THE EFFECTIVENESS OF USING ENGLISH

SONGS ON STUDENTS’ LISTENING ABILITY

(A-Quasi Experimental Study at the Eighth year Students of “MTs

Hidayatul Anam.” Pasar Minggu, Jakarta Selatan)

By

Agung Prasetia

1111014000079

THE DEPARTMENT OF ENGLISH EDUCATION FACULTY

OF TARBIYAH AND TEACHERS’ TRAINING SYARIF

HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2017

THE EFFECTIVENESS OT USING ENGLISH SONGS ON STUDENTS'

LISTEMNG ABILITY

(A Quasi-experimental Study at the Eigtth Year Students of uMTs Hidayatul

Anom.o Pasar Miaggu, Jakarta Selatan Academic year 2W5nfi6)

A "Skripsi"

Presented to the Faculty of Tarbiyah and Teachers' Training in Partial Fulfillment

of the Requirements for the Degree of Strata -1

(Sl) in the Department of English Education

By:

Agung Prasetia

1111014000079

Approved by

Drs. Nasifuddin Jalil. M.As.

NIP.19560506 199003 1 002

Neneng Sunengsih, M.Pd.

NIP. 19730625 199903 2 001

DEPARTMENT OT ENGLISH EDUCATION

FACT]LTY OF TARBIYAII AND TEACHERS' TRAIMNG

SYARIF IIIDAYATULLAH STATE ISLAMIC T]NTYERSITY JAKARTA

2017

ENDORSMENT SHEET

The Examination Commitee of The Faculty of Educational Sciences certifies that

the "Skripsi" (Scientific Paper) entitle "TIIE EFFECTMNESS OF USING

ENGLISH SONGS ON STUDENTS' LISTENING ABILITY' (A QUASI-

Experimental Study at the Eight Grade of MTs. "Hidayatul Anam." PASar

Minggu, Jakarta Selatan) Written by Agung Prasetia, ttudents' registration

number: 1111014000079, was examined by the Committe on February 14fo-,2017.

The skripsi has been accepted and declared to have fulfilled one of the requirements

for the degree of "S.Pd." (S-1) in English Education.

J akarla, February 23'd, 20 17

EXAMINATION COMMITTEE

CHAIRMAN Dr. AleF. M.Pd.NrP. 19690912 200901 I 008

Zaharil Anasy. M.Hum.NrP. 19761007 200710 I 002

EXAMINER I Drs. Nasrun Mahmud. M.Pd.NIP. 105 041070

EXAMINER II

SECRETARY

,'/; fi

cknowledgment by

ji+-_a urN JAKARTAl* iim i FITKut6t:'

.tt t. H.t,,nrrn \,t,, ))t lp.t.ol.)u2trr,t,,,,a

FORM (FR)

No. Dokumen : FITK-FR-AKD-089

Tg1. Terbit : I Marct 2010

No. Revisi 0l

U1Hal

SURAT PERNYATAAN KARYA SENDIRI

Saya yang bertanda tangan di bawah ini,

Nama

Tempat/Tgl.Lahir

NIM

Jurusan / Prodi

Judul Skripsi

Agung Prasetia

Ngawi, 19 Oktober 1991

1 1 i 1014000079

Pendidikan Bahasa Inggris

The Effectiveness of Using English Song on Students'

Listening Ability (A Quasi-Experimental Study at the Second

Grade Student Students of MTs Hidayatttl Anam Jakarla

Selatan)

: l. Drs. Nasifuddin Jalil. M.Ag.

: 2. Neneng Sunengsih, M.Pd.

Dosen I'enrbintbing

dengan ini rnenyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri dan

saya befianggung jawab secara akadernis atas apa yang saya tulis.

Pernyataan ini dibuat sebagai salah satu s,varat menempuh Ujian Munaqasah.

J akarta, 24 J anuari 20 17

Mahasiswa Ybs.

MM. 1111014000079

ABSTRACT

AGUNG PRASETIA. 2017.The Effectiveness of Using English Song on

Students’ Listening Ability. (A Quasi-experimental Study at the Second Grade

Students of MTs Hidayatul Anam Jakarta Selatan) Skripsi, Department of

English Education, Faculty of Educational Sciences, Syarif Hidayatullah State

Islamic University Jakarta.

Advisor I : Drs. H. Nasifuddin Jalil, M.Ag.

Advisor II : Neneng Sunengsih, M.Pd

Keywords : English Songs, Listening.

The purpose of this study was to find out the effectiveness of using songs

to increase students’ listening ability in the second grade of students at the MTs

Hidayatul Anam Pasar Minggu Jakarta Selatan. The method in this research was

a quasi-experimental study.

The study was carried out into two classes of research, namely

experimental class and control class. The sample of this study consists of 20

students from VIII A class in the experimental group and 20 students from VIII B

class in the controlled group. In this study the experimental class was taught by

using songs as media in teaching Listening, while control class was taught with

conventional way.

The instrument used in this study was pre-test and post-test. The

technique used to collect the data was quantitative with t-test. The result of this

study showed that the use of media songs is effective to increase students’

listening ability. It can be seen from the result of calculation that the students’

score in experimental class was higher than control class. Based on the statistical

calculation with the significance level 5%, it showed that t observation (to =

1.896) is higher than t table (tt = 1.686). It means there is effectiveness of using

songs to increase students’ listening ability.

i

ii

ABSTRAK

AGUNG PRASETIA. 2017.The Effectiveness of Using English Song on

Students’ Listening Ability. (A Quasi-experimental Study at the Second Grade

Students of MTs Hidayatul Anam Jakarta Selatan) Skripsi, Jurusan Pendidikan

Bahasa Inggris, Fakultas Ilmu Pendidikan, Universitas Islam Negeri

Advisor I : Drs. H. Nasifuddin Jalil, M.Ag.

Advisor II : Neneng Sunengsih, M.Pd

Keywords : English Songs, Kemampuan Mendengarkan..

Tujuan dari penelitian ini adalah untuk mengetahui efektivitas penggunaan

lagu-lagu untuk meningkatkan kemampuan listening siswa di kelas dua siswa di

MTs Hidayatul Anam Pasar Minggu Jakarta Selatan. Metode dalam penelitian ini

adalah penelitian kuasi-eksperimental.

