Post on 14-Mar-2019
THE EFFECTIVENESS OF POPULAR SONGS IN IMPROVING
STUDENTS’ LISTENING SKILL
(A Quasi-experimental Study at the Seventh Grade Students of Junior High School at SMP N 10
Tangerang Selatan)
A Skripsi
Presented to the Faculty of Educational Sciences
In Partial Fulfillment of the Requirements for the Degree of S.Pd. (S1)
In the Department of English Education
By:
AYATIKA ADAWIYAH
1111014000055
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2017
iii
SURAT PERNYATAAN KARYA ILMIAH
Yang bertandatangan di bawah ini:
Nama : Ayatika Adawiyah
NIM : 1111014000055
Jurusan : Pendidikan Bahasa Inggris
Alamat : Jl. Wr. Supratman no. 33 Rt 02/09 Gg. Bacang Kp. Utan
Cempaka Putih Ciputat Timur Tangerang Selatan
MENYATAKAN DENGAN SESUNGGUHNYA
Bahwa skripsi yang berjudul TheEffectiveness of Popular Songs in
Improving Students’ Listening Skill (A Quasi-experimental Study at The
Seventh Grade Students of Junior High School at SMP N 10 Tangerang Selatan)
adalah benar hasil karya sendiri di bawah bimbingan dosen:
1. Nama Pembimbing : Dr. Farida Hamid, M.Pd.
NIP : 19631010 199103 2 003
Jurusan/Program Studi : Pendidikan Bahasa Inggris
2. Nama Pembimbing : Yenny Rachmawati, M.Ed.
NIP : 19801011 201503 2 003
Jurusan/Program Studi : Pendidikan Bahasa Inggris
Demikian surat pernyataan ini saya buat dengan sesungguhnya dan saya
siap menerima segala konsekuensi apabila terbukti bahwa skripsi ini bukan hasil
karya sendiri.
Jakarta, Oktober 2017
Ayatika Adawiyah NIM. 1111014000055
iv
ACKNOWLDEGEMENT
In the name of Allah, The Beneficent and The Merciful
All praises be to Allah Subhanahu wata’ala, Lord of the worlds, for the
blessing, the guidance and the strength given to the writer in completion this
research. Peace and blessing be upon to Prophet Muhammad Shalallahu ‘alaihi
wasallam, his family, his companion, and his followers.
It is anhonor for the writer could finally accomplish a skripsi entitled “The
Effectiveness of Popular Songs in Improving Students’ Listening Skill”(A Quasi-
experimental Study at The Seventh Grade Students of Junior High Schoolat SMP
N 10 Tangerang Selatan). This paper is submitted to fulfill one of the
requirements for the Degree of S.Pd. at the Department of English Education of
Faculty of Educational Sciences, State Islamic University Syarif Hidayatullah
Jakarta.
She dedicates this skripsi to her beloved parents, brother, sisters, and
husband, Munati Buneng, Mita Mariyah Sutarman, Ismail Ahmat Rizal, and
Rahmat Hidayat for eternal love, great support and patience. Furthermore, the
writer would particularly thank to her wonderful and excellence advisors, Dr.
Farida Hamid, M.Pd. and Yenny Rahmawati, M.Ed. for the guidance, knowledge,
patience, and motivation in helping the writer to accomplish this skripsi. In this
occasion, the writer would like to give her deepest gratitude and salute to:
1. Prof. Dr. Ahmad Thib Raya, M.A., the Dean of Faculty of Educational
Sciences, Syarif Hidayatullah State Islamic University Jakarta.
2. The Head of Department of English Education and the secretary of
Department of English Education, Dr. Alek, M.Pd. And Zaharil Anasy,
M.Hum.
3. All lectures in Department of English Education for the precious
knowledge, motivation, and patience during the writer’s study.
v
4. The Headmaster of SMPN 10 Tangerang Selatan who has given
permission of doing research at the school and the English teacher who
has given permission and helped to the writer in conducting a research
in her classes, and the students of VII.5 and VII.6as the objects of
research who have been very brilliant and excellent.
5. Mrs. Munati Buneng (beloved mother) who always gives her best
motivation, everlasting love, wonderful patience, great trust to the
writer.
6. Families, especially the writer’s brothers and sisters, Ismail Ahmat
Rizal, Akhmad Tamam Mudin, Maryani S.Pd., Mita Mariyah
Sutarman, Siti Aisyah, Siti Nurahmah, and Rizki Fazriani who always
been the reason the writer bears every struggle.
7. English Education B Class family, for the great and bitter moments of
writer’s university life.
8. The writer’s special warm for those one who have given such great
help, thank you.
There are no words enough to give appreciations for their help and contribution in this paper. May Allah Subhanahuwata’ala bless them all. Furthermore, the writer realizes that this paper is still far from perfect. It is a pleasure for her to get critiques and suggestions to make this paper better.
Jakarta, October 2017
The Writer
vi
ABSTRACT
Adawiyah, Ayatika (1111014000055). The Effectiveness of Popular Songs in Improving Students’ Listening Skill (A Quasi-experimental Study at the Seventh Grade Students of Junior High School at SMP N 10 Tangerang Selatan). Skripsi, The Department of English Education, Faculty of Tarbiya and Teachers’ Training, Syarif Hidayatullah State Islamic University, 2016.
The aim of this research is to see the effect of popular songs in improving students’ listening skill. The sample was 80 of the seventh year students of SMP N 10 Tangerang Selatan. The sample classes areVII.5 and VII.6. The effect of popular songs can be seen from students’ listening scores test. The writer used a quantitative method and quasi-experimental design as the research methodology with a purposive sampling technique. The research instrument was listening cloze test. The writer also used Cohen’s formula to see the size effect of popular songs on students’ listening skill. From the result of statistics calculation, it was obtained that the value of Tvalue was 7.64and degree of freedom (df) is 78. In the table of significance 5% the value of the significance was 1.66 (Ttable). Comparing those values, the result was 7.64>1.66 which means Tvalue score was higher than Ttable score. In conclusion, the Alternative Hypothesis (Ha) was accepted and the Null Hypothesis (H0) was rejected. For the effect size is 1,045 which higher than 1,00- the higher point from the Cohen’s guideline. It means that there is a positive effect and strong effect of using popular songs in imrpoving students’ listening skill at SMP N 10 Tangerang Selatan.
Keywords: Popular Songs, Listening Skill.
vii
ABSTRAK
Adawiyah, Ayatika (1111014000055). Efektivitas lagu-lagu populer dalam meningkatkan ketrampilan mendengar siswa (Penelitian Kuasi-Eksperimen terhadap Siswa Sekolah Menengah Pertama Kelas Tujuh di SMP Negeri 10 Tangerang Selatan). Skripsi jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam NegeriSyarif Hidayatullah Jakarta, 2017.
Penelitian ini bertujuan untuk melihat efektifitas dari penggunaan lagu-lagu populer dalam meningkatkan ketrampilan mendengar siswa. Sampel penelitian ini adalah 80 siswa kelas 7 dari SMP Negeri 10 Tangerang Selatan. Kelas sampel adalah kelas VII.5 dan VII.6. Keefektifan siswa dapat dilihat berdasarkan nilai test mendengarkan siswa. Penulis menggunakan metode kuantitatif dan disain kuasi-eksperimen sebagai metode penelitiannya dengan menggunakan teknik purposive sampling. Instrumen penelitian ini adalah tes tertulis dengan menggunakan teks yang beberapa katanya sengaja dihilangkan dan tersambung dengan rekaman dari perekam suara. Sebagai tambahan untuk menguatkan hasil penelitian, penulis menggunakan rumus dari Cohend untuk menghitung besaran efektifitas dari penggunaan lagu-lagu populer terhadap ketrampilan mendengar siswa. Berdasarkan hasil dari hitungan statistic diperoleh hasil Tvalue yaitu 7.64 dan degree of freedom (df) adalah 78. Dimana pada signifikansi 5% nilainya adalah 1.66 (Ttable). Dibandingkan dengan skornya, hasilnya adalah 7.64>1.66 yang berarti Tvalue lebih besar daripada Ttable. Kesimpulannya, alternative hipotesis (Ha) diterima dan Null Hypothesis (H0) ditolak. Sedangkan untuk hasil pengukuran besaran efektifitasnya adalah 1.045 dan ini menunjukkan hasil yang lebih tinggi dari 1,00 dimana nilai tersebut adalah nilai tertinggi dari pedoman Cohen. Hal ini menunjukkan bahwa ada efek positif dan kuat dari penerapan penggunaan lagu-lagu populer terhadap upaya peningkatan ketrampilan mendengarkan siswa di SMP Negeri 10 Tangerang Selatan.
Kata kunci: Lagu-lagu Populer. Ketrampilan Mendengarkan.
viii
TABLE OF CONTENTS
APPROVAL SHEET .................................................................................... i
ENDORSEMENT SHEET ........................................................................... ii
SURAT PERNYATAAN KARYA ILMIAH ............................................... iii
ACKNOWLEDGMENT ............................................................................... iv
ABSTRACT .................................................................................................. vi
ABSTRAK ..................................................................................................... vii
TABLE OF CONTENTS .............................................................................. viii
LIST OF TABLES ........................................................................................ x
LIST OF APPENDICES ............................................................................... xi
CHAPTER I. INTRODUCTION ................................................................. 1
A. Background of Study ............................................................. 1
B. Identification of Problem ...................................................... 4
C. Limitation of Problem............................................................... 4
D. Research Question ................................................................ 4
E. Research Objective ................................................................ 4
F. Significance of Research......................................................... 5
CHAPTER II. THEORETICAL FRAMEWORK ...................................... 6
A. Listening Skill ....................................................................... 6
1. Concepts of Listening ........................................................ 6
2. Types of Listening ............................................................. 7
3. The Process of Listening ................................................... 9
4. Factors Affecting Listening ............................................... 10
B. Song ..................................................................................... 12
1. Definition of Song ............................................................. 12
2. Kinds of Song .................................................................... 12
C. Popular song .......................................................................... 13
D. Physiological Response to Music ........................................... 15
ix
E. Teaching Listening Through Popular Songs............................ 16
F. Advantages of Popular Songs in Teaching Listening............... 18
G. Disadvantages of Popular Songs in Teaching Listening ......... 19
H. Previous Related Study ......................................................... 19
I. Conceptual Framework ......................................................... 22
CHAPTER III. RESEARCH METHODOLOGY ....................................... 23
A. Place and Time of Study ....................................................... 23
B. Research Method and Design ................................................ 23
C. Population and Sample .......................................................... 25
D. Technique of Collecting Data ................................................. 25
E. Research Instrument .............................................................. 26
F. Procedure of Intervention ....................................................... 26
G. Technique of Data Analysis …………………………………. 27
CHAPTER IV. RESEARCH FINDINGS AND INTEERPRETATION .... 33
A. Research Findings .................................................................. 33
1. Data Description ............................................................. 33
2. Data Analysis .................................................................. 37
3. Test of Hypothesis…………………................................. 39
B. Interpretation ......................................................................... 43
CHAPTER V. CONCLUSION AND SUGGESTIONS ............................... 45
A. Conclusion ............................................................................. 45
B. Suggestion ............................................................................. 46
BIBLIOGRAPHY ........................................................................................ 47
APPENDICES ............................................................................................... 51
x
LIST OF TABLES
Tables 3.1 Pre- and Post-test Design .....................................................................24
Tables 3.2 The Example of Normality Test in SPSS 22 Using Lilliefors.. ....... ...29
Tables 3.3 The Example of Homogeneity Test in SPSS 22................................ ...29
Tables 4.1 Students’ Scores in Controlled Class....................................................33
Tables 4.2 Students’ Scores in Experimental Class......... ................................. ...35
Tables 4.3 Normality of Pre-test Using Lilliefors .............................................. ...37
Tables 4.4 Normality of Post-test Using Lilliefors ................................................38
Tables 4.5 Homogeneity Test of Variance ofPre-test ...........................................39
Tables 4.6 Homogeneity Test of Variance of Post-test ..........................................39
Tables 4.7 The Comparison Score between Experimental and Controlled Class…40
xi
LIST OF APPENDICES
APPENDIX 1 Instrument of Pre-Test ................................................................ 51
APPENDIX 2 Instrument of Post-test ............................................................... 53
APPENDIX 3Lesson Planning of Stage I of Experimental Class .................... 55
APPENDIX 4 Lesson Planning of Stage II of Experimental Class ................... 62
APPENDIX 5 Lesson Planning of Stage III of Experimental Class .................. 69
APPENDIX 6 Lesson Planning of Stage IV of Experimental Class .................. 76
APPENDIX 7 Sylabus of Seventh Grade of Junior High School ...................... 84
APPENDIX 8 KI dan KD for 7th grade of Junior High School ……………..... 87
APPENDIX 9 Normality of Pre- and Post-test.................................................. 89
APPENDIX 10 Homogeneity of Pre- and Post-test .................................... ...... 105
APPENDIX 11 Surat-surat.................................................................................. 108
1
CHAPTER I
INTRODUCTION
A. Background of Study
Indonesia‟s government realizes their responsibility on their citizen ability
to speak foreign language. They prepare children that will lead this country in the
future by making suitable regulation related to educational system. The
government regulation number 22 year 2006 about standard of content for English
lesson points out that:1
Mata pelajaran bahasa Inggris di SMP/MTs bertujuan agar peserta didik
memliki kemampuani, 1. ..., 2.memiliki kesadaran tentang hakikat dan
pentingnya bahasa Inggris untuk meningkatkan daya saing bangsa dalam
maysarakat global, 3. .... (English subject in junior high school/MTs aims
the learners have the ability for,1. …., 2. Has an awareness of its essential
and importance of English to improve the nation’s competitiveness in a
global society, 3. …. )
Based on the regulation above English language is the most important
foreign language that Indonesian people need to communicate in this era. English
has four basic skills; speaking, listening, writing, and reading that should be
mastered by Indonesian learner as a basic to communicate using this language.
Those basic skills are devided into receptive skill-listening and reading- and
productive skill, speaking and writing.
The separation between those skills requires different way to teach them.
one of those skills that require special atention from teacher is listening skill.
However, listening skill for comprehension is not easy as well. Zheng mentioned
ten problems that are very common for EFL students, those are:2
1. Speaking rate
2. Distraction
3. Unable to recognize words they knew
4. New vocabulary
5. Missing subsequent input
1 Badan Standar Nasional Pendidikan, Standar Isi Untuk Satuan Pendidikan Dasar dan
Menengah: Standar Kompetensi dan Kompetensi Dasar SMP/MTs, (Jakarta,2006), p. 124 2Renandya & Farrel., „Teacher, the tape is too fast!‟ Extensive Listening in ELT, ELT
Journal, Vol. 65, 2011, p. 53-54
2
6. Nervousness
7. Sentence complexity
8. Background knowledge
9. Anxiety and frustration
10. Unfamiliar pronunciation
Ten problems above have similarity with the problems that the writer
found when doing teaching practice in junior high school previously at SMP N
10 Tangerang Selatan. First, the students are only facilitated by their teacher for
practicing their listening skill. They used to listen directly what their teacher
said. When the teacher read the text, the students had difficulties to identify and
to catch the meaning of the words that the teacher said. It made them anxiety and
frustration to understand.
The second problem is untractive ways of teaching listening skill. As
what mentioned before, the students only have their teacher as a main resource
in practing their listening skill. The teacher might try to do another way but
sometimes the facility in the school did not support their activity.
Teaching listening for foreign learners, learners that come from non-
English country as their first or second language, especially for learners under
18th years old, should be creative. The learners at the age need special treatment
that will help them bound with the skill. Teacher who teaches this skill need
some aids to help him/her in the classroom that will not make them always be a
main resource. The aids that will make the students to learn with their own sake.
