizing and understanding
words and make them easier in pronouncing them.
44
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the findings and discussion in the previous chapter, the
researcher concludes that the use of JOOX application and Dictogloss
technique is effective to improve students’ listening ability in terms of word
meaning (vocabulary). The students’ mean score before being treated using
English song in JOOX application and being taught using Dictogloss
technique was 43.8. This score categorized as poor. And after giving a
treatment, the students’ mean score was 78.8. This score was categorized as
good. After the students’ score analysed using SPSS 22, both pre-test and
post-test were significantly different. It was proved by the Sig. (2-tailed)
(0.000) which is lower than α = 0.05. Thus, it can be meant that H1 is
accepted whereas H0 is rejected. So, it can be concluded that there is a
significant difference of using JOOX application and Dictogloss technique in
improving students’ listening ability in terms of word meaning at the eleventh
grade of MA Assalam Timbuseng.
The use of JOOX application and Dictogloss technique is effective to
improve students’ listening ability in terms of word pronunciation. The
students’ mean score before being treated using JOOX application and being
taught using Dictogloss technique was 32.3. This score shows that the
students’ pronunciation is not very good but can be understood. And after
45
giving a treatment, the students’ mean score was 58.75. This score shows that
the students’ pronunciation was good and only occational words pronounced
incorrectly. After the students’ score analyses using SPSS 22, both pre-test
and post-test were significantly different. Thus, it can be meant that H1 is
accepted where as H0 is rejected. So, it can be concluded that there is a
significant different of using JOOX application and Dictogloss technique in
improving students’ listening ability in terms of word pronunciation at the
eleventh grade of MA Assalam Timbuseng.
B. Suggestion
The researcher presents some suggestions, it is suggested to the English
teachers at the eleventh grade of MA Assalam Timbuseng use JOOX as
alternative way that can be used as a media in teaching the materials and
Dictogloss as a technique to improve students’ word meaning and word’
pronunciation by listening a song and also it is effective to improve the
students’ ability in listening. The students also can take a lot of learning,
experience, and knowledge
It is suggested to the next researcher who has similar research with this
research to conduct more perfect research with different framework and
contexts that could enrich knowledge by giving contribution to develop
English teaching and learning process.
46
BIBLIOGRAPHY
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Skills with Songs. English Language Department, Academy of Language
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Hortatory Exposition Text.
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Students Vocabulary Mastery of Second Grade at MTS Darul Falah.
Tulung Agung. IAIN Tulung Agung.
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Listening Class. Tidar University.
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APPENDIX I
Listening Pre-Test
A. Listen the song carefully and complete the lyric based on the song audio!
Queen of My Heart
So here we stand in our secret place
Where the sound of the crowd is so far away
You take my hand, and it _____ (1) like home
We both understand, it where we belong
So how do I say, do I say______(2)
We both have our dreams we both ______(3)fly
So lets take tonight, to carry us through the lonely times
I'll always look back as I walk away
Memories will last for_______(4)
And all of our tears will be lost in the rain
When I found my way back to your ______(5) again
But until that day, you know you are
The Queen of my heart
She’s The One
when you get to where you wanna go
and you know the things you wanna know
you’re ________(6)
when you said what you wanna say
and you _____(7) the way you want to play
you’ll be so high, you’ll be ______(8)
throgh the sea will be strong
i know we’ll carry on
cause if there’s somebody _____(9) me on
she’s the one
if there’s _______(10) calling me on
she’s the one
I Have A Dream
I have a dream, a ______(11) to sing
To help me ______(12) with anything
If you see the wonder of a _____(13) tale
You can take _____(14)even if you fail
I believe in angels
Something ______(15)everything I see
B. Multiple Choices
1. You take my hand, and it feels like home
We both understand, it where we belong
What the meaning of italic words?
a. ambil tanganku c. ambil pertolongan
b.genggam tanganku d. ambil kesempatan
2. And you know the things you wanna know you’re smiling
What the meaning of italic words?
a. termenung c. tersanjung
b. terbahak d. tersenyum
3. I have a dream
A song to sing
To help me cope
With anything
What the meaning of italic words?
a.menghadapi c. melawan
b.membatasi d. menguatkan
4. I believe in angels
When I know the time is right for me
I'll cross the stream - I have a dream
What the meaning of italic words?
a. terus c. arus
b. jalan d. tantangan
5. I'll always look back as I walk away
Memories will last for eternity
What the meaning of italic words?
a. berlalu c. masalalu
b. berlari d. jalan lalu
6. When you said what you wanna say
What the meaning of italic words?