Penelitian ini dilakukan dalam dua kelas penelitian, kelas yaitu eksperimen

dan kelas kontrol. Sampel dari penelitian ini adalah terdiri dari 20 siswa dari VIII

A kelas di kelompok eksperimen dan 20 siswa dari VIII B kelas di kelompok

kontrol. Dalam penelitian ini kelas eksperimen diajar dengan menggunakan lagu

sebagai media dalam pembelajaran Listening, sementara kelas kontrol diajar

dengan cara konvensional.

Instrumen yang digunakan dalam penelitian ini adalah pre-test dan post-

test. Teknik yang digunakan incollecting Data adalah data kuantitatif dengan t-

test. Hasil penelitian ini menunjukkan bahwa penggunaan lagu media yang efektif

untuk meningkatkan kemampuan listening siswa. Hal ini dapat dilihat dari hasil

perhitungan bahwa skor siswa dalam kelas eksperimen lebih tinggi dari kelas

kontrol. Berdasarkan perhitungan statistik dengan tingkat signifikansi 5%, itu

menunjukkan bahwa t observasi (untuk = 1,896) lebih besar dari t tabel (tt =

1,686). Ini berarti ada efektivitas penggunaan lagu-lagu untuk meningkatkan

kemampuan listening siswa.

iii

ACKNOWLEDGEMENT

All praised be to Allah, Lord of the world, who has given the writer

guidance, strength and compassion to finish skirpsi as the last assignment in his

study. Peace and salutation be upon The Prophet Muhammad, his families, his

companion and his adherence.

First of all, the writer would like to express conveys special gratitude to

his beloved parents Muji Santoso and Suhartini who have given him all of their

infinite love, pray, care, support and help. The writer believes that it is almost

impossible to finish this skripsi without them in his side. The writer also gives his

great honor and deepest gratitude to his advisors, Drs. H. Nasifuddin Jalil, M.Ag.

and Neneng Sunengsih, M.Pd. who have patiently given valuable advice, critical

remarks, time, suggestions and guidance to refine and finish this skripsi. The

writer is sincere gratatitude also goes to:

1. Dr. Alek, M.Pd., the Head of Department of English Education.

2. Drs. Zaharil Anasy, M.Hum., the Secretary of Department of English

Education.

3. The Teacher of MTs Hidayatul Anam Muhammad Izzet, S.Pd.

4. All of the lecturers in English Education Department

5. His future wife Mursanah. who always gives her best motivation, helped

him to finish this skripsi.

The writer does realize that this skripsi cannot be considered perfect without

critiques and suggestions. Therefore, it is such a pleasure for him to have critiques

and suggestions to make this skripsibetter. At last, the writer hopes that this

skripsi will be useful for all.

Jakarta, January 24th

2017

Agung Prasetia

v

TABLE OF CONTENTS

ABSTRACT .................................................................................................. i

ACKNOWLEDGEMENT ....................................................................... iii

TABLE OF CONTENT ............................................................................. v

LIST OF TABLE .................................................................................... viii

LIST OF APENDICES ............................................................................. ix

CHAPTER I INTRODUCTION

A. Background of the Study ............................................. 1

B. Identification of The Problem ..................................... 3

C. Limitation of Problem ................................................. 4

D. Purpose of the Study .................................................... 4

E. Significance of the Study ............................................ 4

CHAPTER II THEORETICAL FRAMEWORK

A. TheNatural of Listening .............................................. 6

B. The Purpose of Listening ............................................ 6

C. Kinds of Listening ......................................................... 7

D. Difficulties in Teaching Listening ................................ 9

E. Song ........................................................................... 10

1. Definition of Song.................................................... 10

2. Song and Its General Function ............................. 10

3. Meaning of Song................................................... 12

4. Kinds Song ............................................................ 12

5. Physiological Response to Music ....................... 13

6. The Use of Song as Authentic

Listening Material .............................................. 15

7. Factors Contributing to Listening

8. Comprehension of Song ..................................... 15

vi

9. Advantage and The Effectiveness of Song

in Teaching Learning Process ............................... 17

10. Relevant Study ...................................................... 15

F. Conceptual Framework .............................................16

G. Research Hypothesis .................................................17

CHAPTER III RESEARCH METHODOLOGY

A. Research Design and Methodology .........................22

B. Objective of The Research ...................................... 22

C. Time and Place ..........................................................23

D. Population and Sample ..............................................23

E. Research Instrument ............................................... 24

F. Technique of Data Collecting ...................................24

G. The Technique of Data Analysis ..............................26

H. Hypothesis Test ...................................................... 27

CHAPTER IV RESEARCH FINDING

A. Data Descripsion ..................................................... 27

1. Pre-test Score .....................................................30

2. Post-test Score....................................................32

B. Data Analysis .............................................................34

1. Normality Testing ..............................................38

a. Data of Experimental Class .......................38

b. Data of Control Class .................................39

2. Homogenity Testing ..........................................40

a. Pre-Test Data ..............................................40

b. Post-Test Data ............................................41

vii

C. Interpretation of the Data ..........................................44

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion .................................................................47

B. Suggesgtion ................................................................47

REFERENCES ..........................................................................................49

APPENDICES ...........................................................................................51

viii

List of Tables

Table 4.1 The Students’ Pre-test and Post-Test Score in class VIII-6

(The Experiment Class .................................................................... 27

Table 4.2 The Students’ Pre-test and Post-Test Score in class VIII-6

(The Experiment Class .................................................................... 29

Table 4.3 The Students’ Pre-test Score in The Experiment and

Controlled

Class……………………………………………………….. 31

Table 4.4 The Students’ Post-test Score in The Experiment and

Controlled

Class……………………………………………………….. 33

Table 4.5 The Students’ Gained Score in Class VIII-6 (The

Experiment

Class)……………………………………………………….. 35

Table 4.6 The Students’ Gained Score in Class VIII-2 (The Controlled

Class)……………………………………………………….. 36

Table 4.7 The Result of Normality test (Pre-Test) in Experimental

Class.. 38 Table 4.8 The Result of Normality test (Post-Test) in

Experimental Class.. 39 Table 4.9 The Result of Normality test (Pre-

Test) in Control Class ...................................................................................... 39

Table 4.10 The Result of Normality test (Post-Test) in Control

Class….. 40 Table 4.11 The Result of Homogeneity Testing on Pre-

Test Data In

Experimental and Control Class ..................................................... 41