It is important if the students learn by their own sake, the possibility of their
memory to save it into their long term memory is very big. In case, Peterson
stated the material of learning should be interesting and something unusual or
different.3 Teacher can use conversation record, video, short movie, even
popular song.
Popular song is one of the genres that are used to listen by learner. They
could find the songs wherever they are such as on the shopping centre, on the
public transportation, and privately on their own house. They could have many
3 Celce-Muria (ed.), Teaching English as a Second Language or Foreign
Language 3rd edition, (Boston: Thomson Learning, Inc., 2001), p.92
3
collection of songs that popular in their PC or Smartphone. So, it was possible
for them to get along with the popular songs if it brought to the classroom.
Medina stated while the learner relax, they are also more attentive than
usual, and therefore, more receptive to learning.4 Popular song will attract them
to listen while developing their ability in listening skill. They will listen
carefully but fun because they listen to something familiar with them and they
used to listen on their daily life. For example, Dennis Bricault who teaches at
North Park College, Chicago, Illinois-USA and William Bickerdike who teach at
the British Council in Riyadh Saudi Arabia suggested using songs as an aid to
teach listening in the classroom.5 Their reason is only to help students improving
their discourse competency in fun way. Although the song may be long and
varies in speaking rate by the singer, the students still have nice feeling by
listening to the song that familiar with them.
Some researchers also prove the benefit of using song in language
teaching, such as Alipour et.al and Cheung. Alipour et.al found the use of songs
that familiar with the students in the classroom made them more interested and
focuse to learn.6 By holding or keeping the attention of the students in the
classroom, teacher could deliver the material effectively. So, the teacher could
reach the goals of learning that they made before they started the class.
Additionally, Cheung shows the students are more enjoyable to engage in
activities they like, more students become eagerly to participate in the classroom
activity. By using popular songs as an aid in teaching listening, teachers could
get some benfits on it. They can teach the culture, the language, the habit, the
society, and many more through the song. The learners can learn with pleasure
4 Suzanne L Medina, Using Music to Enhance Second Language Acquisition: From
Theory and Practice, Language, Literacy and Academic Development for English language
Learners: Pearson Educational Publishing, 2002, p.1 5 David Nunan and Lindsay Miller. New Ways in Teaching Listening, (Virginia:
TESOL,Inc, 2002) p. 245 and p. 249 6 Mohamad Alipour, et.al., The Effects of Songs on EFL Learners‟ Vocabulary Recall
Retention: The Case of Gender, Advanace in Digital Multimedia (ADMM), Vol. 1, No. 3, 2012, p.
143
4
because they learn in different way.7 They should not always listen to their
teacher‟s sound that has a limitation or even make them bore.
From the background , the writer is interested in conducting a research on
popular songs as a media to teach listening skill. So that, the focus of this study
is “The Effectiveness of Popular Songs in Improving Students’ Listening Skill (A
Quasi-Experimental Study at the Seventh Grade Students of Junior High School
at SMPN 10 Tangerang Selatan).
B. Identification of Problem
Based on the background of the study, the problems are identified as
follows:
1. Students at young age, under 18 years old, need something unusual but
fun for learning listening skill
2. Students are difficult to identify and understand the meaning of words
3. Students feel anxiety and frustration to understand what the teacher said
in conventional way
4. Teacher as a main resource has limitation in practicing listening skill
C. Limitation of Problem
The writer focuses on the use of popular songs that familiar with
students; whether the use of that media is effective or not in improving their
listening skill.
D. Research Question
The writer composes the research question based on the title as “Are
English popular songs effective in improving students‟ listening skill at the
seventh grade students of junior high school in Tangerang Selatan?”
E. Research Objective
The research objective of this study is considering on the question above.
The writer wants to find out the effectiveness of popular songs, English pop
song, in improving students‟ listening skill.
7 Chi-Kim Cheung, The Use of Popular Culture as a Stimulus to Motivate Secondary
Students‟ English Learning in Hong Kong, ELT Journal, 55, 2001, P.58
5
F. Significance of Research
By this research study, the writer wants to give contribution for English
teacher to teach listening skill. It may consider using different media while
teaching listening. The use of different media might attract the students to learn
but fun with popular song. Hopefully, the use of popular song that familiar with
the students could increase their listening skill and help the teacher to have
additional option if they want to teach listening in the classroom.
6
CHAPTER II
THEORITICAL FRAMEWORK
A. Listening Skill
1. Concepts of Listening
Listening is very important in second and foreign language study. It is
a skill that looks like passive activity but actually it is not. It not only listens
what the speaker said but the receiver processes what he/she listens to. In
processing the information that listeners listen at least they do five elements
inside the process- hearing, attending, understanding, responding, and
remembering.1If the elements are incomplete, it’s only hearing not listening.
In addition, Michael Rost said listening in language teaching refers to
a unique complex process that allows the listeners to understand spoken
language by pacing, units of encoding, and paucing factually.2In short,
listening asks the listeners to process what they hear to gain information that
informed by the speaker. Also, Harmer categorizes listening as a receptive
skill and including in sub-skill area and he also stated there are differences
how people understand for specific and general information through their
listening.3 In short from some definitions above, listening is a language skill
that has complex process which need some elements to complete that process
for gathering information of spoken language by hear sense that human has.
The definitions above are about listening in general. While listening
skill is a core component of second-language proficiency.4 It is one of skill
that uses one of human sense, ears, as the first part to entrance the
1Gwen Nyhus Stewart, B.S.W., M.G., H.T., Types of Non-verbal Communication
Listening Skills, 2016, (http://www.leehopkins.com) 2Michael Rost, “Listening”, Ronald carter and David Nunan (eds.), The Cambridge Guide
to Teaching English to Speakers to Other Language, (Cambridge: Cambridge University press,
2001), p. 7 3Jeremy Harmer, The Practice of English Language Teaching, (Essex: Longman Group,
1991), p.18 4Jack C. Richards, Teaching Listening and Speaking, (New York: Cambridge University
Press, 2008), p. 1
7
information in audio form before it comes to the human brain. In addition
Tyagi said that listening skill is a key to receive messages effectively. The
effectiveness can be seen from the combination of hearing what someone says
and psychological involvement with the person who is talking.5 From those
definitions it can be concluded that listening skill is important element in
English language proficiency that has some factors inside and outside of the
listener that will affect the output of this skill itself. Whether the information
is received effectively or not.
2. Types of Listening
Listening skill, however, is not easy to master. There are many types
of listening to know before somebody wants to learn the skill. Those are:6
a) Intensive; focus on phonology, syntax, and lexis. Learner pays close
attention to what is actually said.
b) Selective; focus on main ideas, pre-set task. Learner attempts to
extract key information and utilize information in a meaningful way.
c) Interactive; focus on becoming active as a learner. Learner interacts
verbally with others to discover information or negotiate solutions.
d) Extensive; focus on listening continuously, managing large amounts
of listening input. Learner listens to longer extracts and performs
meaning content tasks.
e) responsive, focus on learner response to input. Learner seeks
opportunities to respond and convey her/his own opinions and ideas.
f) autonomous listening; focus on learner management of progress,
navigation of “help” options. Learners selects own extracts and
tasks, monitors own progress; decides on own patterns of interaction
with others.
People only listen of what they want to listen. It depends on the
purpose of listening, academic or entertainment. The purpose of listening
activity could be considered by teachers if they want to teach this skill. The
purpose can be combined by teacher in teaching listening especially for basic
level learner. Teacher could teach listening academically by using media that
entertaining students. Many literatures show the new way in teaching
5Babita Tyagi, Listening: An Important Skill and Its Various Aspects, The Criterion
Journal , 2013, p. 1 6 Michael Rost, Teaching and Researching Listening, (Edinburg Gate: Pearson Education
Limited, 2011), 2nd ed., p. 182-183
8
listening. The new way in teaching listening shows the combination of the
purpose of listening.
Teacher in the classroom can teach structure, pronunciation, or
vocabulary by using many kinds of technique that could attract students to
learn from authentic material.7 By using authentic material, teacher for
foreign learner can provide his/her students to be familiar with the language
they learnt. Selection of authentic material should be done and differentiate
the material by the level of students, whether basic, intermediate, or
advanced. For the basic level, the authentic material should be something
light, easy and attractive. For instance, teacher can use a media that close to
the students’ life such as song.
In this study, listening skill relates on the independent variable-
popular songs. Since song is a short piece of music, listening has three types
on it. 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.8
Based on the exposure of types in listening skill, there are some
relation between listening skill and listening to the music or song. People can
hear music everywhere but it’s not absolutely they listen to the music. They
7David Nunan and Lindsay Miller, New Ways in Teaching Listening, (Virginia: TESOL,
Inc., 2002), p.243-260 8 Charles R. Hoffer, The Understanding of Music, (Belmont: Wadsworth Publishing,
1985), 5th ed., p.8- 10
9
are really listening to the music when they have one of the three types above.
It is a skill that needs a process that will make someone really know of what
they listen to not only hear.
3. The Process of Listening
Listening is a process that will ask the listener to interact with what
they listen to. The real listener should comprehend on what they listen to. The
comprehension on listening process minimally has eight processes based on
Brown that he adapted from Clark & Clark and Richards, those are:9
a) The hearer process what we will call “raw speech” and holds on as an
“image” in their short-term memory.
b) The hearer determines the types of speech event being processed and
then appropriately “colors” the interpretation of the perceived
message.
c) The hearer infers the objective of the speaker through consideration of
the type speech event, the context, and the content.
d) The hearer recalls background information relevant to the particular
context and subject matter.
e) The hearer assigns literal meaning to the utterance.
f) The hearer assigns intended meaning to the utterance.
g) The hearer determines whether information should be retained in
short-term or long-term memory
h) The hearer deletes the form in which the message was originally
received.
In contrary, Carroll in Buck argued that” listening process only have
two stages-processes; the apprehension of the linguistic information
contained in the message and the application of that linguistic information to
the wider communicative context.”10
Valette in Buck also has different ideas
about process of listening. Her idea seems like influenced by Bloom’s
taxonomy but she did not make any reference to him, it describes of
increasingly complex cognitive skill. Here are they:11
a) Mechanical skills: the listener performs by rote memory, rather than
by understanding,
9 H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language
Pedagogy, (Pearson ESL, 2000), p. 249-250 10
Gary Buck, Assessing Listening, (Cambridge: London University Press, 2001), p. 52 11
Ibid., p. 53
10
b) Knowledge of the language: the listener demonstrates this by showing
knowledge of facts, rules, etc.
c) Transfer: the listener uses this knowledge in new situations,
d) Communication: the listener uses the language as a natural vehicle for
communication,
e) Criticism: the students analyses or evaluates a piece of language in
terms of its effectiveness, appropriacy, style, tone etc.
In the real live classsroom activity, there are some suggestion steps to
make the process of listening more effective:
a) Talk less. The good listener should stop talking when someone is
trying to talk with him/her. it can help him/her to catch the purpose of
the speaker.
b) Get rid of distractions. When the information is important to know by
the listener, she/he should avoid everything that could interupt by
listening carefully.
c) Don’t judge prematurely. Give your attention until the speaeker done
even the ideas conflict with our own.
d) Look for key ideas. Extract the central idea because most of us think
much faster that people speak.
e) Ask sincere questions. Request for new information to clarify a
speaker’s thoughts or feelings.
f) Paraphrase. Make sure your interpretation as a listener as a listener is
accurate.
g) Suspend your own agenda. It means that when you are listening to
someone, concentrate on what the speaker is saying not what you
think.
h) Emphatic listening. It is knowing that given the same set of
circumstances you might have done the same thing.
i) Open your heart with love. When we listen for not about score or
make a judge that we right and the other wrong, it’s time to open our
heart.by doing that, we do so with the belief that we are all the same.12
4. Factors Affecting Listening
In listening, other languages such as English, listener could have
difficulties in doing it. It could be some factors that affecting listener’s ability
to listen different language. There are at least three factors:13
a) Characteristics of listeners. Including the working memory of listener,
metacognitive strategies, listener’s experience, and listener’s anxiety.
12
Gwen Nyhus Stewart, B.S.W., M.G., H.T., Types of Non-verbal Communication
Listening Skills, 2016, (http://www.leehopkins.com) 13
Amber Bloomfield, et al., What Makes Listening Difficult? Factors Affecting Second
Language Comprehension, University Of Maryland Center For Advanced Study Of
Language,(2010), p. i-iv
11
b) Characteristics of passage or material to be listened. Relating to the
lenght, complexity, organization, and auditory features of passage or
material.
c) Characteristics of the testing conditions. Including at this point are
time limits when doing the test, multiple hearings, and note-taking.
In addition, Norflee has four factors that affect listening skill, those
are:14
a) The listener. The more listener interested in the topic the easier they
listen nto the topic
b) Background knowledge. Without adequate background knowledge,
listeners with poor listening skill will have difficult time accessing
difficult information
c) Speaking style. The manner in which people speak may have an effect
on listening
d) Visual input. For some people, visual supports aid listening for new
information.
For further, Underwood has seven points:15
a) Speed delivery control. Listeners could not control how fast the
speaker’s speak
b) Unavailability of words repetation. Listeners do not have a power to
ask repetition for all words the speaker’s speak when it happen outside
the classroom but they do inside if they learn by using tape recorder.
c) Limitation of vocabulary. The speaker may use vocabulary that the
listener does not know, it will be the barrier for listening process.
d) Fail to recognise speaker’s signals. Listeners may loose the chance to
know whteher the speaker move to the next point or to give an
example when they speak
e) Lack of knowledge. Listeners may lack of knowledge to the issue thah
the speaker’s speak.
f) Difficulties to concentrate in foreign language.
g) Students may have established certain learning habits that they fear to
pass it. For example, the teacher ask them to understand the word
meaning that they heard.
14
Michele Norflee, Factors that Affect Listening Comprehension, 2014,
(education.seattlepi.com/factors-affect-listening-comprehension-3720.html) 15
Abbas Pourhossein Gilakjani, Mohammad Reza Ahmadi, A Study Of Factors Affecting
EFL Learners’ English Listening Comprehension And The Strategies For Improvement, Journal of
Language Teaching and Research, Vol. 2, 2011, p. 981-982
12
The 2013 curriculum of 7th
grade students of junior high school
integrates each skill in English and does not separate each other. It can be
seen from the core competencies (Kompetensi Inti) and basic
competencies (kompetensi dasar) that used specifically in this research are
core competencies point 3 and basic competencies point 3.3 and 3.11. For
further see the appendix 8.
B. Song
1. Definition of Song
Song, based on the oxford dictionary, is a little part of music. In
addition Griffee states that song is a part of music which have words, and it
has some elements that make song differ from the poetry or speech although
they are have many similarity.16
Songs are a natural way to get children to pay attention to rhymes and a
fun way to learn.17
Schoepp added the song will be valuable if it can be
integrated with the language lesson.18
In other word, song will be a great
media to use in the classroom for teaching language, especially for foreign
learner.
However, the teacher cannot use many kinds of song that spread out
everywhere. They have to be selective to use the song in the classroom. They
have to consider the kinds of song, the genre, and the level of difficulties.
Choosing the right song will help the teachers to achieve their teaching goal.
2. Kinds of song
Dale T. Griffee clasified songs into five types based on their lenght and
tempo:19
a) All songs. It is called so because any activity can be used with this
kind of song.