a. menggambarkan c. menceritakan
b. mengatakan d. menyebutkan
7. You’ll be so high , you’ll be flying
What the meaning of italic words?
a. panjang c.tinggi
b. jauh d. rendah
8. Though the sea will be strong
What the meaning of italic words?
a. pantai c. sinar
b. pulau d. laut
9. Cause if there’s somebody calling me on
She’s the one
What the meaning of italic words?
a. membangkang c. membantu
b. memanggil d. menghubungi
10. And all off our tears will be lost in the rain
When I find my way back to your arms again
What the meaning of italic words?
a. sirna c. lepas
b. basah d. terjebak
C. Pronounce the song in fill in the blank test (point A) based on what you
hear!
APPENDIX II
Listeing Post-Test
A. Listen the song carefully and complete the lyric based on the song audio!
Flying Without Wings
Everybody's looking for that something
One thing that _____(1) it all complete
You find it in the strangest places
_____(2) you never knew it could be
Some find it in the face of their ____(3)
Some find it in their lover's eyes
Who can ____(4) the joy it brings
When you found that special thing
____(5) flying without wings
A Million Dreams
I close my eyes and I can ______(6)
The world that's waiting up for me
That I call my own
Through the ______(7), through the door
Through where no one's been before
But it feels like home
'Cause every night I lie in ______(8)
The brightest colors fill my head
A million______(9) are keeping me awake
I think of what the world could be
A vision of the one I see
A million dreams is all it's gonna ______(10)
A million dreams for the world we're gonna make
Hero
And then a hero comes along
With the ______(11) to carry on
And you cast your fears aside
And you know you can ______(12)
So when you feel like hope is gone
Look inside you and be strong
And you'll _______(13) see the truth
That a hero lies in you
It's a long road
When you face the world ______(14)
No one reaches out a hand
For you to hold
You can find love
If you search within yourself
And that ________(15) you felt
Will disappear
B. Multiple Choices
1. Everybody's looking for that something
One thing that makes it all
What the meaning of italic words?
a. melihat c. mencari
b. mendengar d. membawa
2. I close my eyes and I can see
What the meaning of italic words?
a. Didepan mataku c. Tutup mataku
b. Mengedipkan mata ku d. Buka mataku
3. With the strenght to carry on
What the meaning of italic words?
a. kelakuan c. kelemahan
b. kekuatan d. kelebihan
4. Places you never knew it could be
The italic word means?
a.kamu tidak pernah c. kamu tidak tahu
b.kamu pernah d. kamu tidak bisa
5. But it fells like home
The italic word means?
a. suka rumah c. seperti di rumah
b. cinta rumah d. tinggal dirumah
6. And you know you can survive
What the meaning of italic words?
a.menahan c. bertahan
b. menantang d. berlalu
7. Some find it in their lover's eyes
Who can deny the joy it brings
What the meaning of italic words?
a. mengharapkan c. menyangkal
b.menginginkan d. membayangkan
8. The brightest colors fill my head
What the meaning of italic word?
a. pundakku c. lututku
b. dahiku d. kepalaku
9. Look inside you and be strong
What the meaning of italic word?
a. lihat kedalam c. lihat keatas
b. lihat sekutar d. lihat kamu
10. For you to hold
You can find love
What the meaning of italic word?
a. pegang c. menjaga
b. genggam d. terjaga
C. Pronounce the song in fill in the blank test (point A) based on what you
hear!
Key Answer
Pre-Test
1. Feels 11. song
2. Goodbye 12. cope
3. wanna 13. fairy
4. Eternity 14. The future
5. Arms 15. Good in
6. smiling
7. know
8. flying
9. calling
10. somebody
A.
1. B 6. B
2. D 7.C
3. D 8. D
4. C 9. B
5. A 10. A
Post-Test
A.
1. Makes 11. strength
2. Places 12.survive
3. Children 13. finally
4. Deny 14. alone
5. You’re 15. emptiness
6. See
7. dark
8. bed
9. dreams
10. take
B.
1. C 6. C
2. C 7. C
3. B 8. D
4. A 9. A
5. C 10. B
APPENDIX III
RENCANA PROSES PEMBELAJARAN
(RPP)
Satuan Pendidikan : SMA Muhammadiyah 9 Makassar
Materi Pembelajaran : BAHASA INGGRIS
Kelas/Semester : XI/Ganjil
Materi Pokok : English song
Skill : Listening
Alokasi Waktu : 1 x 45 menit
A. KOMPETENSI INTI (KI)
KI. Menghayati dan mengamalkan ajaran agama yang dianutnya
K2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli
(gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif
dan menunjukkan sikap sebagai bagian dari solusi atas berbagai
permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan
alam serta dalam menempatkan diri sebagai cerminan bangsa dalam
pergaulan dunia.