Table 4.12 The Result of Homogeneity Testing on Post-Test Data In

Experimental and Control Class ..................................................... 42

ix

LIST OF APPENDICES

1. Appendix 1 (RPP Kelas Eksperimen) .................................................................. 51

2. Appendix 2 (RPP Kelas Kontrol)......................................................................... 61

3. Appendix 3 (Soal Pre-test & Post-Test)… .......................................................... 70

4. Appendix 4 (Kisi-kisi soal Pre-Test & Post Test)… .......................................... 72

5. Appendix 5 Frequency Distribution of Pre-Test Normality Testing ................ 73

6. Appendix 6 Frequency Distribution of Post-Test Normality Testing ............... 76

7. Appendix 7 Homogenity testing of Pre-test ...................................................... .79

8. Appendix 8 Homogenity testing of Pre-test ...................................................... .80

9. Appendix 9 (Figures of the Research)… ........................................................... .81

10. Appendix 10 (Surat Bimbingan Skripsi) ............................................................. 82

11. Appendix 11 (Surat Permohonan Izin Penelitian)… ......................................... .83

12. Appendix 12 (Surat Keterangan Penelitian) ...................................................... .84

1

CHAPTER I

INTRODUCTION

A. Background of the Study

English as one of international languages in Indonesia has an important

role in education. Based on government rule number 32 year 2013 subsection 70

verse 3 and 5, English becomes one of some subjects in national examination for

junior and senior high school.1 Its importance also showes that according to

Minister of Education and Culture Decree No. 69/1967, English becomes one of

compulsory subjects taught from junior high school up to university. Further,

Harmer states that probably the greatest number of languange learners in the

world are caused by the school curriculum whether they like it or not.2

In the process of teaching and learning English, students’ ability in

mastering the four language skills becomes an important goal. These will involve

receptive skills; listening skill (understanding the spoken language) and reading

skill (understanding written language), and productive skills. speaking skill

(producing spoken language) and writing skill (producing written language).

In fact, Understanding spoken language is very important in

communication. In order to master the spoken language, however, in language

classroom, listening tends to be neglected; many language educators assume that

listening is automatically acquired while the learners learn to speak a language. it

seems not easy for the teachers to choose the appropriate methods and activities

because they have to consider what the students like and what methods are

interesting for them without losing the gist of learning.

1 Peraturan Pemerintah Republik Indonesia No. 32/2013 subsection 70 verse 3 and 5, pp.16-

17 2 Jeremy Harmer, The Practice of English Language Teaching, (New york: Longman

Publishing, 1996), p. 1

2

Songs have been known by all people as the media to help students easy

to remember the words in learning English. It can make students like to memorize

and say the words. It can also be fun to do.

Basically, the children like sounds in which they tend to imitate. This

situation can assist the children to understand stories because sounds provide

them with enjoyment. Furthermore, the children like to move around and interact.

The children learn something not only from the explanation, but also from the

interaction and from what they see, hear, and touch.

The teachers have to choose methods or strategies containing the

elements of children’s preferences. Moreover, the teachers can utilize modern

media to help the students understand the subject and to introduce the children to

those media. By applying this, the teachers do not only teach the content or the

subject matter, but also use the media. One of the most appropriate media in

learning and teaching listening is song.

The mastery of listening skill in the English classroom at MTS

HIDAYATUL ANAM pasar minggu is gained from the text and sometimes it is

difficult to memorize because it is not interesting.

By using the songs which are made by native speakers, the students can

learn as if they really learn from or speak with the native speakers directly and it

helps them to train themselves how to speak English fluently, Because there is a

problem in Learning English for the eight grade of MTS HIDAYATUL ANAM

pasar minggu, Specially the writer look many students who do not have courage

to try to Understand English just because Students is lack of Vocabulary in

learning listening and most of them assume that English is not important and

difficult.

Based on the interview to the students, the students are ashamed with their

friends when they are wrong, because of less motivation among English teacher to

teach Listening.The eight grade students of MTs Hidayatul Anam consist of 40

students with only 16 students have score from free test of listening bigger than

3

the minimum score standar ( Indonesian KKM ) They have the minimum score

standard 70. It means that the achievement of the student is only 40%. And the

students with low score are 24 students or 60% of students.

The students do not have encouragement to understand English because

they are never study English enjoyable and fun to memorize and Understand

English contextually with their friends and they find difficult to write the word

after listening the test. In addition, it seems that the teachers still use the

monotonous teaching.

Based on the statements above, this study takes the title “ The Effect of

Using English Song in Learning Listening ” at the eight grade of MTs

HIDAYATUL ANAM pasar minggu’’ . The songs choosen are the songs made

by native speakers in order to learn how to improve the student’s listening Skill.

B. Identification of The Problem

1. listening skill automatically acquired by the learner as he learns to speak

the language

2. Students’ low score in listening subject due to less exercise and practice

3. Students’ lack of vocabulary in learning listening due to students less of

practice

4. Lack of media in teaching listening due to limited facility

5. Teachers have few varieties teaching methodology to make more

interactive listening activity in their class. It seems that they are satisfied

with the teaching method by using sound and answering questions related

to the sound. .

6. Boring with certain teaching listening technique and having to consider

what the students’ like and interesting method for them without losing the

gist of learning.

4

C. Limitation of Problem

In this study, the problem is on the understanding listening using

English song at the eight grade students of in Junior High School, This research tries

to focus on making the children understand English language contextually at the eight

grade of MTs HIDAYATUL ANAM Pasar Minggu Jakarta Selatan.

D. Formulation of the Problems

According to the limitation of the problem above, the formula in this research

is,’’ Is it effective for the students to understand listening context through English

song in a junior high school at the eight grade of MTs HIDAYATUL ANAM Pasar

Minggu Jakarta Selatan?’’

E. Purpose of the study

Based on the formulation above the purpose of this study to find the empirical

evidence whether understanding llistening Comprehension through English song is

effective or not at the eight grade of MTs HIDAYATUL ANAM Pasar Minggu

Jakarta Selatan.

F. Significance of the Study

This study is expected to provide theoretical, practical and professional benefits.

1. Theoretical Significance

The research finding can be used to enrich the theories and method regarding the

use of English song toward students’ listening skill development.