16
Dale T. Griffee, Songs in Action, (New York: Prentice Hall, 1992), p. 3 17
Becky Iwasaki. et al., Let’s Bring Back the Magic of Song for Teaching Reading, The
Reading Teacher, 67, 2013, p. 138 18
Kevin Schoepp, Reason for Using Songs in the ESL/EFL Classroom, The Internet
TESL Journal, VII, 2001, p. 1 19
Dale T. Griffee, Songs in Action, (New York: Prentice Hall,1992), p.11
13
b) Short or slow song. It means that the activity which is in line with this
kind of song is the activity thsat does not need lots of energy; such as
sleeping.
c) Song that tells stories. It is a song that has a chronological order
stories. It has a beginning, a middle, and an end.
d) Long song. This kind of song is a song which is four minutes long or
longer, and it is usually difficult to sing because it is fast.
e) Short song or fast song. this song typically has no repeating phrases or
refrains. It is also has has a quick tempo and a short time.
For further, Purcell clasified songs for the classroom activity into two;
folk songs and popular songs.20
He stated that Folk songs are traditional songs
that emerged from deep culture and often to mark special event in the society.
While the popular songs are songs that publicized widely, either through live
performance or recording formation.21
C. Popular Songs
Teachers have to be selected when they want to use song as a media in
the classroom. One of the aspects that teachers should be considering is what
kinds of song she/he could use. As what mention at point B, Griffin divided the
types into folk and popular songs. Teacher could use both of them for teaching
language in the classroom or only chose one that familiar with the students. The
rise of technology makes students from foreign country being usual with popular
culture and one of those products is popular song.
According to Hoffer popular songs are a piece of music works which
commonly written and performed attractively and dynamically.22
Listeners
usually show their interest by moving their body in real or just in their
imagination. 23
It shows that they are attracted by the song they are listening to.
20
John M. Purcell, Using Songs to Enrich the Secondary Class, American Association of
Teachers of Spain and Portuguesee: Hispania, vol.75, 1992, p. 194-195 21
Ibid. 22
Charles R. Hoffer, The Understanding of Music, (Belmont:Wadsworth Publishing,
1985), p.13 23
Richard Middleton, Popular Music Analysis and Musicology: Bridging the Gap,
Cambridge University Press: Popular Music, vol. 12, 1993, p. 178
14
Purcell’s opinion is same as what Hoffer stated.24
On short, the popular song is a
kind of songs that commonly written with comercial purpose and to be consumed
as an entertainment commodity by the largest possible audience.
Written to be consumed widely and for entertaining make popular songs
move dynamically following the times. Quantity indicators of popularity such as
record sales, concert attendants, numbers of performers, radio and television air
play, have important role to determine what kinds of genre that most popular.25
It
also makes the popular songs difficult to find the firm roots in music art.
Fortunately, after long argued among the musicologist, some genres can be
determined for popular songs. Shuker on his book mention three genres such as
traditional rock n pop, rap, and dance music.26
Additionally, Holt offers at least nine genres and sub genres are listed
below:
1. Blues (country blues, urban blues, Chicago West Side Blues)
2. Jazz (traditional, swing, bebop, cool jazz)
3. Country music (old-time/traditional, bluegrass, honky-tonk, Nashville
Sound)
4. Rock (rock n roll, classic rock, glam rock, punk)
5. Soul / R&B (R & B, Motown, Memphis soul, soul-funk, contemporary R &
B)
6. Salsa (salsa Dura, salsa romantic, soul salsa, dance club salsa)
7. Heavy metal (black metal, death metal, doom metal, speed metal, trash
metal)
8. Dance ( disco, techno, house, trance, ambient)
9. Hip-hop (old school, East Coast, West Coast, gangsta rap)27
For further, each genre has its own audience and its golden age. For
instance, rock n roll became popular and mass produced in post War World II.28
This genre has support from the flourish of technology that made the great effect
24
John M. Purcell, Using Songs to Enrich the Secondary Class, American Association of
Teachers of Spain and Portuguesee: Hispania, vol.75, 1992, p. 195 25
Roy Shuker, Popular Music;The Key Concepts. 2nd
ed. (New York: Routledge, 2005),
p. xiii 26
Ibid,. 27
Fabian Holt, Genre in Popular Music, (Chicago: The University of Chicago Press,
2007), p. 15-16 28
Andy Bennett, Culture of Popular Music, (Buckingham: Open University Press, 2001),
p. 10
15
on its new form production and distribution, especially to young people.
Nowadays, those genres still produce massively and still have its audience or
listener. The singers just make fusions to follow the stack holder in music industry
need. It affects the boundaries between the genre are mixed and make
contemporary popular genre such as country music, soul/ R & B, dance, and
rock.29
Today, the students might not listen to the popular songs that have genuine
genre but contemporary popular genre.
Popular songs also will be easy to understand by learner because of the
familiarity with learner. The familiarity comes from one of charateristic of
popular songs that have more direct relation with everyday life and emerged from
a wide range of modern-day lifestyle and social formation.30
Also, most of the
popular songs that familiar with them is easy listening songs. It is a song which
has ear-catchy music sound and lite lyric. Hence, the popular songs are applicable
for classroom activity, in this case is listening skill.
D. Physiological Response to Music
Songs could not be separated from music. The rythm, the sound, and the
lyric are bounding and become something which called song. Song that divided
into popular and folk song have their own influence. For young learner, songs
which have nice rythm, sound, and also easy lyric are more interesting than other
songs which have heavy lyric and undynamic rythm and sound.
Many research found that ideal condition to learn, especially for young
learner, is on alpha and beta condition.31
Alpha condition is the condition where
human brain wave running on 7 up to 12 Hz per second and beta is on 12 uo to 25
Hz per second. In this condition, human brain feel relax but attentive.32
One of
things that could make learner in this condition is learning by using songs and/or
music. Music tends to aid relaxation as it corresponds to the students’
29
Holt, Op. Cit., p. 17 30
Ibid., p. 6 31
Eric Jansen, Enriching The Brain: How to Maximize Every Learner’s Potential, (San
Fransisco: John Wiley & Sons, Inc., 2006), p. 92 32
Ibid.
16
physiological response.33
They will not feel to learn like usual but they will learn
with pleasure. By that condition, teachers could teach what should they teach and
their students will learn without feel anxiety.
E. Teaching Listening Through Popular Songs
Discussing teaching listening through popular songs is incomplete before
discussing teaching listening in general. There are some principles of teaching
listening that point out by Jeremy Harmer:34
a) Encourage students to listen as often as possible
b) Help students to prepare to listen
c) Once may not be enough. Repeat!
d) Encourage students to respond to the content of the listening, not the just to
the language
e) Different listening stages demand different listening task
f) Good teachers exploit listening task to the full.
In general there are three-phase sequences in teaching listening,35
those are:
The pre-listening in this phase, teacher prepares students for both top-
down and bottom-up processing through activities
involving activating prior knowledge, making
predictions, reviewing key vocabulary.
The while-listening this phase, teacher focuses on comprehension
through exercises that require selective listening,
gist listening, sequencing,etc.
The post-listening in the last phase typically involves a response to
comprehension and may require students to give
opinion about a topic.
33
Claudia Smith Salcedo, The Effect of Songs in the Language Foreign Classroom on
Text Recall and Involuntary Mental Rehearsal, LSU Digital Commons, 2002, p. 25 34
Jeremy Harmer, How to Teach English, 7th
ed., (Essex: Longman Education Limited,
2001), p. 111-112 35
Jack C. Richards, Teaching Listening and Speaking, (New York: Cambridge University
Press, 2008) p. 9- 10
17
Based on the explanation of the three-pahse above, one of the keyword is
listening activity. The basic listening activity in teaching listening consist of a few
elements, such as:
1. Text: text simply means something to listen to. Example; a story told by the
teacher, a dialogue on a tape or TV show, song lyric, etc.
2. Context: in real life most listening takes places in a context that provide
clues for listeners as they try to comprehend the text.
3. Purpose: listeners often have some ideas why they are listening to
something, so it is entirely appropriate.
4. Task: most listening exercises work well if they are tasks, that is, if students
are expected to respond to material instead just of listening. The task keeps
students alert and help focus their listening.36
For the reason of teaching listening through popular songs is the activity
for pleasure and for gaining new information, there are five conditions that will
exist in the classroom:37
1. Most of what the learners are listening to what already familiar them
2. The learners are attracted what will they learn and have a willing to know
further about it.
3. From the material, the learners do not know only some little part of
language features.
4. The learners can get new information from the language that they do not
know before by given clues and their background knowledge
5. And it must be large quantities of input for learners
After explaining and discussing teaching listening in general, there are
some procedures that teacher can use as basic way for teaching listening through
popular songs:38
1. First, the teacher could type a song lyric that she/he want to use
2. Start by talking about popular songs. The purpose is to find out whether
students know or not about the songs that they will listen
3. Teacher could write the title on the board and getb students to predict some
of the words they might hear
36
Don Snow, More Than a Native Speaker: An Introduction to Teaching English Abroad,
(Arlingtong: Kirby Litographic Company, 2006) p. 92-93 37
I. S. P Nation and J. Newton, Teaching ESL/EFL Listening and Speaking, (New York:
Routledge, 2009), p. 3-4 38
David Nunan and Lindsay Miller (eds.), New Ways in Teaching Listening, (Virginia:
TESOL, Inc., 2002), 2nd
ed., p. 245
18
4. Give the students a lyric handout of the song. Tell them to listen carefully to
the song for filling the blank words on the handout.
5. Have the students check their correction with a partner
6. Have the class sing the song along with the tape
Additionally, there are some suggestion steps for making a song the focus on
the classroom39
:
1. Listen to the song.
2. Ask some question about the tittle.
3. Listen to the song again, this time with lyric.
4. Focus on a particular verb tense or aspect of grammar.
5. Focus on vocabulary, idioms, and expressions.
6. Round things off with some creativity.
Those procedures can be modified by the teacher based on the classroom
needs. Beside, the teacher is free for choosing an appropriate popular songs that
she/he want to use as material learning. Appropriate popular songs can be selected
by some requirements such as:
1. The songs should not have violence or pornography content.
2. The songs must be an example of a particular musical trend.40
3. The songs should contain a certain artistic image.41
F. Advantages of Popular Songs in Teaching Listening
There are many advantages using songs in the classroom, such as:
1. Songs and music can be used as a relaxation in the classroom before or
while students learning.
2. Hearing the rythm and the music of the song could help them to boost their
mood in the classroom.
3. It can improve listening skill and pronunciation, acquiring vocabulary and
grammar structure.42
39
Adam J. Simpson, How to Use Songs in the English Language Classroom, 2015,
(www.britishcouncil.org) 40 Natalia F. Orlova, Helping Prospective EFL Teachers Learn How to Use Songs
in Teaching Conversation Classes, 2017, (http://iteslj.org/Techniques/Orlova-
Songs.html)
41 Ibid.
19
4. Teacher can use popular songs for introducing culture.43
5. Students can be more focused on the material they are learning.
6. Songs also have a personal quality that makes the listener react as if the
song were being sung for the listener personally.44
7. Although they do not understand the meaning of the whole songs’ lyric,
they still can bound with the song because its familiar with them.
Through the advantages above can be seen that popular songs could be an
appropriate instrument for teacher to teach listening in the classroom. In general,
songs play with human emotion which is emotion is one of important thing in
human live. It can affect someone to do or not to do something.
G. Disadvantages of Popular Songs in Teaching Listening
Although there are some advantages of using popular songs in teaching
listening, it also found by the researcher when did the observation before doing
the experiment that there are some disadvantages such as:
1. Popular songs is not something that “live longer”,45
it makes the teacher
should choose carefully.
2. Most popular songs in recent years did not have good content to be use as
material learning for Indonesian young learners
3. The speed speech of the singer is mostly too high for junior high school
level.
The disadvantages above challange the teachers to be more selective and
careful. They must be aware about the popular songs that they want to use in the
classroom. The lyric content of the songs must be appropriate for his/her students
background, whether cultural or social.
H. Previous Related Study
Relating to this study, there are some previous study that using songs in
general or popular songs for specific on listening skill. First, the research
42 Dale T. Griffe , Songs in Action, (New York: Prentice Hall, 1992), p.5-6
43 Jennifer Eddy, Song Lyrics as Culturally Authentic Material for Standards-Based
Performance, Hispania, 90, 2007, p. 142 44
Griffe, Op. Cit., p.4 45
Andy Bennett, Culture of Popular Music, (Buckingham: Open University Press, 2001),
p. 10
20
conducted by Abdul Muhit. The aim of his study is he wanted to know whether
the techniques he used can improve students’ listening skill or not. The technique
used by him also using some popular songs and it mentioned on his study. The
result of his study shows that his technique use is effective.46
Second research conducted by Mutia Mutmainah entitled “The
Correlation between Students’ Habit in Listening Songs and their Listening
Ability”.47
Although the form of the research does not similar, the use of song and
the basic skill she used is similar. She has an aim for her study that she wanted to
find is there any correlation between two variables. Her study that she conducted
was giving a result that there is a correlation between her studies’ variable.
Other previous studies came from Bangladesh conducted by Shaheen Ara
in 2009 with title “Use of Songs, Rhymes and Games in Teaching English to
Young Learners in Bangladesh”.48
This is a study that use a qualitative method
which want to deliver a piece of fact how fun activities can improve learning
process especially for young learner. It proves at the result of its study that the
learners’ motivation is rising to learn the language where learning takes place
through songs, rhymes, games, and other fun activities which is in line with their
academic life.
The next previous study made up by Cheung.49
On his paper, he did not do
experiment directly with experimental class and controlled class but generally
observing teaching-learning English in the classroom in Hong Kong. He states
that popular culture, popular songs include, can motivate students to learn English
better than usual treatment which their teacher give. Automatically it will affect to
their need for learning English and lift up their ability in English language. He
46
Abdul Muhit, “The use of Missing Lyric Game to Improve Students’ Listening Skill: A
Classroom Action Research at Second Grade of SMA Bakti Mulya 400 Jakarta”, Skripsi, pada
UIN Syarif Hidayatullah Jakarta, Jakarta, 2012, p.2, tidak dipublikasikan. 47
Mutia Mutmainah, “The Correlation between Students’ Habit in Listening Songs and
Their Listening Ability”, Skripsi, pada UIN Syarif Hidayatullah Jakarta, Jakarta, 2014, tidak
dipublikasikan 48
Shaheen Ara, Use of Songs, Rhymes and Games in Teaching English to Young
Learners in Bangladesh, The Dhaka University Journal of Linguistic, 2, 2009, p. 161-172 49
Chi-Kim Cheung, The Use of Popular Culture as a Stimulus to Motivate Secondary
Students’ English Learning in Hong Kong, ELT Journal, 55, 2001, p. 55-60
21
argues the use of popular culture has many benefits for teacher in the classroom if
she/he wants to use it as his/her aids to teach English language.50
Those relevant studies are different one to another but those are showing
the good result by using the same media and it gives many benefits to the writer’s
study. The first and second study showed fun learning activity using English
songs can improve learning process. Moreover, the third study showed the role of
popular culture can improve motivation of students to learn subject that they do
not interest before.
To be compared by the writer’s research. There are similarity between the
writer’s research and those previous researches. First, the media use by the writer
is one of the popular culture products, popular songs. Second, the use of popular
songs in the classroom became the new activities for the students that making
them fun for learning the material. The next similarity is the samples’ age for the
research. They had the same sample for being researched; learners at young age
that who was under 18 years old.
If there are some similarities, it also has the difference between the
writer’s research and those previous researches. The first is focus of the research.
The writer’s research is clearly only focus to know the effectiveness of popular
songs in improving students’ listening skill, not others. Since some previous
researches above that conducted by Ara and Cheung were having general focus
not only about listening skill but also the general of language feature in English.
The second difference is the use of popular songs as the main media in this
research that those previous researches did not use it as a main attention.
Based on the similarities and differences above, the writer found the
research’s strengthens of this research is on its’ variables. The writer use the
specific product from popular culture, popular songs. So, it made the focus of this
research is only the effectiveness of popular songs not popular games, or movies.