K3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab
fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada
bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah
K4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajari di sekolahsecara mandiri,
dan mampu menggunakan metoda sesuai kaidah keilmuan.
B. KOMPETENSI DASAR DAN INDIKATOR
NO. KOMPETENSI DASAR INDIKATOR
1. 3.12 Menyebutkan fungsi sosial
dan kebahassaan dalam lagu
3.12.2 Mengidentifikasi unsure
meaning of words and pronunciation
C. TUJUAN PEMBELAJARAN
Setelah mengikuti serangkaian pembelajaran, peserta didik:
1. Mampu mendengar dengan seksama dan mengucapkan kata atau kalimat
dengan baik dan benar berdasarkan lagu yang didengar
2. Mampu menemukan dan mengetahui arti kata baru dalam lagu
D. MATERI PEMBELAJARAN
Fungsi Sosial
Menghibur, mengungkapkan perasaan, mengajarkan pesan moral
Unsur kebahasaan
1. Meaning and pronunciation of words
Topik
Keteladanan tentang perilaku yang menginspirasi.
1) Pertemuan 1
I Have A Dream
(Westlife)
I have a dream
A song to sing
To help me cope
With anything
If you see the wonder
Of a fairy tale
You can take the future
Even if you fail
I believe in angels
Something good in everything I see
I believe in angels
When I know the time is right for me
I'll cross the stream
I have a dream, oh yeah
I have a dream (I have a dream)
A fantasy (fantasy)
To help me through (help me through)
Reality (reality)
And my destination (destination)
Makes it worth the while (worth the while)
Pushing through the darkness (through the darkness)
Still another mile (another mile)
I believe in angels
Something good in everything I see
I believe in angels
When I know the time is right for me
I'll cross the stream (cross the stream)
I have a dream
I have a dream (oh yeah)
A song to sing (song to sing)
To help me cope
With anything
If you see the wonder (if you see the wonder)
Of a fairy tale (of a fairy tale)
You can take the future
Even if you fail
I believe in angels
Something good in everything I see
I believe in angels
When I know this time is right for me (right for me)
I'll cross the stream (cross the stream)
I have a dream (have a dream)
I'll cross the stream (cross the stream)
I have a dream
2) Pertemuan 2
A Million Dreams
I close my eyes and I can see
The world that's waiting up for me
That I call my own
Through the dark, through the door
Through where no one's been before
But it feels like home
They can say, they can say it all sounds crazy
They can say, they can say I've lost my mind
I don't care, I don't care, so call me crazy
We can live in a world that we design
'Cause every night I lie in bed
The brightest colors fill my head
A million dreams are keeping me awake
I think of what the world could be
A vision of the one I see
A million dreams is all it's gonna take
A million dreams for the world we're gonna make
There's a house we can build
Every room inside is filled
With things from far away
The special things I compile
Each one there to make you smile
On a rainy day
They can say, they can say it all sounds crazy
They can say, they can say we've lost our minds
I don't care, I don't care if they call us crazy
Runaway to a world that we design
Every night I lie in bed
The brightest colors fill my head
A million dreams are keeping me awake
I think of what the world could be
A vision of the one I see
A million dreams is all it's gonna take
A million dreams for the world we're gonna make
However big, however small
Let me be part of it all
Share your dreams with me
You may be right, you may be wrong
But say that you'll bring me along
To the world you see
To the world I close my eyes to see
I close my eyes to see
Every night I lie in bed
The brightest colors fill my head
A million dreams are keeping me awake
A million dreams, a million dreams
I think of what the world could be
A vision of the one I see
A million dreams is all it's gonna take
A million dreams for the world we're gonna make
For the world we're gonna make
3) Pertemuan 3
Hero
There's a hero
If you look inside your heart
You don't have to be afraid
Of what you are
There's an answer
If you reach into your soul
And the sorrow that you know
Will melt away
And then a hero comes along
With the strength to carry on
And you cast your fears aside
And you know you can survive
So when you feel like hope is gone
Look inside you and be strong
And you'll finally see the truth
That a hero lies in you
It's a long road
When you face the world alone
No one reaches out a hand
For you to hold
You can find love
If you search within yourself
And that emptiness you felt
Will disappear
And then a hero comes along
With the strength to carry on
And you cast your fears aside
And you know you can survive