5

2. Practical Significance

Practically, the research finding provides the information to the English teachers

in teaching listening by using songs, so they can teach students in an effective and

joyful way. While for student, it will give information on direct contribution to both

students’ language development in listening skill and successful achievement in

listening test.

3. Professional Significance

The research finding provides information to English teacher on how listening to

English songs can develop students’ listening skill. Thus, it is true that the use of

English songs develops students’ listening ability. In addition, it gives wide space to

the coming researcher who would like to do a research in the same topic in broader

scope and larger samples which can be used as reference.

6

CHAPTER II

THEORETICAL FRAMEWORK

A. Listening

1. Definition of Listening

Listening is often confused with hearing. While hearing is biological process that

can be scientifically explained, listening is neurological cognitive regarding the

processing of auditory stimuli received by auditory system. Listening comes from

word ―listen‖. Roland Barthes, a linguist, distinguishes between hearings and

listening, stating, "Hearing is a physiological phenomenon; listening is a

psychological act." Barthes also states that "whereas for centuries listening could be

defined as an intentional act of audition...today it is granted the power (and virtually

the function) of playing over unknown spaces" including unconscious forms.10

Listening involves a number of basic processes, some hold on to linguistic

competence, it also depends on previous knowledge that is not consequently of

completely linguistic nature and some depending on psychological variables which is

influence the mobilization of this competence and knowledge in the appropriate task

situations.11

Harmer stated listening is a receptive skill in which people gain idea

based on what they heard. 12

From the definition above, it can be concluded that

listening is an activity to paying attention to someone or something in order to

understand someone saying.

10

Roland Barthes, The Responsibility of Forms, (New York: New York Hill and Wang, 1985),

p.45 11

Arif Saricoban, ‗‘The Teaching of Listening‘‘, The Internet TESL Journal (Retrieved from

http://iteslj.org/Articles/Saricoban-Listening.html on 24 December 2015), Vol. V, No. 12, 1999, p.1 12

Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman. 2011)

Third Edition, p. 181.

7

2. Types and Process of Listening Activities

a. Types of Listening Activities

There are many types of listening that depends on the purpose itself. In Here are

the types of listening that students can develope their listening skills.

1) Active Listening

Active listening is the art of listening for meaning. To gain meaning from the

words of another person, listeners need to be listening carefully.13

Meaning is not

necessarily assured even when listeners are actively listening, but they will at least

know thatthey do not understand, and can therefore ask the correct questions to gain

enlightenment.14

Active listening focuses attention on the speaker. The listener gives verbal or

non-verbal feedback by asking questions and/or by paraphrasing what the speaker

said.15

In this situation, the listener uses his other senses to go beyond the words

spoken.

2) Critical listening

The critical listening is also known: as evaluative, judgmental or interpretive

listening.16

The main goal of this type of listening is to evaluate the message with

logic while analyzing the different arguments provided by the speaker.17

It requires

some analysis, judgment and critical thinking. It is necessary in order to be able to

criticize the strength of the evidence and to determine the motive of the speaker.

However, critical listening is not an easy task to accomplish because it is needed to

absorb and evaluate the information together.

13

White Dove Books. "Active Listening‖. Inspiration. (Retrieved from http://www.white

dovebooks.com on 20 Desember 2014). 14

Ibid 15

Larry Alan Nadig, Tips on Effective Listening, (Retrieved from

http://www.drnadig.com/listening.htm on 24 Desember 2015) 16

H.Culbertson.., Classroom listening skills. (Retrieved from

http://home.snu.edu/~hCULBERT/listen.htm on 20 Desember 2015 17

Culbertson., Ibid

8

3) Content Listening

This type of listening involves understanding and retaining the information

provided by the speaker.18

It also requires to identify the main key points of the

message and to find cues by doing a summary of it. Moreover, it is important to

understand different sounds and tones provide by the speaker. However, some other

factors need to be taken under consideration such as phonology, vocabulary,

grammar, general discourse, and informational discourse.

To effectively apply content listening, it is needed again to identify the main idea

or the key points of the message. Then, the next thing to do is to ask questions for

clarifications if the message was misunderstood. This will increase the level of

understanding of the message transmitted.

b. Process of Listening activities

1) Pre- Listening

During the pre- listening phase, teachers need to recognize that all students bring

different backgrounds to the listening experience. Beliefs, attitudes and biases of the

listeners will affect the understanding of the massage. In these additions to being

aware of these factors, teachers should know students how their backgrounds affect

the massage they receive.

Before listening, students need assistance to activate what they already know

about the ideas they are going to hear. Simply being told the topic is not enough. Pre-

listening activities are required to establish what is already known about the topic, to

build necessary background, and to set the purposes for listening. Students need to

understand that the act of listening not just hearing but also thinking, as well as a

18

Culbertson, Ibid

9

good deal of interest and information that both speaker and listener must have in

common.19

2) During Listening

Students need to understand the implications of rate in the listening process.

Nichols stated that he found people listen and think at four times the normal

conversation rate.20

Students have to be encouraged the use the ―rate gape‖ to actively

process the message. There are several things students can encouraged to do.

C. Temple and J.W. Gillet say ‗‘They can run a mental commentary on it; they

can doubt it, talk back to it, or extend it. They can rehearse in order to remember it;

that is, they repeat interesting points back to themselves. They can formulate

questions to ask the speaker … jot down the key or key phrase … They can wonder if

what they are listening to is true, or what motives the speaker has saying in it, or

whether the speaker is revealing personal feelings rather than objectives

assessments.‖21

3) After Listening

Students need to act upon what they have heard to clarify meaning and extend

their thinking. Well-planned post- listening activities are just as important as those

before and during class22

. Some examples follow:

a) To begin with, students can ask questions of themselves and the speaker to

clarify their understanding and confirm their assumptions.