The next is the use of listening skill as the dependent variable. Since the language
features of English are too many, the writer strict the problem only about
improvement of students’ listening skill.
22
I. Conceptual Framework
Listening skill is one of important skill in English Language. Most of the
information got by learners comes from listening. Listening skill can help the
learners receiving much data and input in language learning such as; structure,
vocabulary, pronunciation, etc.
In implementing teaching listening in the classroom, teachers may use any
media, technique, and method to promote their teaching-learning activity. One of
media that can be used in the classroom is popular songs. Popular song is a kind
of songs that commonly written with commercial purpose and to be consumed as
an entertainment commodity by the largest possible audience.
The popular songs in the classroom are possible. Since many researchers
have found the advantages of using songs in the classroom. They can learn the
features of language learning such as structure, vocabulary, pronunciation, etc.
they can also learn the culture, history and sociology from the song. For this
research that set place at junior high school, the selected songs accustom to the
material learning they would learn at the semester. However, it is believed that
there is effect by using popular songs in improving students listening skill.
23
CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time of Study
The study was conducted in SMPN 10 Tangerang Selatan. The place and
the time are explained as follows:
1. Place of the Study
The location of SMPN 10 Tangerang Selatan is on Jl. Yaktapena Raya No.
08 Pondok Ranji, Ciputat Timur, Tangerang Selatan.
2. Time of the Study
The study started on 22nd August 2016 until 29th September 2016
B. Research Method and Design
Research method that the writer used was a quantitative method.
Quantitative method is officially about collecting numerical data to explain
particular phenomenon.1 Besides, the writer also used experimental study for this
research which was helping the researcher to know the cause and effect between
independent variables and dependent variables.2Fraenkel et.al on their book stated
“the experimental research enables researchers to go beyond description and
prediction, beyond the identification of relationship, to at least a partial
determination of what causes them.” 3
The writer used quasi-experimental study as the design. It is one of
many types of experimental design study. Quasi-experimental design is very
common in educational research field. Because the researcher of experimental
study frequently use intact group in educational field, it makes the quasi-
experimental study easy to be found in educational research area. It also means
1Daniel Muijs, Doing Quantitative Research in Education with SPSS, (London: Sage
Publication Ltd., 2004), p.1 2John W. Creswell, Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research 4th
edition, (Boston: Pearson Education, Inc, 2012), p. 295 3 Jack R. Fraenkel, Norman E. Wallen, Helen H. Hyun, How to Design and Evaluate
Research in Education 9th edition, (New York: McGraw-Hill Education, 2015), p.266
24
that the writer will select the sample from the classes already in the school.
There would show the general overview of quasi-experimental design.4
Table 3.1
Quasi-Experimental Design
Pre- and Post-test Design Time
Select
Controlled
Group
Pretest No Treatment Posttest
Select
Experimental
Group
Pretest Experimental
Treatment
Posttest
In this study, the researcher used popular songs as the independent
variable and students’ listening skill as the dependent variable. It is one
approaches of research that uses two groups; those are experimental group and
controlled group. The group that receives the new or specific treatment is called
the experimental group and the group that receives no treatment or is treated as
usual is called controlled group5. This study focused on giving treatment to the
experimental group by popular songs in teaching listening skill, and then the
researcher observed and analyzed the result through the test.
There were two variables which involved in this research. They were the
use of popular songs as the independent variable and students’ listening skill as
the dependent variable.
4 John W. Creswell, Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, (Boston: Pearson Education, 2012), p. 310 5 Donald Ary, Lucy C. Jacobs, Christine K. Sorensen, Introduction to Research in
Education 8th edition, ( Belmont: Wadsworth, Cengage Learning, 2010), p. 270
25
C. Population and Sample
The population of this study was all of the seventh grade students of
SMPN 10 Tangerang Selatan that consists of 10 classes or 400 students. And the
sample of this study was selected by using purposive sampling technique. As
mentioned by Muijs, in conducting quasi-experimental study, the control and
experimental group must be as similar as possible such as in gender, achievement,
or ability.6
According to the definition above, the writer took VII.5 class and VII.6
class for being the sample in this study because their similarity in their
achievement for English scores at the last test given by their teacher. The average
score for VII.5 class and VII.6 were stabil, between 70 to 80, in twice test that the
teacher gave while others did not. VII.5 which consists of 40 students will be the
experimental group and VII.6 class which consists of 40 students will be the
controlled group. Thus, the total of sample is 80 students.
D. Technique of Collecting Data
To collect the data, the researcher used a listening cloze test as the
primary instrument. There are two types of tests; pre-test and post-test. The pre-
test was given in experimental and control class to know how well the students’
listening ability before receiving treatment. The post-test was given to know their
listening ability after the treatment. For collecting the data and gaining
experiment, the researcher had 6 meetings in three weeks which two meet up for a
week with students that began on 29th
Augustus 2016 until 22nd
September 2016.
These are the detailed information for the process:
1. First meeting, experimental and controlled group did pre-test. Before they
started to do the test, the researcher introduced who the researcher is and gave
the simple instruction for filling the test. The test was listening cloze test
which the researcher would read a text and asked the students to listen
carefully while filling the blank words in the text. It took 40 minutes and then
6 Daniel Muijs, op. cit., p. 28.
26
they collected their paper test to the researcher. Before leaving the class, the
researcher asked for their feedback after did the pre-test.
2. Second until fifth meeting, experimental group did the experiment study
while controlled group did their usual study with their own teacher. In
experimental group, the researcher let the students listened to the popular
songs selected by the researcher before they learnt their main English subject.
It was the main treatment for boosting their mood and made them ready to
study. In the process of study, they asked to peer-work for completing the
lyric of the song that they listened before study. The purpose of this stage was
to train students listening skill by asking them to focus on popular songs they
listened. The researcher gave three repeating times for them to listen while
completing the lyric.
3. At the last meeting, experimental and controlled group faced the post-test.
The form of the test was similar with pre-test, listening cloze test, but had
different contains. They also had 40 minutes for the post-test and after that
the researcher compared the score result of pre-test and post-test.
E. Research Instrument
The instrument was listening cloze test. The test item would present 20
questions. After that, the researcher used the exact method as approaches for
scoring listening cloze test. This is a method that only gave credit or score to the
students who fill the blank with the exact word that was originally deleted by the
researcher.7 The researcher would give score 5 for each correct answer item test in
the listening cloze.
F. Procedure of Intervention
This section explained the process of teaching listening in the
experimental class. During the teaching listening in this class, the students were
learning in different way. They were learning their material using english popular
songs. The researcher were playing the song in every meeting, twice a week.
7 H. Douglas Brown, Language Assessment: Principles and Classroom Practice,
(USA:Pearson Education,Inc.,2004), p.202
27
The popular songs that were used during the treatment in the
experimental class were four songs. The writer prepared four popular songs that
should contain words in their English material during their first term on seventh
grade. The material was about number, time, name of days and months, and
preposition in time. Those songs are Sorry by Justin Bieber, Friday I’m in Love
by The Cure covered by Natalie Imbruglia, Payphone by Maroon 5 feat. Wiz
Khalifa, and Price Tag by Jessie J feat. BoB. Those songs, except Friday I’m in
Love, were famous in the last three years based on search engine machine,
Google.com, and also based on the observation of the writer. Those songs
frequently played in many radios, fast food reataurant, and shopping mall around
Jakarta, including Tangerang Selatan.
In the first meeting after pre-test, the students listened the song Sorry by
Justin Bieber. By using this song, the researcher would introduce cardinal and
ordinal number that emerged in this song. the next meeting they were listening to
Friday I’m in Love by The Cure covered by Natalie Imbruglia. By this song, they
were learning name of the days in a week. Followed the next meeting in the
second week of research, the students were listening to Payphone by Maroon 5
feat. Wiz Khalifa. In this song the students learned the time such as night,
tomorrow, yesterday, etc. The last song in the last stage was Price Tag by Jessie J
feat. BoB. The students would learn about preposition in time such as at, in, on.
After the whole stages done, the students faced the post-test. The
researcher made the post-test a bit fun to make them relax by playing a song
before they did the test. After the song over, the researcher started to give simple
instruction and gave them some suggestion before did the test.
G. Technique of Data Analysis
On analyzing the data, the researcher used ttest formula through SPSS
(Special Package of the Social Sciences) version 22 software. The t-test is one of
a number of hypothesis tests. Before calculated t-test, the researcher did normality
and homogeneity tests first.
28
1. Analysis Requirement Testing
a. Testing Normality of the Data
Before the writer decided parametric or nonparametric statistics to
calculate the data to answer the hypothesis of the research, the writer had
to analyze the normality and homogeneity of the data. The examination of
normality was needed to know whether the data has been normally
distributed. The writer used Lilliefors test using SPSS 22 for Windows to
test the normality. This test is used to determine whether the distribution
of the data from the sample is normal. If the normality is more than the
level of significance α (0.05), scores will be normally distributed. The
steps are: Click Analyze > Descriptive Statistics > Explore Fill variable
Score on dependent list and fill variable Class on factor box > Click Plots
> checklist Normality Plots with Tests > Continue > OK. If the significant
value of the normality test is greater than 0.05, the data is normal. On the
other hand, if it is below 0.05, the data significantly far from a normal
distribution.8
The criterion of hypothesis is:
H0: Significant Score > 0.05 means the data is normally distributed.
H1: Significant Score < 0.05 means the data is not normally distributed
8 Adam Lund and Mark Lund, Testing for Normality using SPSS Statistic, retrieved from
https://statistics.laerd.com/spss-tutorials/testing-for-normality-using-spss-statistics.php on October
1st,, 2015.
29
This is the example of the data using SPSS:
Table 3.2
The example of Normality Test in SPSS 22
Tests of Normality
Kelas
Kolmogorov-Smirnova Shapiro-Wilk
Statisti
c df Sig.
Statisti
c Df Sig.
Pretes
t
Experime
nt .170 20 .134 .907 20 .055
Control .174 20 .115 .908 20 .059
a. Lilliefors Significance Correction
b. Homogeneity Test
Homogeneity test is performed to show whether the data from the two
groups, experimental and controlled class, have the same variant in order
that the hypothesis can be tested by t-test or not. Here is the result of
homogeneity test of the data:
Table 3.3
The example of Homogeneity Test in SPSS 22
Test of Homogeneity of Variances
Pretest
Levene
Statistic df1 df2 Sig.
.140 1 38 .711
30
2. Hypothesis Testing (t-test)
After analyzing the normality and homogeneity of the data, the writer
calculated the data to test the hypothesis that whether there is significant
difference between students’ listening skill in experimental class and
students’ listening skill in control class. The writer calculated the data by
using t-test formula because the data obtained was normal and
homogeneous. T-test is used to know whether listen to popular song
Technique affect students’ listening skill. Two classes were compared, the
experimental class was X variable and the control class was Y variable.
The formula as follows:9
Where:
Mx = mean of variable X
My = mean of variable Y
SE = standard error
But before calculate the data using t-test formula; the researcher analyzed
the students’ listening test score by using several processes as follows:
1. Determining Mean of Variable X:
∑
2. Determining Mean of Variable Y:
∑
3. Determining Standard of Deviation Score of Variable X:
9 Anas Sudijono, Pengantar Statistik Pendidikan. (Jakarta: PT. Raja
Grafindo Persada, 2008), p.324.
31
√∑
4. Determining Standard of Deviation Score of Variable Y:
√∑
5. Determining Standard Error of Mean of Variable X:
√
6. Determining Standard Error of Mean of Variable Y:
√
7. Determining Standard Error of Difference of Mean of Variable X and
Y:
√
The last procedure is determining df(degree of freedom) with formula:
( )
Where:
M = the average of students score
SD = standard deviation
SE = standard errors
X = experimental class
Y = control class
Nx = number of students of Experiment class
Ny = number of students of Control class
32
Df = degree of freedom
3. Measure of Effect Size
Calculation of the data for experimental study was not over yet. It
still needed to prove scientiffically how strong the effect of popular songs
on students’ learning skill. The writer was using Cohen’s d to measure this
effect.10
The formula is:
d= ( )
pooled SD= ( )
After calculate the data by the formula, there are the guideline from
Cohen to determine the size effect of the independent variable of this
study;11
0-0.20 = weak effect
0.21-0.50 = modest effect
0.51-1.00 = moderate effect
> 1.00 = strong effect
4. Statistical Hypothesis
The statistical hypothesis of this study can be seen as:
to > tt, Ho is rejected and H1 is accepted
to < tt, Ho is accepted and H1is rejected
And then, the criteria used as follows:
1. If t-test (to) > t-table (tt) in significant degree of 0.05, Ho (null
hypothesis) is rejected. It means that the rates of the mean score of the
experimental group are higher than the controlled group. The use of
10
Daniel Muijs, op.cit., p. 136-137 11
Ibid., p. 139
33
popular songs technique is effective in improving students’ listening
skill.
2. If t-test (to) < t-table (tt) in significant degree of 0.05, Ho (null
hypothesis) is accepted. It means that the rates of the mean score of
the experimental group are same as or lower than the controlled group.
The use of popular songs technique is not effective in improving
students’ listening skill.
33
CHAPTER IV
RESEARCH FINDINGS AND INTERPRETATION
A. Research Findings
1. Data Description
This chapter presents data collection of experimental class and
controlled class on SMP N 10 Tangerang Selatan where pre-test and
post-test given. The researcher chose class VII-5 as the controlled class
and class VII-6 as the experimental class. Both classes consist of 40
students each. In this section, there are 2 tables presenting test scores of
experimental class and test scores of controlled class. Each table consist
of 3 columns, they are pre-test score, post-test score and gained score.
a. Data of Controlled Class
Table 4.1
Students’ Scores in Controlled Class
Student No. Pre-test Post-test Gained Score
1 50 35 -15
2 20 25 5
3 10 30 20
4 50 55 5
5 45 45 0
6 20 30 10
7 40 45 5
8 70 70 0
9 65 65 0
10 30 45 15
11 10 5 -5
12 5 10 5
13 75 70 -5
34
Student No. Pre-test Post-test Gained Score
14 70 50 -20
15 95 85 -10
16 45 45 0
17 50 40 -10
18 20 30 10
19 30 40 10
20 45 45 0
21 55 40 -15
22 45 55 10
23 60 70 10
24 90 95 5
25 55 60 5
26 40 30 -10
27 60 50 -10
28 75 60 -15
29 20 60 40
30 45 40 -5
31 55 45 -10
32 25 50 25
33 5 30 25
34 55 55 0
35 75 70 -5
36 35 15 -20
37 35 35 0
38 55 60 5
39 30 30 0
40 85 55 -30
∑ 1845 1870 25
Average Score 46,125 46,75 0,625
35
In the Table 4.1 above, it was shown that the highest score in
pre-test on Controlled Class was 95 and the lowest score was 5,
furthermore, the highest score in post-test on Controlled Class was
95 and the lowest score was 5. The average score on Controlled
Class was slightly increased by 0,625 points and the total of gained
score was 25.
b. Data of Experimental Class
Table 4.2
Students’ Scores in Experimental Class
Student No. Pre-test Post-test Gained Score
1 25 45 20
2 80 85 5
3 45 40 -5
4 35 75 40
5 30 30 0
6 65 60 -5
7 70 75 5
8 50 35 -15
9 60 80 20
10 25 80 55
11 20 40 20
12 75 70 -5
13 50 45 -5
14 25 45 20
15 25 45 20
16 70 85 15
17 80 85 5
18 60 75 15
19 25 60 35
36
Student No. Pre-test Post-test Gained Score
20 25 40 15
21 40 75 35
22 50 60 10
23 40 60 20
24 65 60 -5
25 40 45 5
26 45 55 10
27 55 50 -5
28 55 70 15
29 15 50 35
30 80 90 10
31 55 70 20
32 70 85 15
33 40 70 30
34 25 60 35
35 15 70 55
36 55 50 -5
37 45 70 25
38 40 65 25
39 30 55 25
40 35 75 40
∑ 1835 2485 650
Average
Score 45,875 62,125 16,25
From Table 4.2, it was shown that the highest score on pre-test of
Experimental Class was 80 and the lowest score was 15, while in the post
test of Experimental Class, the highest score was 90 and the lowest was
35. In the Table 4.2, it also revealed that the total of gained score was
37
650 and the average score between pre-test and post-test are different.