So when you feel like hope is gone
Look inside you and be strong
And you'll finally see the truth
That a hero lies in you, oh, oh
Lord knows
Dreams are hard to follow
But don't let anyone
Tear them away, hey yeah
Hold on
There will be tomorrow
In time you'll find the way
And then a hero comes along
With the strength to carry on
And you cast your fears aside
And you know you can survive
So when you feel like hope is gone
Look inside you and be strong
And you'll finally see the truth
That a hero lies in you
That a hero lies in you
Mmm, that a hero lies in you
4) Pertemuan ke 4
Number One For Me
(Maher Zain)
I was a foolish little child
Crazy things I used to do
And all the pain I put you through
Mama now I'm here for you
For all the times I made you cry
The days I told you lies
Now it's time for you to rise
For all the things you sacrificed oh
If I could turn back time rewind If I could
Make it undone, I swear that I would
I would make it up to you
Mum I'm all grown up now
It's a brand new day
I'd like to put a smile on your face every day
Mum I'm all grown up now
And it's not too late
I'd like to put a smile on your face every day
And now I finally understand
Your famous line
About the day I'd face in time
'Cause now I've got a child of mine
And even though I was so bad
I've learned so much from you
Now I'm trying to do it too
Love my kid the way you do oh
If I could turn back time rewind If I could
Make it undone, I swear that I would
I would make it up to you oh
If I could turn back time rewind If I could
Make it undone, I swear that I would
I would make it up to you
Mum I'm all grown up now
It's a brand new day
I'd like to put a smile on your face every day
Mum I'm all grown up now
And it's not too late
I'd like to put a smile on your face every day
You know you are the number one for me
You know you are the number one for me
You know you are the number one for me
Oh, oh, number one for me
You know you are the number one for me
You know you are the number one for me
You know you are the number one for me
Oh, oh, number one
There's no one in this world that can take your place
Oh, I'm sorry for ever taking you for granted, ooh
I will use every chance I get to make you smile,
Whenever I'm around you
Now I will try to love you like you love me
Only God knows how much you mean to me
Oh, if I could turn back time rewind
If I could make it undone I swear that I would
I would make it up to you
Mum I'm all grown up now
It's a brand new day
I'd like to put a smile on your face every day
Mum I'm all grown up now
And it's not too late
I'd like to put a smile on your face every day
Mum I'm all grown up now
It's a brand new day
I'd like to put a smile on your face every day
Mum I'm all grown up now
And it's not too late
I'd like to put a smile on your face every day
The number one for me
The number one for me
The number one for me
Oh, oh, number one for me
5) Pertemuan 5
Flying Without Wings
Everybody's looking for that something
One thing that makes it all complete
You find it in the strangest places
Places you never knew it could be
Some find it in the face of their children
Some find it in their lover's eyes
Who can deny the joy it brings
When you found that special thing
You're flying without wings
Some find it sharing every morning
Some in their solitary lives
You find it in the words of others
A simple line can make you laugh or cry
You find it in the deepest friendship
The kind you cherish all your life
And when you know how much that means
You've found that special thing
You're flying without wings
So impossible as they may seem
You've got to fight for every dream
'Cause who's to know
Which one you let go
Would have made you complete
Well, for me it's waking up beside you
To watch the sunrise on your face
To know that I can say I love you
In any given time or place
It's little things that only I know
Those are the things that make you mine
And it's like flying without wings
'Cause you're my special thing
I'm flying without wings
And you're the place my life begins
And you'll be where it ends
I'm flying without wings
And that's the joy you bring
I'm flying without wings
6) Pertemuan 6
Memories
Here's to the ones that we got
Cheers to the wish you were here, but you're not
'Cause the drinks bring back all the memories
Of everything we've been through
Toast to the ones here today
Toast to the ones that we lost on the way
'Cause the drinks bring back all the memories
And the memories bring back, memories bring back you
There's a time that I remember, when I did not know no pain
When I believed in forever, and everything would stay the same
Now my heart feel like December when somebody say your name