19

Martha King L. & Gay Su Pinnell, Access to Meaning/ Spoken and Written Language,

Collage of Education Ohio State University,Vol. 23 No. 3, 1984, p.177 20

R. G. Nichols, Factors in listening comprehension, Speech Monographs, (London: Routledge,

1948), 15. 21

C. Temple & J.W. Gillet, Language arts: Learning processes and teaching practices.

Glenview, (Illinois: Scott, Foresman and Company, 1989), p. 14 22

Thomas G. Devine, Listening Skills Schoolwide: Activites and Programs, ERIC Clearing on

Reading and Communication Skills, 1982, p. 27

10

b) To suggest that the post-mortem is a very useful device. Students should talk

about what the speaker said, question statements of opinion, amplify certain remarks,

and identify parallel incidents from life and literature.

c) Students can summarize a speaker's presentation orally, in writing, or as an

outline. In addition to the traditional outline format, students could use time lines,

flow charts, ladders, circles, diagrams, webs, or maps.

d) Students can review their notes and add information that they did not have an

opportunity to record during the speech.

e) Students can analyse and evaluate critically what they have heard.

f) Students can be given opportunities to engage activities in that build on and

develop concepts acquired during an oral presentation. These may include writing

(e.g., response journal, learning log, or composition), reading (e.g., further research

on a topic or a contradictory viewpoint), art or drama (e.g., designing a cover jacket

after a book talk or developing a mock trial concerning the topic through drama in

role).

3. The Purpose of Listening

In everyday situations there are a great number of reasons for listening. Brown

and Yule divided the purposes into two main categories interactional and

transactional.23

Interactional purpose convey social reasons of communication such as

chatting at a party, whereas transactional is used to express exchange of information

such as to follow instruction. 24

23

Gillian Brown & George Yule, Discourse Analysis, (Cambridge: Cambridge University

Press, 1983), p.1) 24

Tricia Hedge, Teaching and Learning in the Language Classroom. (Oxford: Oxford

University Press, 2000), p. 28

11

4. Listening Achievement

To know whether students already mastering what they have been learnt and how

much progress they have done can be proved in how high the achievement they had.

To perceive students‘ achievement, teachers must do an evaluation after the learning

process is done. The evaluation can show whether the students already understand

what have been taught.

According to Gronlund, achievement is something that students have learned.25

It

means that achievement is conclusion of assessment and evaluation in learning for

extents of time. It cannot be achieved if the students never attain it before.

Furthermore, M. Chabib Thoha stated that achievement is the expanse that a person

has achieved.26

It means that after learning in extents of time, students will have the

result. The result that students have is called achievement. Achievement can be

obtainable through test.

So it can be concluded that listening skill achievement is students‘ ability in

listening skill course that is acquired through test score. Achievement only can be

achieved after students occur their learning in listening course. The students will

achieve their intent in listening if they catch on what they learn and have a good

result in listening test.

B. Song

1. Definition of Song

According to Edgar, song is a piece of music that is sung.27

Futonge also said

that song is a language package that combine culture, vocabulary, listening, grammar

and also as a moderator for other language skills in just few rhymes.

25

Norman E. Gronlund, Measurement and Evaluation in Teaching, (New York: Macmillian,

1976), p.131 26

M. Chaib Thoha, Teknik Evaluasi Pendidikan, (Jakarta: PT. Raja Grafindo persada, 2003),

p.44 27

Edgar Alberto, ‗‘The Use of Song as a Tool to Work on Listening and Culture in ESL

Classes,‘‘ Scientific Information System Network of Scientific Journals from Latin America, the

Caribbean, Spain and Portugal, No.15, 2010, p.124

12

Moreover song is a good tool that can be used in lesson. because song can

provide relax learning and it can makes the learning process be more fun for students.

By learning vocabulary through song, it can make students easier in remembering

new vocabulary. Practice listening through song can make the learning process more

interesting. With this, students will be more motivated to practicing their listening

without any pressure.

Song will always be connected with music. Music can be an important tool to

achieve relaxation and harmony to improve effectivity of learning. Music is chosen

and determined in proper way to help students in acquiring and mastering material

easily. It was said to produce alpha state in which the mind was relaxated and

meditative but remained receptive.28

2. Physiological Response to Music

Music has physiological and pedagogical benefit. The physiological benefits

from music are lowering anxiety, heartbeat, pain and blood pressure. On the other

hand, music also can increase respiratory rate, recovery and tension relief. Listening

to music is proved change in blood pressure, blood flow, pulse and other activity.

Average human heartbeat is from 70—100 beat per second. That is why music that

have tempo around 60—80MM/minute will help students to be more relax as it

corresponds with students‘ physiological rhythm.29

The music class consists of singing, instrument musical playing, movement,

creativity, and listening activity. The story telling program was aimed to developing

language skills for early reading such as listening, organization, comprehension,

memory skills. Data may have been influenced by different teaching styles and

learning media in class.

28

Claudia Smith Salcedo, ‗‘The Effect of Songs in Foreign Language Classroom on Text Recall

and Involuntary Mental Rehearsal,‘‘ Journal of Collage Teaching & Learning, Vo. 7, No. 6, 2010,

p.19 29

Ibid, p.26

13

Song is a musical composition that comes from human voice (usually

accompanied by other musical instrument), that features words (lyrics). The word in

song usually sounds poetic, rhyming nature, although sometimes it also contains

religious verse or free prose. Song can be divided into many different forms which

depends on the criteria that is used. Song is divided into art songs, popular songs, and

folk songs.30

Song has an element that is similar to speech and poetry, which is the

unique form. Both are Song and speech produced from vocal that is linguistically

meaningful and have melody. In the other hand, both song and poetry use words to

convey the meaning.

Music or song can be used for teaching foreign language. Song can create a nice

atmosphere inside the class. because the students will consider it as entertainment

than learning. This can happen if a teacher uses popular song in learning activity in

class, popular songs is part of their youth culture. This kind of song will attract young

people, When students listen to a song they will identify the singer and will try to

listen to the words so they can understand the meaning of the song. Because of this,

songs are also useful in introducing rhyme of the language and give an information to

the students about the culture of the songs; the singer.

Popular song that is used in learning foreign language is very important to make

learning process more fun. Songs will motivate students to be more active in learning

process, so they feel more confident in learning process and need to continue the

learning process.