The post test score was slightly higher by 16,25.
2. Data Analysis
a. Normality Test
The researcher using Shapiro-Wilk as the normality test testing. It
is because the sample is 40 which is below 50, therefore the hypotheses
are as follows:
H0: Data of X is normally distributed.
H1: Data of X is not normally distributed.
H0 is accepted if the significant value of Shapiro-Wilk Test is higher than
significant value α (0,05).
1) Normality of Pre-test
Table 4.3
Normality of Pre-test
Tests of Normality
Kelas
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Pre
test
Experimental .114 40 .200* .949 40 .072
Controlled .081 40 .200* .978 40 .624
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
The table above shows that the significant value of normality test
in Pre-test on Experimental class was 0.072 while in the Controlled
Class was 0.624. From these scores, it can be concluded that the
significance in Experimental Class is higher than α 0.05 (0.072 > 0.05)
and the significance in Controlled Class also higher than α 0.05 (0.624
> 0.05). Thus, the H0 is accepted and it means the data are normally
distributed.
38
2) Normality of Post-test
Table 4.4
Normality of Post-test
Tests of Normality
Kelas
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Postt
est
Experimental .138 40 .054 .956 40 .125
Controlled .089 40 .200* .982 40 .768
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
The table above shows that the significant value of normality
test in Post Test on Experimental class was 0.152 while in the
Controlled Class was 0.768. From these scores, it can be concluded
that the significance in Experimental Class is higher than α 0.05
(0.125 > 0.05) and the significance in Controlled Class also higher
than α 0.05 (0.768 > 0.05). Thus, the H0 is accepted and it means the
data are normally distributed.
b. Homogeneity Test
After calculating data normality, the researcher needs to calculate
the homogeneity of data. Whether it is homogeny or heterogenic, it will
be calculated using Descriptive Statistic formula in SPSS 23 program for
Windows as already been described in Chapter 3. Below are the
hypotheses and results.
Hypothesis:
H0: The sample of experimental class is not different from
controlled class or the sample is homogeneous.
H1: The sample of experimental class is different from controlled
class or the sample is heterogeneous.
39
1) Homogeneity Test of Pre Test
Table 4.5
Homogeneity Test of Pre-test
Test of Homogeneity of Variances
Levene Statistic df1 df2 Sig.
.842 1 78 .362
From Table 4.5 it can be seen that the significance of Pre-
test between Experimental Class and Controlled Class was higher
than significance value (0.362 > 0.05). This means the H0 hypotheses
was accepted, the sample of Experimental Class and Controlled
Class were homogenous.
2) Homogeneity Test of Post Test
Table 4.6
Homogeneity Test of Post-test
Test of Homogeneity of Variances
Post_test
Levene
Statistic df1 df2 Sig.
.174 1 78 .677
From Table 4.6 it can be seen that the significance of Post-
test between Experimental Class and Controlled Class was higher
than significance value (0.677 > 0.05). This means the H0 hypotheses
was accepted, the sample of Experimental Class and Controlled
Class were homogenous.
3. Test of Hypotheses
This section is the most important calculation for the research. It is to
determine whether there is a positive effect of popular songs in improving
40
students’ listening skill or not. The researcher was using t-test Formula to
compare score between Experimental Class (X) and Controlled Class (Y).
Table 4.7 is presented below, consist the calculation of gained score on both
classes.
Table 4.7
Statistical Calculation on Gained Score of Experimental Class (X) and Controlled
Class (Y)
No. X Y x y x2
y2
1 20 -15 3,75 -15,625 14,0625 244,1406
2 5 5 -11,25 4,375 126,5625 19,14063
3 -5 20 -21,25 19,375 451,5625 375,3906
4 40 5 23,75 4,375 564,0625 19,14063
5 0 0 -16,25 -0,625 264,0625 0,390625
6 -5 10 -21,25 9,375 451,5625 87,89063
7 5 5 -11,25 4,375 126,5625 19,14063
8 -15 0 -31,25 -0,625 976,5625 0,390625
9 20 0 3,75 -0,625 14,0625 0,390625
10 55 15 38,75 14,375 1501,563 206,6406
11 20 -5 3,75 -5,625 14,0625 31,64063
12 -5 5 -21,25 4,375 451,5625 19,14063
13 -5 -5 -21,25 -5,625 451,5625 31,64063
14 20 -20 3,75 -20,625 14,0625 425,3906
15 20 -10 3,75 -10,625 14,0625 112,8906
16 15 0 -1,25 -0,625 1,5625 0,390625
17 5 -10 -11,25 -10,625 126,5625 112,8906
18 15 10 -1,25 9,375 1,5625 87,89063
19 35 10 18,75 9,375 351,5625 87,89063
20 15 0 -1,25 -0,625 1,5625 0,390625
21 35 -15 18,75 -15,625 351,5625 244,1406
41
22 10 10 -6,25 9,375 39,0625 87,89063
23 20 10 3,75 9,375 14,0625 87,89063
24 -5 5 -21,25 4,375 451,5625 19,14063
25 5 5 -11,25 4,375 126,5625 19,14063
26 10 -10 -6,25 -10,625 39,0625 112,8906
27 -5 -10 -21,25 -10,625 451,5625 112,8906
28 15 -15 -1,25 -15,625 1,5625 244,1406
29 35 40 18,75 39,375 351,5625 1550,391
30 10 -5 -6,25 -5,625 39,0625 31,64063
31 20 -10 3,75 -10,625 14,0625 112,8906
32 15 25 -1,25 24,375 1,5625 594,1406
33 30 25 13,75 24,375 189,0625 594,1406
34 35 0 18,75 -0,625 351,5625 0,390625
35 55 -5 38,75 -5,625 1501,563 31,64063
36 -5 -20 -21,25 -20,625 451,5625 425,3906
37 25 0 8,75 -0,625 76,5625 0,390625
38 25 5 8,75 4,375 76,5625 19,14063
39 25 0 8,75 -0,625 76,5625 0,390625
40 40 -30 23,75 -30,625 564,0625 937,8906
SUM 650 25 11087,5 7109,375
Average 16,25 0,625 277,1875 177,7344
The procedure of calculation as follows:
1. Determining mean of variable X (Experiment Class):
∑
2. Determining mean of variable Y (Control Class):
∑
42
3. Determining standard deviation of variable X:
√∑
√
√
4. Determining standard deviation of variable Y:
√∑
√
√
5. Determining standard error of mean variable X:
√
√
6. Determining standard error of mean variable Y:
√
√
7. Determining standard error of different mean of variable x and
mean of variable Y:
√
= √
= √
= √
= 3,42
8. Statistical t-test formula:
9. Determining in significance level 0.05, with df (degree of
freedom)
df = (Nx + Ny) – 2 = (40 + 40) – 2 = 78
From the calculation above, the df value is 78 and from degree of
significant value 0.05 or tt is 1,66.
10. Effect Size Measurement
d= ( )
=
( )
=
= 1,045
*calculation of pooled:
Pooled SD= ( )
=
( )
= 14,99
43
Based on the calculation above, the result of d was 1,045
and compared by Cohen’s guideline became 1,045 > 1,00. It means
that the effect of the independent variable was having strong effect.
11. Hypothesis Testing
From the calculation above, the calculated t-test of t0 was
7.64 and the degree of freedom (df) was 78. Furthermore, the
degree significance that was used for this research is 5 % or 0.05,
therefore from ttable it was 1.66.
By comparing the value of t0 =4.56 and t-table on degree significance
1.66 the writer sump up that t0 is accepted and the null hypotheses (H0) is
rejected. It means that there is positive effect on using popular songs in
improving students’ listening skill at the seventh grade students of SMP N 10
TANGERANG SELATAN.
Therefore, the hypotheses are:
H0: The use of popular songs technique is not effective in improving
students’ listening skill
H1: The use of popular songs technique is effective in improving
students’ listening skill
B. Interpretation
The discussion of this research is based on the research question, which
was to know the empirical evidence on the effectiveness of popular songs in
improving students’ listening skill at the seventh grade students at SMP N 10
Tangerang Selatan. Based on the post-test result, it was known that the students’
listening ability showed the differences in both experimental and controlled class.
The mean of pre-test score in experimental class is 45.875. The mean of pre-test
score in controlled class is 46.125. Then, comparing with the mean of post-test in
experimental class is 62.125 and in controlled class is 46.75.
There were 40 students in experimental group and also 40 students in
controlled group. Therefore, the degree freedom (df) is (40+40)-2 =78, it was
found that the value of the t0 was 7.64 with degree of freedom (df) was 78. In this
research the writer used the degree of significance 0.05. It can be seen that the df
44
and the degree 0.05 = 1.66. The result showed that Tvalue>Ttable(7.64>1.66).
Therefore, tois higher than tt which the null hypothesis (Ho) rejected and
alternative hypothesis (H1) accepted.
From those results, it can be interpreted that post-test score of the
experimental class and controlled class increased better than the pre-test.
Although the mean of post-test score from both class increased, the experimental
class has more improvement than controlled class. Besides, the measurement
effect size shown the strong effect on the state 1,045 1,00 . Thus, it can be
concluded that popular songs are an effective way to be used in improving
students’ listening skill at the seventh grade students at SMP N 10 Tangerang
Selatan.
45
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
According to the finding described in the previous chapter, it can be
concluded that from the statistic calculation, it is achieved that the value of T0 is
7.64 and the degree of freedom of the hypothesis used is n1-2=78 with the
significance degree 0.05 or 5%. From the result of statistics calculation, it was
obtained that the value of Tvalue was 7.64 and degree of freedom (df) is 78. In the
table of significance 5% the value of the significance was 1.66 (Ttable). Comparing
those values, the result was 7.64 >1.66 which means Tvalue score was higher than
Ttable score. In conclusion, the Alternative Hypothesis (Ha) was accepted and the
Null Hypothesis (H0) was rejected. Therefore, popular songs are effective on
students‟ listening skill of seventh grade junior high school of SMPN 10
Tangerang Selatan. For the effect size is 1,045 which higher than 1,00- the higher
point from the Cohen‟s guideline.
It can also be seen from the mean of gain score in the pretest both first
scorer (experimental class-red) and second scorer (controlled class-red) were
45.875 and 46.125. Moreover, the posttest score gained were 62.125 and 46.75
scored by first and second scorer. It means that the score after treatment was
higher than before one although it is not too high for the controlled class. In
general the improvement happened for both classes.
Besides from statistical data, the writer also found that the use of popular
songs in the classroom is effective to increase the students‟ interest in learning
English. By using popular songs, they were curious each English time begin. They
interested to what kind of popular songs that will be hear when the class would
begin. Also, They were being fun in the classroom activity. They were learning
while listening to the songs that they like.
Furthermore, they were being motivated to follow the lesson because
every activities ask them to be active and did the best to solve the task given. They
46
loved to compete each other supportively to prove their ability in English material
given by the researcher. Hence, It was something that should appear in every
subject material, so the students will be easier to understand and absorb the
knowledge given by their teacher.
B. Suggestion
Based on the researcher conducted, the researcher suggests several points:
1. In teaching listening, teacher should be more creative in order to make
students more interesting in learning listening. One of the way by using
popular songs in the classrooom
2. The use of songs and the task must relate one to another. It ask the teacher
to be more creative in creating the instrument of scoring.
3. The teachers also should follow the trend of songs. It will help them to
choose the best and the right songs for their class.
4. For students, now they can train their listening skill with fun way. They
can choose their favorite popular song on their playlist and start to listen
not only just hear. While listening to the songs, they can check what they
listen on the lyric that appear on their smartphone
5. Teacher should be flexible in order to adjust with students‟ mindset and in
real life especially all things related to the development of students‟
learning habit.
47
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Nunan, David and Miller, Lindsay. New Ways in Teaching Listening, (Virginia:
TESOL, Inc., 2nd
ed, 2002.
Norflee, Michele. “Factors that Affect Listening Comprehension”.
education.seatlepi.com/factors-affect-listening-comprehension-3720.html.
2016
Orlova, Natalia. F. Helping Prospective EFL Teachers Learn How to Use Songs
in Teaching Conversation Classes. http://iteslj.org/Techniques/Orlova-
Songs.html. 2017
Purcell, John. M. Using Songs to Enrich the Secondary Class. American
Association of Teachers of Spain and Portuguesee: Hispania, vol.75,
1992.
Renandya and Farrel., „Teacher, the tape is too fast!‟ Extensive Listening in ELT,
ELT Journal. Vol. 65, 2011.
Rost, Michael. Teaching and Researching Listening. Edinburg Gate: Pearson
Education Limited, 2nd
ed. 2011.
Salcedo, Claudia Smith. The Effect of Songs in the Language Foreign Classroom
on Text Recall and Involuntary Mental Rehearsal. LSU Digital Commons.
2002.
Schoeepp, Kevin. Reason for Using Songs in the ESL/EFL Classroom, The
Internet TESL Journal. Vol. VII. 2001.
Shuker, Roy. Popular Music;The Key Concepts. New York: Routledge. 2nd
ed.
2005.
Simpson, Adam. J. “How to Use Songs in the English Language Classroom”.
www.britishcouncil.org. 2015
50
Snow, Don. More Than a Native Speaker: An Introduction to Teaching English
Abroad. Arlingtong: Kirby Litographic Company, 2006.
Stewart, Gwen. Nhyus. Types of Non-verbal Communication Listening Skills.
http://www.leehopkins.com., 2016
Sudijono, Anas. Pengantar Statistik Pendidikan. Jakarta: PT. Raja Grafindo
Persada, 2008.
51
APPENDIX 1
Listening Test
Name :
Class :
Complete the information below by filling in the blank based on the information that you listen.
Dear Celia,
I am sorry for being late to reply ____ email. Two ___ ago the
electricity in my town turned off precisely at six o’clock in the _____.
Unfortunately its hapenned for ______ hours. I and my neighbors did not panic
during ___ day because the sun shone very bright. The chaos and problems
came in the _____. We could not turn on the light and we did not get any light.
Fortunately its on _____ when the season neither on the _____ nor the
______. So, we did not get cold at that time.
The dark moment ended at ______ o’clock in the ______. I cannot
imagine if it happenend for more than _______ hours or until the day after.
Now, I can reply your email and want to tell you that I won the swimming
competition in my town and my cousin is on ____ position. I hope you can come
to my celebration party on next _______. The party will start at ____p.m. in
the ______ and until ____ p.m in the ______. My parents will call your parents
to ask permission on _____. They already booked a plane ticket for you and
your parents at ________of this month. I am waiting for your presence.
With love,
Anastasya
52
Complete the information below by filling in the blank based on the information that you listen.
Dear Celia,
I am sorry for being late to reply your email. Two days ago the electricity
in my town turned off precisely at six o’clock in the morning. Unfortunately its
hapenned for seventeen hours. I and my neighbors did not panic during the day
because the sun shone very bright. The chaos and problems came in the evening.
We could not turn on the light and we did not get any light. Fortunately its on
July when the season neither on the Autumn nor the Winter. So, we did not get
cold at that time.