'Cause I can't reach out to call you, but I know I will one day, yeah
Everybody hurts sometimes
Everybody hurts someday, aye aye
But everything gon' be alright
Go and raise a glass and say, aye
Here's to the ones that we got
Cheers to the wish you were here, but you're not
'Cause the drinks bring back all the memories
Of everything we've been through
Toast to the ones here today
Toast to the ones that we lost on the way
'Cause the drinks bring back all the memories
And the memories bring back, memories bring back you
Doo doo, doo doo, doo doo
Doo doo, doo doo, doo doo, doo doo
Doo doo, doo doo, doo doo doo
Memories bring back, memories bring back you
There's a time that I remember when I never felt so lost
When I felt all of the hatred was too powerful to stop (ooh, yeah)
Now my heart feel like an ember and it's lighting up the dark
I'll carry these torches for ya that you know I'll never drop, yeah
Everybody hurts sometimes
Everybody hurts someday, aye aye
But everything gon' be alright
Go and raise a glass and say, aye
Here's to the ones that we got (oh oh)
Cheers to the wish you were here, but you're not
'Cause the drinks bring back all the memories
Of everything we've been through (no, no)
Toast to the ones here today (aye)
Toast to the ones that we lost on the way
'Cause the drinks bring back all the memories (aye)
And the memories bring back, memories bring back you
Doo doo, doo doo, doo doo
Doo doo, doo doo, doo doo, doo doo
Doo doo, doo doo, doo doo doo
Memories bring back, memories bring back you
Doo doo, doo doo doo doo
Doo doo, doo doo, doo doo, doo doo
Doo doo, doo doo, doo doo doo (ooh, yeah)
Memories bring back, memories bring back you
Yeah, yeah, yeah
Yeah, yeah, yeah, yeah, yeah, no, no
Memories bring back, memories bring back you
E. METODE PEMBELAJARAN
Dictogloss technique
F. MEDIA PEMBELAJARAN
Media : lagu dari aplikasi JOOX
G. SUMBER BELAJAR
• Buku SMA kelas XI yang relavan
• JOOX Application
H. LANGKAH-LANGKAH PEMBELAJARAN
1. Pertemuan 1
Pendahuluan Guru mengecek kesiapan siswa
Guru menanyakan pengalaman siswa dalam
belajar bahasa inggris (social chat)
Guru menyampaikan tujuan pembelajaran
Guru menyampaikan materi yang akan
5 menit
dipelajari dan menjelaskan kegiatan yang
akan dilakukan
Kegiatan
inti
Mengamati
Siswa menyimak lagu yang diperdengarkan
Siswa mengungkapkan kata-kata baru yang
dipelajari
Siswa mengungkapkan kata-kata sulit dari
lagu
Menanya
Siswa menanyakan kata-kata yang sulit
Siswa menanyakan pengucapan dari kata
yang sulit
Mengumpulkan Informasi
Siswa membuat list kata kata yang terkair
dengan lagu
Siswa menjawab pertanyaan tentang lagu
yang dinyanyikan
35 menit
Penutup Siswa melatih mengucapkan dan
menyebutkan makna kata
Siswa dan guru menyimpulkan hasil
pembelajaran
5 menit
2. Pertemuan 2
Pendahuluan Guru mengecek kesiapan siswa
Guru menanyakan pengalaman siswa dalam
belajar bahasa inggris (social chat)
Guru menyampaikan tujuan pembelajaran
Guru menyampaikan materi yang akan
dipelajari dan menjelaskan kegiatan yang
akan dilakukan
5 menit
Kegiatan
inti
Mengasosiasi
Siswa dibagi dalam beberapa kelompok
Setiap kelompok mendengarkan lagu yang
telah disiapkan
Setiap kelompok mengumpulkan kalimat
yang tidak familiar
Setiap kelompok menemukan pesan dari lagu
yang didengar
Mengkomunikasikan
Setiap kelompok memaparkan lagu yang
telah didengar
35 menit
Penutup Siswa latihan mengucapkan dan
menyebutkan makna kata
5 menit
Siswa dan guru menyimpulkan hasil
pembelajaran
3. Pertemuan 3
Pendahuluan Guru mengecek kesiapan siswa
Guru menanyakan pengalaman siswa dalam
belajar bahasa inggris (social chat)
Guru menyampaikan tujuan pembelajaran
Guru menyampaikan materi yang akan
dipelajari dan menjelaskan kegiatan yang
akan dilakukan
5 menit
Kegiatan
inti
Mengamati
Siswa mendengarkan lagu yang diberikan
Siswa menuliskan kata kata yang sulit untuk
diucapkan
Menirukan penyebutan sulit berulang ulang
dari lagu yang didengar
Siswa menemukan arti dari setiap kata atau
kalimat yang belum diketahui
35 menit
Penutup Siswa latihan dalam mengucapkan dan
menyebutkan makna kata
Siswa dan guru menyimpulkan hasil
5 menit
pembelajaran
4. Pertemuan ke 4
Pendahuluan Guru mengecek kesiapan siswa
Guru menanyakan pengalaman siswa dalam
belajar bahasa inggris (social chat)
Guru menyampaikan tujuan pembelajaran
Guru menyampaikan materi yang akan
dipelajari dan menjelaskan kegiatan yang
akan dilakukan
5 menit
Kegiatan
inti
Mengasosiasi
Siswa dalam beberapa kelompok
mendengarkan lagu dengan seksama
Setiap siswa menuliskan minimal 5 kalimat
baru beserta pengucapannya secara benar
Siswa mempraktekkan penyebutan setiap
kalimat sulit yang ditemukan
Mengkomunikasikan
Setiap kelompok membandingkan dan
mendiskusikan hasil kerjanya.