Song or music in education should be used for more than tension relief, or leisure

time entertainment,‘ roles are often assigned to music by school curriculum.31

According to Falioni, the addition of music to foreign language class as teaching

30

―Song‖ (Retrieved from http://en.wikipedia.org/wiki/song on 3 Desember 2015) 31

Claudia Smith Salcedo, Op cit, p.11

14

method may be away to focus students‘ attention and produce more committed

learner.32

In learning language, the role media like songs is important to achieve learning

objective that has been decided. To get information from the teacher, first students

need to listen to the teacher‘s explanation, but in the other hand student did not pay

attention to the teacher. This happens because students think that teacher‘s

explanation is boring. Because of that, a good song should not be discarded after it

has been taught, but it can be heard at intervals again and again. In this way, student

will continue to listen, understand and enjoy it. The choice of the songs depends on

what is available; it can be from what school provided or what teacher has or

anything that can be easily acquired. Naturally, in teaching listening through songs,

teacher hopes that students can enjoy learning language through songs and also

students can learn language in an authentic form, but the distinction is valid one.

The linguistic content of the songs should not be too difficult, and the words

should be based on compromise between teacher‘s taste and those of their students.

Students are unlikely to attend well to songs they do not like- but equally, the

teachers should enjoy the songs they use. Otherwise, they will probably not teach

them very well.33

3. The Use of Songs as Authentic Listening Material

The use of authentic material is important factor to take into consideration when

designing listening skills material. With using authentic material, students are given

the chance to develop the skills needed to comprehend and to use language that is

commonly found in real situations. Therefore, it is important to have the opportunity

32 J.W. Falioni, Music as Means to Enhance Cultural Awareness and Literacy in Foreign

Language Classroom, Mid-Atlantic Journal of Foreign Language Pedagogy, Vol.1, 1993, p. 99

33

Penny Ur, Teaching Listening Comprehension, (London: Cambrige University Press, 2009),

p.66

15

whatever possible to expose students to example of real language usage to help them

become more communicatively competent.

According to Ur, listening activity based on simulated real life situation is likely

to be most interesting and motivating to do than contrived textbook comprehension

exercise.34

The following features characterize real life listening activity:

a. To listen with purpose and with certain expecting.

b. To make an immediately response to what to hear

c. To see the person who is listening.

d. To have some visual or environment clues to the meaning of what is heard.35

e. To be spontaneous stretches of hand discourse and from formal spoken prose in

the amount of redundancy, noise and colloquialism, and auditory character.

4. Factors Contributing to Listening Comprehension of Song

The possibility in using songs in English as a foreign language class has been

actively considering for the last two decades. Song is considered to become one of the

materials in English class because it has many language values in it. It is possible to

suggest among the methodological purpose with songs that are used in classroom; it

is possible to rank the following:

a. Practicing the rhythm, stress and intonation patterns of the English language.

b. Teaching vocabulary, especially in the vocabulary reinforcement stage.

c. Teaching grammar. In this respect are used by teachers to investigating tenses.

d. Practicing speaking. For this purpose, songs and mainly their lyrics are employed

as a stimulus for class discussion.

e. Teaching listening comprehension

34

Penny Ur, A Course in Language Teaching: Practice and Theory, (London: Cambrige

University Press, 1996), p.107 35

Ibid

16

f. Developing writing skill. For this purpose songs can be used in a variety ways.36

According to Lynch37

, there are three factors that contribute in listening

comprehension to song, they are:

a. Using new vocabulary, idioms and expressions – it need to be address the new

material offered in each song. This includes grammar, vocabulary and usage.

b. Using and accent of the singer – every native speaker doesn‘t pronounce or sing

in the same accent. Students may be exposed to an accent which is outside the

realm of what they might normally hear in context.

c. Using grammar and new structure – Song writers and singers are notoriously

―loose‖ when it comes to use grammar, structure, pronunciation, stress and other

language factors applied to songs. The teacher must be prepared for this.

In additional, The use of songs in teaching and learning English as a foreign

language is felt much needed. From songs listeners can learn many things such as

vocabulary, grammar, speaking, writing and especially listening.

5. Listening to a English Songs as Habit

There are two perspectives on habits, coming from different academic

disciplines; psychology and sociology. Firstly, in psychology, habit is considered as

psychological construct that influence behavior.38

In habit as behavior the key points

are few factors like attitude, norms and intention, which involve frequency and

automaticity and stable context. Furthermore, in psychology, habit is considered as

routine practice.39

This is why it will be easy for students‘ for developing their

listening skill by listening to English song as habit. Different from psychology

36

Ibid 37

Larry M. Lynch, Using Popular Songs to Improve Language Listening Comprehension Skill,

(Retrieved from http://esl4free.blogspot.com/2008/02/can-music-improve-your-students on 24

December 2015), p.4 38

Andrew Darnton, Habits, Routines and Sustainable Lifestyle. (London: Department of

Enviroment and Food and Rural Affairs), p.2 39

Ibid, p.3

17

perspective, the sociology perspective is not relying in individual behavior, but also

interaction between individuals and social world. Practice theory also presents three

key elements that hold routine practice. Those three elements are Materials (objects

and infrastructure), competence (skills and know-how), and images (meanings, ideas

and interpretations).

B. Research Hypothesis

Ho :There is no significant effect of using songs in learning listening in experiment

class and those who were taught without using songs in controlled class.

Ha :There is significant effect of using songs in learning listening in experiment

class and those who were taught without using songs in controlled class.

18

CHAPTER III

RESEARCH METHODOLOGY

A. RESEARCH METHODOLOGY

1. Research Design and Methodology

This research uses quantitative method, and the design of research is

experimental research, John W.Creswell Best defined experimental research as

the description and analysis of what will be or what will occur, under carefully

controlled condition.1 In this research the writer uses quasi-experimental

research. Quasi-experimental research is applied because the writer is able to

control at least one of the most dominant variable of the research2, in this case

the ability of student’s listening skill. The experimental research is chosen to

determine influences an outcome or dependent variable3, which is the effect of

using English Song in Understanding Listening Comprehension to the students

of eleven grades MTS Hidayatul Anam. In investigating the effect of using

English Song in Understanding Listening Comprehension , two classes of eight

grades are selected. The first class is used as a control group which does not

receive any treatment and the other class as an experimental group which is

taught by using English Song.

2. Objective of the Research

The objective of this research is to find out whether there is a significant

difference of students’ achievement in learning listening through English Song

compared to learning listening without using English Song at MTS Hidayatul

Anam.