The dark moment ended at eleven o’clock in the midnight. I cannot
imagine if it happenend for more than twenty four hours or until the day after.
Now, I can reply your email and want to tell you that I won the swimming
competition in my town and my cousin is on third position. I hope you can come to
my celebration party on next Saturday. The party will start at twop.m. in the
afternoon and until six p.m in the evening. My parents will call your parents to
ask permission on Sunday. They already booked a plane ticket for you and your
parents at eighteenthof this month. I am waiting for your presence.
With love,
Anastasya
53
APPENDIX 2
Name :
Class :
Instruction: fill in the blank text below with an appropriate word that you hear from the the record.
Marchisalways special for me. There were many moments that happened in this
month, especiallyin 2016. Usually, there are only about I and My cousins’s birthday. I have
three cousins that have birthday in this month -Adilla, Vina, and Nanda-. It starts from me on
2nd date and followed byAdilla on 4th date. After that, Nanda follows on 16th and the last
one is Vina on 25th. We would celebrate together on Sunday at 7 p.m. There would be two
cakes for me and my other cousins. It was my 12th birthday and 10th birthday for others.
Besides our birthday, there was a wedding ceremony of my cousin that live quite far
from my house. He got merried on Fridaymorning but the preparation began on Tuesday
night. The location for ceremony is far away from his house. It made us as family that
accompany him should depart from our house at 4 o’clock in the morning. We were driving
for almost five hours. when we got there at 9 a.m, we were waiting for 30 minutes before
finally the ceremony began.
54
Name :
Class :
Instruction: fill in the blank text below with an appropriate word that you hear from the the record.
______ is always special for me. There are many moments that happen in this _____,
especially ___ 2016. Usually, there are only about I and My cousins’s birthday. I have ____
cousins that have birthday in this month -Adilla, Vina, and Nanda-. It starts from me on
_____ date and followed by Adilla on _____ date. After that, Nanda follows on _____ and
the last _____ is Vina on ____. We would celebrate together ____ Sunday at 7 p.m. There
would be ____ cakes for me and my other cousins. It was my _____ birthday and ____
birthday for others.
Besides our birthday, there was a wedding ceremony of my cousin that live quite far
from my house. He got merried on Friday ______ but the preparation began on ______ night.
The location for ceremony is far away from his house. It made us as family that accompany
him should depart from our house ___ 4 o’clock ___ the morning. We were driving for
almost ____ hours. when we got there ____ 9 a.m, we were waiting for ____minutes before
finally the ceremony began.
55
APPENDIX 3
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Pertemuan ke-1
Satuan Pendidikan : SMP Negeri 10 Tangerang Selatan
Mata Pelajaran : Bahasa Inggris (cardinal and ordinal number)
Kelas : VII (Tujuh)
Alokasi Waktu : 2X40
A. Kompetensi Inti
3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa
ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan
kejadian tampak mata
4. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai,
merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,
menghitung, menggambar, dan mengarang)sesuai dengan yang dipelajari di sekolah
dan sumber lain yang sama dalam sudut pandang/teori
B. Kompetensi Dasar
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi internasional yang diwujudkan dalam semangat belajar
2.1 Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi
interpersonal dengan guru dan teman.
2.2 Menunjukkanperilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam
melaksanakan komunikasi transaksional dengan guru dan teman.
3.4 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks untuk
menyatakan danmenanyakan nama hari, bulan, nama waktu dalam hari, waktu
dalam bentuk angka, tanggal, bulan dan tahun
4.4 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan nama hari,
bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, bulan, dan
tahundenganunsurkebahasaan yang benardansesuaikonteks.
C. Indikator
1. Mengidentifikasikata-kata yang terdapatpadalagu yang
diperdengarkanmengenaiangka cardinal dan ordinal (C1)
56
2. Menyebutkan kata-kata yang terdapatpadalagu yang
diperdengarkanmengenaiangka cardinal dan ordinal (C1)
3. Mendiskusikanunsurkebahasaanyang terdapatpadalagu yang
diperdengarkanmengenaiangka cardinal dan ordinal pada kegiatan siswa sehari-
hari (C2)
4. Mengemukakanpendapat siswa terhadap lagu yang dipedengarkan (C2)
5. Menentukan kata yang sesuai menurut lagu yang diperdengarkan mengenai angka
cardinal dan ordinal (C3)
D. Tujuan
1. Siswa diharapkan mampumengidentifikasiangka cardinal dan ordinal yang
terdapatdalamlagu yang diperdengarkan
2. Siswa diharapkan mampu mendiskusikanbersamatemannyamengenaiangka
cardinal dan ordinal yang terdapatdalamlagu yang diperdengarkan
3. Siswadiharapkanmampumenjelaskan hasil diskusi bersamadidalam
kelasmengenaipenyebutanangka ordinalmenggunkanartikelthedalam pelafalan dan
tanpa artikel the dalam tulisan
4. Siswa diharapkan mampu menunjukkanangka cardinal/ordinal yang
terdapatdalamlagu yang diperdengarkan
5. Siswa diharapkan mampu mengisi kata-kata yang hilangpadaliriklagu yang
diperdengarkan
6. Siswadiharapkanmampu menyampaikan pendapat siswa tentanglagu yang
diperdengarkan
E. Metode
Pendekatan : Scientific
Strategi : Observe Practice – Questioning - Experimenting
Metode : Collaborative Learning and Inquiry/Experencial Learning
F. Media dan Sumber Materi
1. Laptop
2. Speaker
3. Whiteboard
4. Board marker
5. Kertasberisilirik
57
G. Teaching Activity
Teaching Activities Alokasi
Waktu
Kegiatan awal:
- Guru memimpin do’a danmenanyakankabarsiswa
- Guru memperdengarkanlagu yang
akanmenjadibahanpembelajaransekaligussebagaimood
booster untukparasiswa
- Guru
menanyakanperasaansiswasetelahmendengarkanlagud
anmeminta siswa untuk mencari
pasanganbelajarselama proses belajarmengajar,
- Guru menyampaikan tujuan kegiatan belajar kepada
siswa dengan penggunaan lagu yang telah siswa
dengarkan diawal.
- 1
m
en
it
- 4
m
en
it
- 2
m
en
it
- 3
m
en
it
Kegiatan inti:
- Guru
memintaparasiswadanpasangannyauntukbekerjasama
memperhatikan kata yang seringmunculpadalagu yang
- 5
m
en
58
akandiperdengarkankembali
- Guru memulaimemperdengarkankembalilagu yang
samasepertidiawalpembelajaransebanyak 1 x putaran.
- Setiapsiswadanpasangannyadiberikesempatanuntukme
nyampaikanhasilpengamatanmerekaterhadaplagu yang
telahmerekadengardan Guru
mencatatsetiappendapatsiswapadapapantulis.
- Siswamulaimendengarkankembalilagu yang
sudahdisiapkanoleh guru.
Siswadiberikankesempatanmendengarkanhingga 3 x.
selamamendengarkanlagu,
siswadimintauntukmenjawab soal yang
diberikansesuaidenganpendengaranmerekaterhadapl
agu
- Guru memintasiswauntukmenyalinliriklagu
yangsudahlengkapkedalambukumasing-
masingsiswadanmemintapendapatmerekamengenaipes
an yang ditangkapmasing-masingsiswamengenailagu
yang telahmerekadengarkan.
Setelahnyamerekaharusmengumpulkanbukumereka.
it
- 5
m
en
it
- 10
m
en
it
- 25
m
en
it
- 20
m
en
59
it
Kegitan penutup:
- Guru menutup pertemuan dengan mengecek kehadiran
siswa
- 5
m
en
it
H. PenilaianHasilBelajar
Indikator Teknik Bentuk Contoh
1. Mengidentifikasi unsur
kebahasaan dalam lagu:
angka cardinal, angka
ordinal
2. Menentukan kata yang
sesuai menurut lagu
yang diperdengarkan
mengenai angka
cardinal dan ordinal.
3. Mengemukakan
pendapat pribadi tentang
lagu yang didengarkan
Observe-
experiment
Test
Unjuk kerja
peer group
Peer
assessment
Selfassessment
Answer the
teacher’squestion
Fill in the blank
Write sentence(es)
about students’
opinion
Scoring criteria:
- Fill in the blank: True answer:2
False answer: 0
- Write sentence(es) about students’ opinion
Categ
ory
Points
5 4 3 2 1
60
Organ
izatio
n
Information is very
organized with
well constructed
based on the song
lyric gifted
Information
is organize
but
information
didn’t meet
with the song
lyric gifted
The
information
appears to be
disorganized
Informati
on is not
only
disorgani
zed but
inaccurat
e
Creati
vity
Good arrangment Fairly good arrangment The
arrangem
ent is
acceptabl
e but too
far from
the
content
of the
song
lyric
Mech
anics
No
grammatical,
spelling or
punctuation
errors
Almost no
grammatical
and
punctuation
errors
A few
grammatical
and
punctuation
errors
Many
gram
matic
al and
punct
uation
errors
So many
grammat
ical and
punctuati
on errors
From three point above, total score maximum x 2. Example: n x 2 = score
15 x 2 = 30
Total akhir nilai siswa adalah : fill in the blank = 14 x 2 = 70
Writing sentence(s) = 15 x 2 = 30
100
I. InstrumenPenilaian
61
SORRY by Justin Bieber
I. Rearrange the part of lyric below into good order
1. ____ cause I just need one more shot at forgiveness
2. ____ you gotta go and get angry at all of my honesty
3. ____ I hope I don’t run out of time, could someone call a referee?
4. ____ you know I try but I don’t do too well with apologies
II. Complete the rest of the lyric below
I know you know that I made those mistakes maybe once or twice
By once or twice I mean maybe a couple a hundred times
So let me, oh let me redeem, oh redeem, oh myself tonight
Cause I just need one more shot at second chances
(Chorus)
Yeah, is it too late now to say sorry?
Cause I'm missing more than just your body
Is it too late now to say sorry?
Yeah I know that I let you down
Is it too late to say I'm sorry now?
I'm sorry
yeah
Sorry,
Yeah
Sorry
Yeah I know that I let you down is it too late to say sorry now?
I'll take every single piece of the blame if you want me to
But you know that there is no innocent one in this game for two
I'll go, I'll go and then you go, you go out and spill the truth
Can we both say the words and forget this?
Is it too late now to say sorry?
Cause I'm missing more than just your body
62
Is it too late now to say sorry?
Yeah I know that I let you down
Is it too late to say I'm sorry now?
I'm not just trying to get you back on me
Cause I'm missing more than just your body
Is it too late now to say sorry?
Yeah I know that I let you down
Is it too late to say sorry now?
I'm sorry
yeah
Sorry,
Yeah
Sorry
Yeah I know that I let you down is it too late to say sorry now?
III. What the song talks about in your opinion? Share your thought.
62
APPENDIX 4
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Pertemuan ke-2
Satuan Pendidikan : SMP Negeri 10 Tangerang Selatan
Mata Pelajaran : Bahasa Inggris (name of the days)
Kelas : VII (Tujuh)
Alokasi Waktu : 2 X40
A. Kompetensi Inti
3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan
rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait
fenomena dan kejadian tampak mata
4. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang)sesuai dengan
yang dipelajari di sekolah dan sumber lain yang sama dalam sudut
pandang/teori
B. Kompetensi Dasar
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi internasional yang diwujudkan dalam semangat belajar
2.1 Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi
interpersonal dengan guru dan teman.
2.2 Menunjukkanperilaku jujur, disiplin, percaya diri, dan bertanggung jawab
dalam melaksanakan komunikasi transaksional dengan guru dan teman.
3.4 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks
untuk menyatakan danmenanyakan nama hari, bulan, nama waktu dalam hari,
waktu dalam bentuk angka, tanggal, bulan dan tahun
4.4 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan nama
hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, bulan,
dan tahundenganunsurkebahasaan yang benardansesuaikonteks.
63
C. Indikator
1. Mengidentifikasikata-kata yang terdapatpadalagu yang
diperdengarkanmengenainama hari dalam seminggu (C1)
2. Menyebutkan kata-kata padalagu yang diperdengarkan mengenai name of
the days (C1)
3. Mendiskusikan unsur kebahasaan yang terdapatpadalagu yang
diperdengarkanmengenainama hari dalam seminggu (C2)
4. Menentukankata yang sesuai menurut lagu yang diperdengarkan mengenai
name of the days (C3)
D. Tujuan
1. Siswa diharapkan mampumengidentifikasi nama-nama hari yang
terdapatdalamlagu yang diperdengarkan
2. Siswa diharapkan mampu mendiskusikanbersamatemannyamengenainama-
nama hari yang terdapatdalamlagu yang diperdengarkan
3. Siswadiharapkanmampumenjelaskan hasil diskusi didalam kelas
mengenaipenyebutannama-nama hari dan Guru menambahkan dengan
mencontohkan juga penyebutan nama-nama bulan.
4. Siswa diharapkan mampu menunjukkannama-nama hari yang
terdapatdalamlagu yang diperdengarkan
5. Siswa diharapkan mampu mengisi kata-kata yang hilangpadaliriklagu yang
diperdengarkan
E. Metode
Pendekatan : Scientific
Strategi : Observe Practice – Questioning - Experimenting
Metode : Collaborative Learning and Inquiry/Experencial Learning
F. Media dan Sumber Materi
1. Laptop
2. Speaker
64
3. Whiteboard
4. Board marker
5. Kertasberisilirik
G. Teaching Activity
Teaching Activities Alokasi
Waktu
Kegiatan awal:
- Guru memimpin do’a danmenanyakankabarsiswa
- Guru memperdengarkanlagu yang
akanmenjadibahanpembelajaransekaligussebagaimood
booster untukparasiswa
- Guru menanyakan pendapat siswa tentang lagu yang
telah mereka dengar tersebut
- Guru menyampaikan tujuan kegiatan belajar kepada
siswa dengan penggunaan lagu yang telah siswa
dengarkan diawal
- 1
m
en
it
- 4
m
en
it
- 2
m
en
it
- 3
m
en
it
Kegiatan inti:
- Guru
memintaparasiswadanpasangannyauntukbekerjasama
- 5
m
65
memperhatikan kata yang
seringmunculsesuaikemampuanpendengaranmasing-
masingpadalagu yang akandiperdengarkankembali
- Guru memulaimemperdengarkankembalilagu yang
samasepertidiawalpembelajaransebanyak 1 x putaran.
- Setiapsiswadanpasangannyadiberikesempatanuntukme
nyampaikanhasilpengamatanmerekaterhadaplagu yang
telahmerekadengardan Guru
mencatatsetiappendapatsiswapadapapantulis.
- Siswamulaimendengarkankembalilagu yang
sudahdisiapkanoleh guru.
Siswadiberikankesempatanmendengarkanhingga 3 x.
selamamendengarkanlagu,
siswadimintauntukmenjawab soal yang
diberikansesuaidenganpendengaranmerekaterhadaplag
u
- Guru kembali memberikan penjelasan tentang nama-
nama hari dan memberikan tambahan tentang nama-
nama bulan dan bagaimana pelafalannya
en
it
- 5
m
en
it
- 10
m
en
it
- 20
m
en
it
- 25
66
m
en
it
Kegitan penutup:
- Guru menutup pertemuan dengan mengecek kehadiran
siswa
- 5
m
en
it
H. PenilaianHasilBelajar
Indikator Teknik Bentuk Contoh
1. Mengidentifikasi
kata-kata tentang
nama-nama hari
dalam lagu
2. Mengidentifikasi
unsur kebahasaan
dalam lagu: nama-
nama hari
3. Mengisi lirik lagu
yang kosong dan
mengatur ulang
beberapa bagian
lirik lagu yang di
acak.