35 menit
Penutup Siswa belajar mengucapkan dan
menyebutkan makna kata
5 menit
Siswa dan guru menyimpulkan hasil
pembelajaran
5. Pertemuan 5
Pendahuluan Guru mengecek kesiapan siswa
Guru menanyakan pengalaman siswa dalam
belajar bahasa inggris (social chat)
Guru menyampaikan tujuan pembelajaran
Guru menyampaikan materi yang akan
dipelajari dan menjelaskan kegiatan yang
akan dilakukan
5 menit
Kegiatan
inti
Mengasosiasi
Siswa diperdengarkan lagu yang akan
dianalisis
Siswa bernyanyi bersama dalam rangka
merefresh semangat sekaligus tahap awal
pembelajaran
Dari proses mendengarkan lagu, siswa
menulis kata atau kalimat yang mereka
dengar dari lagu
Mengkomunikasikan
Siswa menuliskan di papan tulis apa saja
35 menit
yang mereka dengar
Siswa dan guru mencocokkan apa yang
siswa dengar dengan lyric yang benar
Siswa menyebutkan kata dengan benar dan
menemukan arti dari kata baru
Penutup Siswa belajar mengucapkan dan
menyebutkan makna kata
Siswa dan guru menyimpulkan hasil
pembelajaran
5 menit
6. Pertemuan 6
Pendahuluan Guru mengecek kesiapan siswa
Guru menanyakan pengalaman siswa dalam
belajar bahasa inggris (social chat)
Guru menyampaikan tujuan pembelajaran
Guru menyampaikan materi yang akan
dipelajari dan menjelaskan kegiatan yang
akan dilakukan
5 menit
Kegiatan
inti
Mengamati
Siswa mendengarkan lagu dengan seksama
Setiap siswa menuliskan minimal 5 kata
pada sticky note beserta artinya
Siswa mempraktekkan penyebutan setiap
35 menit
kalimat yang telah ditulis
Setiap siswa menempelkan sticky note pada
kertas karton yang telah disediakan setelah
mempraktekkan penyebutannya beserta
artinya
Penutup Siswa belajar mengucapkan dan
menyebutkan makna kata
Siswa dan guru menyimpulkan hasil
pembelajaran
5 menit
I. PENILAIAN
1. Teknik Penilaian
Penilaian sikap
a) Penilaian diri dan penilaian teman sejawat
b) Menggunakan daftar cek atau skala penilaian (rating scale) yang
disertai rubric
Penilaian Pengetahuan
a) Penilaian lisan/tulisan
b) Penugasan
2. Instrument Penilaian
Instrument penilaian Sikap
NO. Sikap Yang Diamati
Skor
Keterangan
4 3 2 1
1. Serius dalam menerima pelajaran
2.
Bertanggung jawab dan teliti dalam
menjalankan tugas
3. Santun terhadap guru/ menghargai
4. Menghargai teman
5.
Aktif berperan serta dalam proses
PBM
Kriteria: 4= sangat baik 2= cukup
3= baik 1= kurang
3. Pembelajaran Remedial dan Pengayaan
Materi: English song
Ketuntasan personal
1) Peserta didik yang memperoleh nilai sama atau diatas standar KKM
dinyatakan TUNTAS
2) Peserta didik yang memperoleh nilai dibawah standar KKM harus
mengikuti kegiatan remedial
3) Nilai remedial: jika nilai remedial berada sama atau diatas rata-rata
KKM, maka nilai yang dimasukkan adalah nilai standar KKM.
Sedangkan jika nilai remedial berada dibawah standar KKM, maka
nilai yang dimasukkan adalah nilai apa adanya.