1 Yogesh Kumar Singh,Fundamental of research Methodology and statistic, (New Delhi,

new Age International Publisher,2006),p.134 2 John. W. Creswell, Educational Research: Planning, Conducting, and Evaluating

Quantitative and Qualitative Research Fourth Edition, (Boston: Pearson Education, 2002), p. 295

19

3. Time and Place

The research is held at MTS Hidayatul Anam, which is located on Jl. Jambu,

Jati Padang. Pasar Minggu Jakarta Selatan. The research held from Augustus

until September 2016.

4. Population and Sample

The “population” consists of all the subjects that will be studied. It includes

all the possible cases (persons, objects, events) that constitute a known whole.4

Sampling is the process of selecting a group of subjects for a study in such a way

that the individuals represent the larger group from which they were selected.

This representative portion of a population is called a sample. The population of

this study is all of the eighth grade students of MTS Hidayatul Anam Jakarta

Selatan that consist of 4 classes or 87 students.

The sample of this study is selected by using purposive sampling

technique. As mentioned by Muijs, in conducting quasi-experimental study, the

control and experimental group must be as similar possible as in gender,

achievement, or ability.5 So, 8A class and 8B class will be the sample in this

study. Both of the class have similar characteristics and English score. The

experiment class is the 8A class which consists 20 students. and the control

class is the 8B class which consist of 20 students. Thus, the total of sample is 40

students.

4 3 James H, Mc. Millan and Sally Schumacer, Research in Education, (Boston: Pearson,

Education. Inc. , 2006), p.119. 5 Daniel Muijs. Doing Quantitative Research, (London: SAGE Publications, 2004), p. 28.

20

5. Research Instrument

In this research, is used a test as an instrument to collect the information

of the students. The test included pre-test and post-test. Nunan states that the

group that receives the new treatment is called the experimental group and the

group that receives a different treatment or is treated as usual is called control

group6. The test was given for both control and experimental groups.

The test is made based on the materials given in the class and

curriculum sylabus. The test items were concerned on the students’ listening

ability. The material were taken from the topic of the English song that

appropriates to discuss.

6. Technique of Data Collecting

Collecting data is an important thing, and in this research the technique of

data collection which is used is: pre-test and post-test, Here is the step of pre-test

and post-test:

a) Pre-Test

the students of both control and experimental class were given the

test, it is called Pre-test. The Pre-test was conducted the testimony for

learning process. The students was given a song which consists of 10 items

test questions for blank in English song or essay test after treatment and

explanation A pre-test basically measured whether the experimental and

control groups were equal. .

6 David, Nunan, Research Method in Language Teaching, (Cambridge: Cambridge

University Press, 1992), p.41.

21

b) Post Test

The post-test was held on the end. Both 8A as an experimental class and 8B

as a controlled class were given the Post-test. the Post-test was given to The

experimental class after giving the treatment and explanation. It was given in

order to know whether using english song is more effective or not in learning

listening comprehension.

After having the result of the test, they are scored. The test used close-test

which missed some words, it was divided into 20 questions for blank and

multiple choice in English song or essay test.

This also means that the students’ score will range from zero (when the students

could answer the entire question). The highest possible score 100 (when the

students could not answer the entire question). Those results are applied as the

result of the study.

When scoring the students’ worksheet, is the rating as follow:

Table 3.1: the rating scored for listening test.

Criteria of Mastery Level

91-100

81-90

71-80

61-70

51-60

Less than 50

Excellent

Very good

Good

Fair

Poor

Very poor

22

7. The Technique of Data Analysis

a. Normality Test

Before deciding parametric or nonparametric statistics to calculate

the data to answer the hypothesis of the research, normality and homogeneity of

the data was tested. The examination of normality was needed to know whether

the data has been normally distributed. The Lilliefors

test using SPSS 22. 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. 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.

The criterion of hypothesis is:

- Ho: Significant Score > 0.05 means the data is normally

distributed.

- H1: Significant Score < 0.05 means the data is not normally

distributed.

b. Homogeneity Test

After conducting the normality test, The homogeneity of data was tested. The

objective of conducting homogeneity test was to see whether the data or samples

in both class were homogenous or heterogeneous. It is to determine whether the

data from the two groups have the same variant in order the hypotheses can be

tested using t-test. In calculating homogeneity test, the researcher used Levene

Statistic Test from SPSS 22 was used. The steps are:

1) To Click Analyze Compare means

2) To Choosing One Way Anova

3) To Fill variable Score on dependent list and fill Class variable on factor

box

4) To Click option and Checklist Homogeneity of variance test

23

5) OK

If the result of homogeneity test shows the significance of the data was higher

(>) than the significance degree (α = 0.05) it means the data is homogeneous but if

the significance of the data was lower (<) than the significance degree (α = 0.05),

it means the data is heterogeneous.

c. Hypothesis 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 of using english song in listening

comprehension in experimental class and students’ listening comprehension in

control class. The writer has calculated the data by using t-test formula because

the data obtained was normal and homogeneous. T-test is used to know whether

English song is effective on students’ listening comprehension. To do hypothesis

test, the researcher used t-test formulaadapted from Anas Sudijono.7 Was used.

a. Determining mean of experimental class:

Mx = ∑

Mx = Mean of gained score of experimental class

∑ = Sum of gained score of experimental group class

N1 = The total students in experimental class

b. Determining mean of controlled class

My = ∑

My = Mean of gained score of controlled class

∑ = Sum of gained score of experimental group class

N2 = The total students in controlled class

c. Determining standard deviation of experimental class (X)

7 Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta : Raja Grafindo Persada, 2003),

pp. 306-307.