4. Memberikan
pendapat pribadi
mengenai nama-
nama hari yang
disusun dalam
Observe –
Experiment
Observe-
experiment
Test
Unjuk kerja
peer group
Peer group
Peer assessment
Individual
assessment
Answer the
teacher’s
question
Fill in the blank
True/False
responses
67
kalimat-kalimat
sederhana
Scoring criteria:
- Fill in the blank: True answer: 1
False answer: 0
- True/False : True answer: 1
False answer: 0
Instrument
I. Put into a good order
(verse one)
Thursday, I don’t care about you ( )
Tuesday’s gray and Wednesday too ( )
It’s Friday, I’m in love ( )
Monday you can fall apart ( )
Tuesday, Wednesday break my heart ( )
I don’t care if Monday’s blue ( )
Thursday doesn’t even start ( )
It’s Friday, I’m in love ( )
II. Fill in the rest blank lyric
wait
And always comes too late
But Friday never hesitate
I don't care if Monday's black
Tuesday, Wednesday - heart attack
Thursday, never looking back
It's Friday, I'm in love
68
Monday you can hold your head
Tuesday, Wednesday stay in bed
Oh Thursday, watch the walls instead
It's Friday, I'm in love
__________ wait
And _________ always comes too late
But Friday never hesitate
Dressed up to the eyes
It's a wonderful surprise
To see your shoes and your spirits rise
Throwing out your frown
And just smiling at the sound
And as sleek as a shriek
Spinning round and round
Always take a big bite
It's such a gorgeous sight
To see you eat in the middle of the night
You can never get enough
Enough of this stuff
It's Friday
I'm in love
**back to the verse one**
III. Put “T” for True and “F” for Flalse in the sentence below
1. The day before Sunday is Friday ( )
2. Saturday is a day after Wednesday ( )
3. The day after Monday is Tuesday ( )
4. Thursday in bahasa is Selasa ( )
69
5. The day between Thursday and Tuesday is Wednesday ( )
6. Monday in bahasa is Senin ( )
7. Fiday is a day before Wednesday ( )
8. There are seven days in a week ( )
69
APPENDIX 5
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Pertemuan ke-3
Satuan Pendidikan : SMP Negeri 10 Tangerang Selatan
Mata Pelajaran : Bahasa Inggris (time in a day)
Kelas : VII (Tujuh)
Alokasi Waktu : 2 X40
A. Kompetensi Inti
3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan
rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait
fenomena dan kejadian tampak mata
4. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang)sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut
pandang/teori
B. Kompetensi Dasar
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai
bahasa pengantar komunikasi internasional yang diwujudkan dalam
semangat belajar
2.1 Menunjukkan perilaku santun dan peduli dalam melaksanakan
komunikasi interpersonal dengan guru dan teman.
2.2 Menunjukkanperilaku jujur, disiplin, percaya diri, dan bertanggung
jawab dalam melaksanakan komunikasi transaksional dengan guru dan
teman.
3.4 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks
untuk menyatakan danmenanyakan nama hari, bulan, nama waktu dalam
hari, waktu dalam bentuk angka, tanggal, bulan dan tahun
70
4.4 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan nama
hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal,
bulan, dan tahundenganunsurkebahasaan yang benardansesuaikonteks.
C. Indikator
1. Mengidentifikasikata-kata yang terdapatpadalagu yang
diperdengarkanmengenaiwaktu dalam hari (C1)
2. Menyebutkan kata-kata yang terdapatpadalagu yang
diperdengarkanmengenaiwaktu dalam hari (C1)
3. Mendiskusikanunsurkebahasaan yang terdapatpadalagu yang
diperdengarkanmengenaiwaktu dalam hari (C2)
4. Menentukan kata yang sesuai berdasarkan lagu yang didengar mengenai
waktu dalam hari (C3)
D. Tujuan
1. Siswa diharapkan mampumengidentifikasiwaktu dalam hari yang
terdapatdalamlagu yang diperdengarkan
2. Siswa diharapkan mampu
mendiskusikanbersamatemannyamengenaiwaktu dalam hari yang
terdapatdalamlagu yang diperdengarkan
3. Siswa diharapkan mampu menjelaskan hasil diskusi didalam kelas
mengenai waktu dalam hari dan Guru menambahkan beberapa contoh lain
yang tidak terdapat pada lagu yang diperdengarkan agar menambah
pengetahuan siswa
4. Siswa diharapkan mampu menunjukkan waktu dalam hariyang terdapat
dalamlagu yang diperdengarkan
5. Siswa diharapkan mampu memilih kata yang tepat pada lirik yang
diperdengarkan mengenai waktu dalam hari
E. Metode
Pendekatan : Scientific
Strategi : Observe Practice – Questioning - Experimenting
71
Metode : Collaborative Learning and Inquiry/Experencial Learning
F. Media dan Sumber Materi
1. Laptop
2. Speaker
3. Whiteboard
4. Board marker
5. Kertasberisilirik
G. Teaching Activity
Teaching Activities Alokasi
Waktu
Kegiatan awal:
- Guru memimpin do’a danmenanyakankabarsiswa
- Guru memperdengarkanlagu yang
akanmenjadibahanpembelajaransekaligussebagaimood
booster untukparasiswa
- Guru
menanyakanperasaansiswasetelahmendengarkanlagud
anmeminta siswa untuk mencari
pasanganbelajarselama proses belajarmengajar,
- Guru menyampaikan tujuan kegiatan belajar kepada
siswa dengan penggunaan lagu yang telah siswa
dengarkan diawal
- 1
m
en
it
- 4
m
en
it
- 2
m
en
it
- 3
72
m
en
it
Kegiatan inti:
- Guru
memintaparasiswadanpasangannyauntukbekerjasama
memperhatikan kata yang seringmunculpadalagu yang
akandiperdengarkankembali
- Guru memulaimemperdengarkankembalilagu yang
samasepertidiawalpembelajaransebanyak 1 x putaran.
- Setiapsiswadanpasangannyadiberikesempatanuntukme
nyampaikanhasilpengamatanmerekaterhadaplagu yang
telahmerekadengardan Guru
mencatatsetiappendapatsiswapadapapantulis.
- Siswamulaimendengarkankembalilagu yang
sudahdisiapkanoleh guru.
Siswadiberikankesempatanmendengarkanhingga 3 x.
selamamendengarkanlagu,
siswadimintauntukmenjawab soal yang
diberikansesuaidenganpendengaranmerekaterhadaplag
u
- Guru menambahkan penjelasan dan pengetahuan
tentang materi yang tidak terdapat pada lagu mengenai
time in a day.
- 5
m
en
it
- 5
m
en
it
- 10
m
en
it
- 20
m
en
it
73
- 25
m
en
it
Kegitan penutup:
- Guru menutup pertemuan dengan mengecek kehadiran
siswa
- 5
m
en
it
H. PenilaianHasilBelajar
Indikator Teknik Bentuk Contoh
1. Mengidentifikasi
unsur kebahasaan
dalam lagu; waktu
dalam hari (night,
morning, dll)
2. Menentukan kata
yang sesuai
berdasarkan lagu
yang dengarkan
mengenai waktu
dalam hari
Observe-
experiment
Test
peer group
Individual
assessment
Answer the
teacher’s
question
Word(s)
stimulus order
Scoring criteria:
- Word(s) stimulus order: True answer: 10
False answer: 0
74
Instrument
payphone
*bridge*
I'm at a payphone trying to call home
All of my change I spent on you
Where have the times/a time gone? Baby, it's all wrong
Where are the plans we made for two/too?
(verse one)
Yeah, I, I know it's hard to remember
The people we used to be...
It's even harder to picture,
That you're not here next to me.
You say it's too late to make it,
But is it too late to try?
And in/on our time that you wasted
All of our bridges burned down
I've wasted my night/nights,
You turned out the lights
Now I'm paralyzed.
Still stuck in that time/times
When we called it love
But even the sun sets in paradise
Back to the *bridge*
If "Happy Ever After" did exist,
I would still be holding you like this
75
All those fairy tales are full of it.
One more stupid love song, I'll be sick
(verse two)
Oh, you turned your back on/in tomorrow
'Cause you forgot Saturday/yesterday.
I gave you my love to borrow,
But you just gave it away.
You can't expect me to be fine,
I don't expect you to care
I know I've said it before
But all of our bridges burned down.
I've wasted my night/nights,
You turned out the lights
Now I'm paralyzed.
Still stuck in that time/times
When we called it love
But even the sun sets in paradise
Back to the *bridge*
If "Happy Ever After" did exist,
I would still be holding you like this
All those fairy tales are full of it.
One more stupid love song, I'll be sick. now/know I’m at a payphone
(Wiz Khalifa)
Man, fuck that shit
I'll be out spending all this money
While you're sitting round wondering
Why it wasn't you who came up from nothing,
Made it from the bottom
Now when you see me I'm stunning,
76
And all of my cars start with a push of a button
Telling me the chances I blew up
Or whatever you call it,
Switch the number to my phone
So you never could call it,
Don't need my name on my shirt,
You can tell it I'm ballin.
Swish, what a shame could have got picked
Had a really good game but you missed your last shot
So you talk about who you see at the top
Or what you could have saw but sad to say it's over for.
Phantom pulled up valet open doors
Wiz like go away, got what you was looking for
Now it's me who they want, so you can go and take
That little piece of shit with you.
Back to the *bridge*
76
APPENDIX 6
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Pertemuan ke-4
Satuan Pendidikan : SMP Negeri 10 Tangerang Selatan
Mata Pelajaran : Bahasa Inggris (prepotition in time)
Kelas : VII (Tujuh)
Alokasi Waktu : 2 X40
A. Kompetensi Inti
3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan
rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait
fenomena dan kejadian tampak mata
4. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang)sesuai dengan
yang dipelajari di sekolah dan sumber lain yang sama dalam sudut
pandang/teori
B. Kompetensi Dasar
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi internasional yang diwujudkan dalam semangat belajar
2.1 Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi
interpersonal dengan guru dan teman.
2.2 Menunjukkanperilaku jujur, disiplin, percaya diri, dan bertanggung jawab
dalam melaksanakan komunikasi transaksional dengan guru dan teman.
3.4 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks
untuk menyatakan danmenanyakan nama hari, bulan, nama waktu dalam hari,
waktu dalam bentuk angka, tanggal, bulan dan tahun
4.4 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan nama
hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, bulan,
dan tahundenganunsurkebahasaan yang benardansesuaikonteks.
77
C. Indikator
1. Mengidentifikasikata-kata yang terdapatpadalagu yang
diperdengarkanmengenaipreposisi dalam waktu (C1)
2. Mendiskusikanunsurkebahasaan yang terdapatpadalagu yang
diperdengarkanmengenaipreposisi dalam waktu (C2)
3. Menentukan kata yang sesuai berdasarkan lagu yang didengarkan mengenai
preposisi dalam waktu (C3)
D. Tujuan
1. Siswa diharapkan mampumengidentifikasipreposisi dalam waktuyang
terdapatdalamlagu yang diperdengarkan
2. Siswa diharapkan mampu
mendiskusikanbersamatemannyamengenaipreposisi dalam waktu yang
terdapatdalamlagu yang diperdengarkan
3. Siswa diharapkan mampu menjelaskan hasil diskusi didalam kelas mengenai
preposisi dalam waktu dan Guru menambahkan serta mencotohkan juga
penggunaan preposisi dalam waktu tersebut.
4. Siswa diharapkan mampu menunjukkan preposisi dalam waktu yang
terdapatpadaliriklagu yang diperdengarkan
5. Siswa diharapkan mampu melengkapi kalimat sederhana dengan
menggunakan preposisi yang tepat
E. Metode
Pendekatan : Scientific
Strategi : Observe Practice – Questioning - Experimenting
Metode : Collaborative Learning and Inquiry/Experencial Learning
F. Media dan Sumber Materi
1. Laptop
2. Speaker
3. Whiteboard
4. Board marker
5. Kertasberisilirik
78
G. Teaching Activity
Teaching Activities Alokasi
Waktu
Kegiatan awal:
- Guru memulai kelas dengan memperdengarkanlagu
yang
akanmenjadibahanpembelajaransekaligussebagaim
ood booster untukparasiswa dan sambil
menanyakan kabar siswa hari itu
- Guru menanyakanperasaan dan
pendapatsiswasetelahmendengarkanlagudanmemin
ta siswa untuk mencari pasanganbelajarselama
proses belajarmengajar, dilanjutkan menyampaikan
tujuan pembelajaran dengan lagu yang tersebut
- 4
menit
- 6
menit
Kegiatan inti:
- Guru memberikan sedikit penjelasan dan gambaran
mengenai lagu yang telah didengarkan pertama kali
mengenai preposisi yang digunakan dalam waktu;
jam, hari, tanggal, bulan, dan tahun. Setiap siswa
diminta untuk memperhatikan dengan baik dan
diminta untuk mencatat kekurangan informasi yang
ada pada buku paket yang mereka miliki. Siswa
juga persilahkan untuk turut memberikan pendapat
serta pengetahuannya mengenai preposisi dalam
waktu
- Siswamulaimendengarkankembalilagu yang
sudahdisiapkanoleh guru.
Siswadiberikankesempatanmendengarkanhingga 3
- 20
menit
79
x. selamamendengarkanlagu,
siswadimintauntukmenjawab soal yang
diberikansesuaidenganpendengaranmerekaterhadap
lagu
- Guru meminta siswa untuk membuat kalimat
sederhana menggunakan preposisi untuk waktu
secara individu sesuai dengan yang sudah
dijelaskan di awal pembelajaran,
- 25
menit
- 15
menit
Kegitan penutup:
- Guru menyampaikan kepada siswa bahwa
pertemuan belajar dengan lagu ini adalah
pertemuan terakhir dan pertemuan selanjutnya
siswa akan menghadapai post test
- Guru menutup pertemuan dengan mengecek
kehadiran siswa
- 5
menit
- 5
menit
H. PenilaianHasilBelajar
Indikator Teknik Bentuk Contoh
1. Mengidentifikasi
unsur kebahasaan
dalam lagu:
preposisi(in,at,on)
Observe-
experiment
peer group
Answer the
teacher’s question
80
2. Mengisi lirik lagu
yang kosong dan
mengisi kalimat
yang tidak lengkap
dengan
menggunakan
preposisi.
Test
Individual
assessment
Fill in the blank
Scoring criteria:
- Fill in the blank : True answer: 1
False answer: 0
Instrument
Price Tag"
(feat. B.o.B)
I. Complete the lyric below.
[Jessie J]
Okay, Coconut man, Moon Head and Pea
You ready?
Seems like everybody's got a price,
I wonder how they sleep ___ night
When the sale comes _____
And the truth comes ______
Just stop for a ______ and smile
Why is everybody so serious?
Acting so damn mysterious?
Got your shades ___ your eyes
81
And your heels so high
That you can't even have a good ____
[Pre-chorus:]
Everybody look to their left (yeah)
Everybody look to their right
Can you feel that (yeah)
We're paying with love tonight?
[Chorus:]
It's not about the money, money, money
We don't need your money, money, money
We just wanna make the world dance,
Forget about the price tag
Ain't about the (uh) ch-ch-ching ch-ching
Ain't about the (yeah) bl-bling-bl-bling
Wanna make the world dance,
Forget about the price tag (OK)
[Jessie J]
We need to take it back ___ time,
When music made us all unite!
And it wasn't low blows and video hoes,
Am I the only ____ getting tired?
Why is everybody so obsessed?
Money can't buy us happiness
Can we all slow down and enjoy right now?