4. Ketentuan Kolektif
1) Jika skor soal yang dicapai ≥65% materi pelajaran bisa dilanjutkan
2) Jika skor yang dicapai <65% materi pelajaran harus diulang terutama
soal yang ketuntasannya <65%
Takalar, 2020
Mahasiswa
(____________________)
APPENDIX IV
The students’ row of pre-test
No. Respondents vocabulary pronunciation
1. M 56 50
2. NA 52 50
3. NH 32 25
4. RA 40 25
5. RE 28 25
6. RH 48 50
7. RB 60 50
8. SA 36 25
9. SU 44 25
10. SY 40 25
11. U 40 25
12. WOS 52 25
13. HM 40 25
14. RU 32 25
15. F 44 25
16. YS 64 50
17. S 28 25
18. NAN 56 50
19. NL 56 25
20. NS 28 25
Total ∑ = 876 ∑ = 646
Mean Score (X) 43.8 32.3
APPENDIX V
The students’ row of post test
No. Respondents vocabulary pronunciation
1. M 92 75
2. NA 84 75
3. NH 68 50
4. RA 72 50
5. RE 76 50
6. RH 80 75
7. RB 92 75
8. SA 72 50
9. SU 80 50
10. SY 76 50
11. U 80 50
12. WOS 80 50
13. HM 72 50
14. RU 64 50
15. F 84 50
16. YS 88 75
17. S 68 75
18. NAN 92 75
19. NL 88 50
20. NS 68 50
Total ∑ = 1576 ∑ = 1175
Mean Score (X) 78.8 58.75
APPENDIX VI
The students’ classifications of pre-test and post test score
1. Word Meaning
No. Respondents Pre-test Classifications Post
Test Classifications
1. M 56 Fair 92 Very Good
2. NA 52 Poor 84 Good
3. NH 32 Very Poor 68 Fairly Good
4. RA 40 Poor 72 Fairly Good
5. RE 28 Very Poor 76 Good
6. RH 48 Poor 80 Good
7. RB 60 Fair 92 Very Good
8. SA 36 Poor 72 Fairly Good
9. SU 44 Poor 80 Good
10. SY 40 Poor 76 Good
11. U 40 Poor 80 Good
12. WOS 52 Poor 80 Good
13. HM 40 Poor 72 Fairly Good
14. RU 32 Very Poor 64 Fair
15. F 44 Poor 84 Good
16. YS 64 Fair 88 Very Good
17. S 28 Very Poor 68 Fairly Good
18. NAN 56 Fair 92 Very Good
19. NL 56 Fair 88 Very Good
20. NS 28 Very Poor 68 Fairly Good
2. Word Pronunciation
No. Respondents Pre-test Classifications Post
Test Classifications
1. M 50 Poor 75 Fairly Good
2. NA 50 Poor 75 Fairly Good
3. NH 25 Very poor 50 Poor
4. RA 25 Very poor 50 Poor
5. RE 25 Very poor 50 Poor
6. RH 50 Poor 75 Fairly Good
7. RB 50 Poor 75 Fairly Good
8. SA 25 Very Poor 50 Poor
9. SU 25 Very Poor 50 Poor
10. SY 25 Very Poor 50 Poor
11. U 25 Very Poor 50 Poor
12. WOS 25 Very Poor 50 Poor
13. HM 25 Very Poor 50 Poor
14. RU 25 Very Poor 50 Poor
15. F 25 Very Poor 50 Poor
16. YS 50 Poor 75 Fairly Good
17. S 25 Very Poor 75 Fairly good
18. NAN 50 Poor 75 Fairly good
19. NL 25 Very Poor 50 Poor
20. NS 25 Very Poor 50 Poor
APPENDIX VII
The students’ mean score of pre-test and post test
1. Mean score of pre-test and post-test in terms of word meaning
a. Pre-test
∑
b. Post test
∑
2. Mean score of pre-test and post-test in terms of word pronunciation
a. Pre-test
∑
b. Post test
∑
APPENDIX VIII
The percentages of students’ improvement
1. Word Meaning
2. Word Pronunciation
APPENDIX IX
Frequencies Variables
1. Word Meaning
a. Pre-test
Statistics
Pretestvocabulary
N Valid 20
Missing 0
Mean 43,80
Median 42,67a
Mode 40
Std. Deviation 11,275
Variance 127,116
Range 36
Minimum 28
Maximum 64
Sum 876
a. Calculated from grouped data.
Pretestvocabulary
Frequency Percent
Valid
Percent
Cumulative
Percent
Valid 28 3 15,0 15,0 15,0
32 2 10,0 10,0 25,0
36 1 5,0 5,0 30,0
40 4 20,0 20,0 50,0
44 2 10,0 10,0 60,0
48 1 5,0 5,0 65,0
52 2 10,0 10,0 75,0
56 3 15,0 15,0 90,0
60 1 5,0 5,0 95,0
64 1 5,0 5,0 100,0
Total 20 100,0 100,0
b. Post test
Statistics
Posttestvocabulary
N Valid 20
Missing 0
Mean 78,80
Median 78,67a
Mode 80
Std. Deviation 8,811
Variance 77,642
Range 28
Minimum 64
Maximum 92
Sum 1576
a. Calculated from grouped data.