Guarantee we'll be feeling alright
back to [Pre-chorus:] and [Chorus:]
82
[B.o.B]
Yeah, yeah
Well, keep the price tag
And take the cash back
Just give me ____ strings and a half stack
And you can, can keep the cars
Leave me the garage
And all I, yes, all I need
Are keys and guitars
And guess what? In 30 ______
I'm leaving to Mars
Yeah, we leaping across
These undefeatable odds
It's like this, man
You can't put a price on a life
We do this for the love
So we fight and sacrifice
Every night
So we ain't gon' stumble and fall
Never
Waiting to see or send a sign of defeat
Uh uh
So we gonna keep everyone
Moving their feet
So bring back the beat
And then everyone sing
It's not about the money
[Chorus 2x]
83
[Jessie J ‒ Outro]
Yeah, yeah
Oh-oh
Forget about the price tag, yeah
II. Fill the following sentences with an appropriate preposition
1. The party will be held ____ Sunday morning
2. He used to come back from school _____ 2 p.m
3. Sally’s birthday ____ June
4. The shop always closes ____ midnight
5. My father reads a newspaper ___ the morning
6. She takes a rest from her work ____ noon
7. My grand mother passed away ___ 1998 when my sister was born
8. My uncle is going to marry his fiance ____ March
9. English examination starts ___ Nine o’clock this morning
10. She will go to study abroad ___ 2nd of May next year
89
EXAMINE VARIABLES=Pretest BY Kelas /PLOT BOXPLOT STEMLEAF NPPLOT /COMPARE GROUPS /STATISTICS DESCRIPTIVES /CINTERVAL 95 /MISSING LISTWISE /NOTOTAL.
Explore
Notes
Output Created 14-OCT-2016 23:58:02
Comments
Input Active Dataset DataSet0
Filter <none>
Weight <none>
Split File <none>
N of Rows in Working Data
File 80
Missing Value Handling Definition of Missing User-defined missing values for
dependent variables are treated as
missing.
Cases Used Statistics are based on cases with no
missing values for any dependent
variable or factor used.
Syntax EXAMINE VARIABLES=Pretest BY
Kelas
/PLOT BOXPLOT STEMLEAF
NPPLOT
/COMPARE GROUPS
/STATISTICS DESCRIPTIVES
/CINTERVAL 95
/MISSING LISTWISE
/NOTOTAL.
Resources Processor Time 00:00:04.70
Elapsed Time 00:00:02.56
90
Kelas
Case Processing Summary
Kelas
Cases
Valid Missing Total
N Percent N Percent N Percent
Pretest Experimental 40 100.0% 0 0.0% 40 100.0%
Controlled 40 100.0% 0 0.0% 40 100.0%
Descriptives
Kelas Statistic Std. Error
Pretest Experimental Mean 46.00 3.029
95% Confidence Interval for
Mean
Lower Bound 39.87
Upper Bound 52.13
5% Trimmed Mean 45.83
Median 45.00
Variance 366.923
Std. Deviation 19.155
Minimum 15
Maximum 80
Range 65
Interquartile Range 38
Skewness .216 .374
Kurtosis -1.024 .733
Controlled Mean 46.13 3.662
95% Confidence Interval for
Mean
Lower Bound 38.72
Upper Bound 53.53
5% Trimmed Mean 45.83
Median 45.00
Variance 536.522
Std. Deviation 23.163
Minimum 5
Maximum 95
Range 90
Interquartile Range 30
91
Skewness .098 .374
Kurtosis -.535 .733
Tests of Normality
Kelas
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Pretest Experimental .114 40 .200* .949 40 .072
Controlled .081 40 .200* .978 40 .624
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
Pretest
Stem-and-Leaf Plots
Pretest Stem-and-Leaf Plot for Kelas= Experimental Frequency Stem & Leaf 2.00 1 . 55 8.00 2 . 05555555 4.00 3 . 0055 8.00 4 . 00000555 7.00 5 . 0005555 4.00 6 . 0555 4.00 7 . 0005 3.00 8 . 000 Stem width: 10 Each leaf: 1 case(s)
Pretest Stem-and-Leaf Plot for Kelas= Controlled
92
Frequency Stem & Leaf 2.00 0 . 55 2.00 1 . 00 5.00 2 . 00005 5.00 3 . 00055 7.00 4 . 0055555 8.00 5 . 00055555 3.00 6 . 005 5.00 7 . 00555 1.00 8 . 5 2.00 9 . 05 Stem width: 10 Each leaf: 1 case(s)
Normal Q-Q Plots
96
EXAMINE VARIABLES=Posttest BY Kelas /PLOT BOXPLOT STEMLEAF NPPLOT /COMPARE GROUPS /STATISTICS DESCRIPTIVES /CINTERVAL 95 /MISSING LISTWISE /NOTOTAL.
Explore
Notes
Output Created 15-OCT-2016 00:05:49
Comments
Input Active Dataset DataSet0
Filter <none>
97
Weight <none>
Split File <none>
N of Rows in Working Data
File 80
Missing Value Handling Definition of Missing User-defined missing values for
dependent variables are treated as
missing.
Cases Used Statistics are based on cases with no
missing values for any dependent
variable or factor used.
Syntax EXAMINE VARIABLES=Posttest BY
Kelas
/PLOT BOXPLOT STEMLEAF
NPPLOT
/COMPARE GROUPS
/STATISTICS DESCRIPTIVES
/CINTERVAL 95
/MISSING LISTWISE
/NOTOTAL.
Resources Processor Time 00:00:05.08
Elapsed Time 00:00:03.48
Kelas
Case Processing Summary
Kelas
Cases
Valid Missing Total
N Percent N Percent N Percent
Posttest Experimental 40 100.0% 0 0.0% 40 100.0%
Controlled 40 100.0% 0 0.0% 40 100.0%
Descriptives
Kelas Statistic Std. Error
Posttest Experimental Mean 62.13 2.544
95% Confidence Interval for Lower Bound 56.98
98
Mean Upper Bound 67.27
5% Trimmed Mean 62.36
Median 60.00
Variance 258.830
Std. Deviation 16.088
Minimum 30
Maximum 90
Range 60
Interquartile Range 29
Skewness -.134 .374
Kurtosis -1.052 .733
Controlled Mean 46.75 2.999
95% Confidence Interval for
Mean
Lower Bound 40.68
Upper Bound 52.82
5% Trimmed Mean 46.53
Median 45.00
Variance 359.679
Std. Deviation 18.965
Minimum 5
Maximum 95
Range 90
Interquartile Range 29
Skewness .154 .374
Kurtosis .362 .733
Tests of Normality
Kelas
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Posttest Experimental .138 40 .054 .956 40 .125
Controlled .089 40 .200* .982 40 .768
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
Posttest
99
Stem-and-Leaf Plots
Posttest Stem-and-Leaf Plot for Kelas= Experimental Frequency Stem & Leaf 2.00 3 . 05 8.00 4 . 00055555 5.00 5 . 00055 7.00 6 . 0000005 11.00 7 . 00000555555 6.00 8 . 005555 1.00 9 . 0 Stem width: 10 Each leaf: 1 case(s)
Posttest Stem-and-Leaf Plot for Kelas= Controlled Frequency Stem & Leaf 1.00 0 . 5 2.00 1 . 05 1.00 2 . 5 8.00 3 . 00000055 10.00 4 . 0000555555 7.00 5 . 0005555 5.00 6 . 00005 4.00 7 . 0000 1.00 8 . 5 1.00 9 . 5 Stem width: 10 Each leaf: 1 case(s)
Normal Q-Q Plots
105
ONEWAY Pre_test BY Kelas
/STATISTICS HOMOGENEITY
/MISSING ANALYSIS.
Oneway
Notes
Output Created 15-OCT-2016 00:32:22
Comments
Input Active Dataset DataSet0
Filter <none>
Weight <none>
Split File <none>
N of Rows in Working Data
File 80
Missing Value Handling Definition of Missing User-defined missing values are
treated as missing.
Cases Used Statistics for each analysis are based
on cases with no missing data for any
variable in the analysis.
Syntax ONEWAY Pre_test BY Kelas
/STATISTICS HOMOGENEITY
/MISSING ANALYSIS.
Resources Processor Time 00:00:00.05
Elapsed Time 00:00:00.05
[DataSet0]
Test of Homogeneity of Variances
Pre_test
Levene Statistic df1 df2 Sig.
.842 1 78 .362
106
ANOVA
Pre_test
Sum of Squares df Mean Square F Sig.
Between Groups 1.250 1 1.250 .003 .958
Within Groups 35068.750 78 449.599
Total 35070.000 79
ONEWAY Post_test BY Kelas
/STATISTICS HOMOGENEITY
/MISSING ANALYSIS.
Oneway
Notes
Output Created 15-OCT-2016 00:32:53
Comments
Input Active Dataset DataSet0
Filter <none>
Weight <none>
Split File <none>
N of Rows in Working Data
File 80
Missing Value Handling Definition of Missing User-defined missing values are
treated as missing.
Cases Used Statistics for each analysis are based
on cases with no missing data for any
variable in the analysis.
Syntax ONEWAY Post_test BY Kelas
/STATISTICS HOMOGENEITY
/MISSING ANALYSIS.
Resources Processor Time 00:00:00.02
Elapsed Time 00:00:00.05
Test of Homogeneity of Variances
Post_test
Levene Statistic df1 df2 Sig.
107
.174 1 78 .677
ANOVA
Post_test
Sum of Squares df Mean Square F Sig.
Between Groups 4727.813 1 4727.813 15.288 .000
Within Groups 24121.875 78 309.255
Total 28849.688 79
87
APPENDIX 8
KOMPETENSI INTI DAN KOMPETENSI DASAR BAHASA INGGRISSMP KELAS VII
KELAS VII
KOMPETENSI INTI KOMPETENSI DASAR
1. Menghargai dan
menghayati ajaran
agama yang dianutnya
Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai
bahasa pengantar komunikasi internasional yang diwujudkan dalam
semangat belajar.
2. Menghargai dan
menghayati perilaku
jujur, disiplin,
tanggungjawab, peduli
(toleransi, gotong
royong), santun,
percaya diri, dalam
berinteraksi secara
efektif dengan
lingkungan sosial dan
alam dalam jangkauan
pergaulan dan
keberadaannya.
2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan
komunikasi interpersonal dengan guru dan teman.
2.2. Menunjukkan perilaku jujur, disiplin, percaya diri, dan
bertanggung jawab dalam melaksanakan komunikasi
transaksional dengan guru dan teman.
2.3. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan
cinta damai, dalam melaksanakan komunikasi fungsional.
3. Memahami
pengetahuan (faktual,
konseptual, dan
prosedural)
berdasarkan rasa ingin
tahunya tentang ilmu
pengetahuan,
teknologi, seni, budaya
terkait fenomena dan
kejadian tampak mata.
3.1 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan
pada ungkapan sapaan, pamitan, ucapan terimakasih, dan
permintaan maaf, serta responnya, sesuai dengan konteks
penggunaannya.
3.2 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan
pada ungkapan perkenalan diri, serta responnya, sesuai dengan
konteks penggunaannya.
3.3 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan
dari teks untuk menyatakan dan menanyakan nama hari, bulan,
nama waktu dalam hari, waktu dalam bentuk angka, tanggal,
dan tahun.
3.4 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan
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KOMPETENSI INTI KOMPETENSI DASAR
dari teks pemaparan jati diri, sesuai dengan konteks
penggunaannya.
3.5 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan
pada teks untuk menyatakan dan menanyakan nama dan jumlah
binatang, benda, dan bangunan publik yang dekat dengan
kehidupan siswa sehari-hari.
3.6 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan
dari teks label nama (label) dan daftar barang (list), sesuai
dengan konteks penggunaannya.
3.7 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan
pada teks untuk menyatakan dan menanyakan sifat orang,
binatang, benda sesuai dengan konteks penggunaannya.
3.8 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan
pada teks untuk menyatakan dan menanyakan tingkah laku/
tindakan/fungsi orang, binatang, benda, sesuai dengan konteks
penggunaannya.
3.9 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan
dari teks instruksi (instruction), tanda atau rambu (short notice),
tanda peringatan (warning/caution), sesuai dengan konteks
penggunaannya.
3.10 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan
dari teks deskriptif dengan menyatakan dan menanyakan tentang
deskripsi orang, binatang, dan benda, sangat pendek dan
sederhana, sesuai dengan konteks penggunaannya.
3.11 Memahami fungsi sosial dan unsur kebahasaan dalam lagu.
4. Mencoba, mengolah,
dan menyaji dalam
ranah konkret
(menggunakan,
mengurai, merangkai,
memodifikasi, dan
membuat) dan ranah
abstrak (menulis,
membaca, menghitung,
4.1 Menyusun teks lisan sederhana untuk mengucapkan dan
merespon sapaan, pamitan, ucapan terimakasih, dan permintaan
maaf, dengan memperhatikan fungsi sosial, struktur teks, dan
unsur kebahasaan yang benar dan sesuai konteks.
4.2 Menyusun teks lisan dan tulis sederhana untuk menyatakan,
menanyakan, dan merespon perkenalan diri, dengan sangat
pendek dan sederhana, dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan yang benar dan sesuai
konteks.
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KOMPETENSI INTI KOMPETENSI DASAR
menggambar, dan
mengarang) sesuai
dengan yang dipelajari
di sekolah dan sumber
lain yang sama dalam
sudut pandang/teori.
4.3 Menyusun teks lisan dan tulis untuk menyatakan dan
menanyakan nama hari, bulan, nama waktu dalam hari, waktu
dalam bentuk angka, tanggal, dan tahun, dengan unsur
kebahasaan yang benar dan sesuai konteks.
4.4 Menangkap makna pemaparan jati diri lisan dan tulis sangat
pendek dan sederhana.
4.5 Menyusun teks lisan dan tulis untuk memaparkan dan
menanyakan jati diri, dengan sangat pendek dan sederhana,
dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai konteks.
4.6 Menyusun teks lisan dan tulis untuk menyatakan dan
menanyakan nama binatang, benda, dan bangunan publik yang
dekat dengan kehidupan siswa sehari-hari, dengan
memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai konteks.
4.7 Menyusun teks tulis label nama (label) dan daftar barang (list),
dengan memperhatikan fungsi sosial, struktur teks dan unsur
kebahasaan yang benar dan sesuai konteks.
4.8 Menyusun teks lisan dan tulis untuk menyatakan dan
menanyakan sifat orang, binatang, dan benda, dengan
memperhatikan fungsi sosial, struktur teks dan unsur
kebahasaan yang benar dan sesuai konteks.
4.9 Menyusun teks lisan dan tulis untuk menyatakan dan
menanyakan tingkah laku/tindakan/fungsi dari orang, binatang,
dan benda, dengan unsur kebahasaan yang benar dan sesuai
konteks.
4.10 Menangkap makna teks instruksi (instruction), tanda atau rambu
(short notice), tanda peringatan (warning/caution), lisan dan
tulis sangat pendek dan sederhana.
4.11 Menyusun teks instruksi (instruction), tanda atau rambu (short
notice), tanda peringatan (warning/caution), lisan dan tulis,
sangat pendek dan sederhana, dengan memperhatikan fungsi
sosial, struktur teks, dan unsur kebahasaan yang benar dan
sesuai konteks.
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KOMPETENSI INTI KOMPETENSI DASAR
4.12 Menangkap makna dalam teks deskriptif lisan dan tulis, sangat
pendek dan sederhana.
4.13 Menyusun teks deskriptif lisan dan tulis, sangat pendek dan
sederhana, tentang orang, binatang, dan benda, dengan
memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan, secara benar dan sesuai konteks.
4.14 Menangkap makna lagu.
Mengetahui, Bakongan, Juli 2014 Kepala Sekolah Guru Mata Pelajaran Bahasa Inggris
Jijim Rustaman,S.Pd.,M.Pd Resa Silvia A,S.Pd NIP. 193601251984121001