Posttestvocabulary
Frequency Percent Valid Percent
Cumulative
Percent
Valid 64 1 5,0 5,0 5,0
68 3 15,0 15,0 20,0
72 3 15,0 15,0 35,0
76 2 10,0 10,0 45,0
80 4 20,0 20,0 65,0
84 2 10,0 10,0 75,0
88 2 10,0 10,0 85,0
92 3 15,0 15,0 100,0
Total 20 100,0 100,0
2. Word Pronunciation
a. Pre-test
Statistics
Pretestpronunciation
N Valid 20
Missing 0
Mean 32,30
Median 30,56a
Mode 25
Std. Deviation 11,904
Variance 141,695
Range 27
Minimum 23
Maximum 50
Sum 646
a. Calculated from grouped data.
Pretestpronunciation
Frequency Percent Valid Percent
Cumulative
Percent
Valid 23 2 10,0 10,0 10,0
25 12 60,0 60,0 70,0
50 6 30,0 30,0 100,0
Total 20 100,0 100,0
b. Post test
Statistics
posttestpronunciation
N Valid 20
Missing 0
Mean 58,75
Median 58,75a
Mode 50
Std. Deviation 12,234
Variance 149,671
Range 25
Minimum 50
Maximum 75
Sum 1175
a. Calculated from grouped data.
Pretestpronunciation
Frequency Percent Valid Percent
Cumulative
Percent
Valid 23 2 10,0 10,0 10,0
25 12 60,0 60,0 70,0
50 6 30,0 30,0 100,0
Total 20 100,0 100,0
APPENDIX X
T-test Pairs
1. T-test Word Meaning (vocabulary)
Paired Samples Statistics
Mean N Std. Deviation Std. Error Mean
Pair 1 Pretestofvocabulary 43,8000 20 11,27456 2,52107
Posttestofvocabulary 78,8000 20 8,81148 1,97031
Paired Samples Correlations
N Correlation Sig.
Pair 1 Pretestofvocabulary &
Posttestogvocabulary 20 ,896 ,000
Paired Samples Test
Paired Differences
t df
Sig. (2-
tailed) Mean
Std.
Deviation
Std. Error
Mean
95% Confidence Interval of
the Difference
Lower Upper
P
a
i
r
1
Pretestofvoc
abulary –
Posttestofvo
cabulary
-
35,00000 5,17077 1,15622 -37,41999 -32,58001
-
30,271 19 ,000
2. T-test Word Pronunciation
Paired Samples Statistics
Mean N Std. Deviation Std. Error Mean
Pair 1 Pretestofpron
unciation 32,3000 20 11,90356 2,66172
Posttestofpro
nunciation 58,7500 20 12,23401 2,73561
Paired Samples Correlations
N Correlation Sig.
Pair 1 Pretestofpronunciation&
Posttestofpronunciation 20 ,894 ,000
Paired Samples Test
Paired Differences
t df
Sig. (2-
tailed) Mean
Std.
Deviatio
n
Std. Error
Mean
95% Confidence
Interval of the
Difference
Lower Upper
P
a
i
r
1
Pretestof
pronunciation –
Posttestofpronunci
ation
-
26,450
00
5,57697 1,24705 -29,06010 -23,83990
-
21,21
0
19 ,000
APPENDIX XI
DOCUMENTATION
Pre-test
Treatment
Post-test
L
E
T
T
E
R
S
CURRICULUM VITAE
Nurul Fitra was born on January 23th
, 1998 in Loka,
Enrekang. She is the fourth child of five daughters from the
marriage of Sukawati and Amma. She began her study at TK
ABA Loka and graduated in 2003. She continued her study at
SDN 88 Loka, Enrekangand graduated in 2009. Then, she
continued her education at SMP Negeri 4 Baraka, Enrekang and graduated in
2012. Afterwards, she continued her study at MA Negeri 1 Enrekang and
graduated in 2015. In the same year (2015), she was registered as a student of
English Education Department of Teacher Training and Education Faculty at
Muhammadiyah University of Makassar. At the end of her study, she could finish
her thesis by the title The Use of JOOX Application to Improve Students’
Listening Ability by Applying Dictogloss Technique (A Pre-experimental Research
at the Eleventh Grade of MA Assalam Timbuseng in the Academic Year
2020/2021).