24

SDx = ∑

SDx = Standard deviation score of experimental class

∑ = Sum of squared deviation of score of experimental class

N1 = Number of students of experimental class

d. Determining Standard Deviation of Controlled Class (Y)

SDy = ∑

SDy = Standard deviation score of controlled class

Σy2 = Sum of squared deviation of score controlled class

N2 = Number of students of controlled class

e. Determining of standard error mean of variable X

SEMx =

√

SEMx = Standard error mean of experimental class

SDx = Standard deviation score of experimental class

N1 = Number of students of experimental class

f. Determining of standard error mean of variable Y

SEMy =

√

SEMy = Standard error mean of controlled class

SDy = Standard deviation score of controlled class

N2 = Number of students of controlled class

g. Determining standard error of different mean of variable X and mean of

variable Y, with formula:

SEMx ‒ My = √

25

h. Determining T0 ( T observation) with formula:

T0 =

‒

i. Determining t – table (tt) in significant level 5 % and 1 % with degree of

freedom (df), with formula:

=

d = Degree of freedom

N1 = The total students in the experimental class

N2 = The total students in the controlled class

d. Statistical Hypotheses

From the result of such analysis, the value of and can be used to

determine the truth or false of the hypotheses. If the value of is equal to or

higher than the value of , the null hypothesis ( ) will be rejected and the

alternative hypothesis ( ) will be accepted. Conversely, If the value of is

smaller than the value of , the null hypothesis ( ) will be accepted and the

alternative hypothesis ( ) will be rejected. Statistically, the hypotheses of this

study are expressed as follows:

≥ , is rejected and is accepted

< , is accepted and is rejected

The assumption of the hypotheses:

a. If to > tt, the null hypotheses (Ho) is rejected and the alternative

hypotheses is accepted. It means that there is significant difference

between the students’ listening comprehension score who were taught by

using English song and who were taught without English song at the eight

grade students of MTS Hidayatul Anam (μ1 ≠ μ2). In other word, Using

English Song is effective in Learning Listening Comprehension.

b. If to < tt, the null hypotheses (Ho) is accepted and the alternative hypotheses (Ha)

is rejected. It means that there is no significant difference between the students’

26

Listening Comprehension score who were taught by using English Song and who

were taught without using English Song at the eight grade students of MTS

Hidayatul Anam (μ1 = μ2). In other word, Using English Song is not effective in

learning listening comprehension.

27

CHAPTER IV

RESEARCH FINDINGS

A. Data Description

This Chapter, the writer Taken the Data Which collected from students’

pre-test and post-test scores of Listening. The pre-test was given before treatment

to the experimental class and the controlled class. The post-test was given after

the treatment was conducted. It was given into the experimental class by playing

the song to the students while the post-test for the controlled class was by using

conventional method.

the table descriptions of pre-test and post-test scores:

Table 4.1

The Students’ Pre-test and Post test Score in Class VIII-6

(The Experimental Class)

Number Students’ Pre-test Post-test

X1 X2

1 S1 45 65

2 S2 50 65

3 S3 45 65

4 S4 45 60

5 S5 55 60

6 S6 50 70

7 S7 55 70

8 S8 60 75

9 S9 45 70

28

10 S10 55 75

11 S11 65 75

12 S12 55 75

13 S13 65 80

14 S14 65 80

15 S15 70 85

16 S16 70 85

17 S17 60 80

18 S18 70 85

19 S19 75 85

20 S20 60 80

Amount 20 1160 1485

Mean 58 74.25

it is showed that the score of the experimental class between pre-test and

post-test were different. The mean of students’ score in the pre-test is 58 with the

lowest score of pre-test is 45 and the highest score of pre-test is 70. Meanwhile,

the mean of the students’ score in the post-test is 74.25 with the lowest score of

post-test is 60 and the highest score of post-test is 85.

Here is table of the frequency distribution of pre-test and post-test of controlled

class.

29

Table 4.2

The Students’ Pre-test and Post -test Score in Class VIII-2

(The Controlled Class)

Number Students’ Pre-test Post-test

Y1 Y2

1 S1 45 55

2 S2 45 60

3 S3 45 55

4 S4 50 60

5 S5 50 55

6 S6 55 65

7 S7 55 60

8 S8 55 65

9 S9 60 70

10 S10 60 70

11 S11 60 65

12 S12 65 70

13 S13 65 75

14 S14 65 65

15 S15 65 70

16 S16 65 75

17 S17 70 80

18 S18 70 75

19 S19 70 80

20 S20 70 75

Amount 20 1185 1345

Mean 59.25 67.25

30

it is showed that the score of the control class between pre-test and post-

test were different. The mean of students’ score in the pre-test is 59.25 with the

lowest score of pre-test is 45 and the highest score of pre-test is 70. the mean of

the students’ score in the post-test is 67.25 with the lowest score of post-test is 55

and the highest score of post-test is 80.

1. Pre-test score

the result That Calculated From pre-test in both of the two classes and the

description of pre-test scores of experiment class and controlled class will be

explained in table 4.3.

31

Table 4.3

The Students Score of Pre-test in Experiment Class and Controlled Class

Number

Students’

Experiment

Class

Controlled

Class

1 S1 45 45

2 S2 50 45

3 S3 45 45

4 S4 45 50

5 S5 55 50

6 S6 50 55

7 S7 55 55

8 S8 60 55

9 S9 45 60

10 S10 55 60

11 S11 65 60

12 S12 55 65

13 S13 65 65

14 S14 65 65

15 S15 70 65

16 S16 70 65

17 S17 60 70

18 S18 70 70

19 S19 75 70

20 S20 60 70

Amount 20 1160 1185

Mean 58

59.25

32

That is showed the pre-test score of experiment class and controlled class.

The pre-test was given on the first meeting before giving the treatment class and

based on the table 4.3, it can be seen that the average score of pre-test in

experiment class was 58, the highest score of experiment class was 75 and the

lowest score was 45.

the average score of pre-test of controlled class was 59.25 with the highest

score 70 and the lowest score was 45. Seeing the calculation on the table above, it

can be concluded that the average score of pre-test in controlled class was higher

than the average score of pre-test in experiment class.

2. The Post-test Score

The post test was given in both of the two classes after the writer explained

the material on third meeting. The following table 4.4. showed the comparison of

students’ post test on experiment and controlled class.

33

Table 4.4

The Students Score of Post-test in Experiment Class and Controlled Class

Number

Students’

Experiment

Class

Controlled

Class

1 S1 65 55

2 S2 65 60

3 S3 65 55

4 S4 60 60

5 S5 60 55

6 S6 70 65

7 S7 70 60

8 S8 75 65

9 S9 70 70

10 S10 75 70

11 S11 75 65

12 S12 75 70

13 S13 80 75

14 S14 80 65

15 S15 85 70

16 S16 85 75

17 S17 80 80

18 S18 85 75

19 S19 85 80

20 S20 80 75

Amount 20 1485 1345

Mean 74.25

67.25

34

The table showed the post-test score of experiment class and controlled class. The

pre-test was given on the first meeting before giving the treatment class and based

on the table 4.4, it can be seen that the average score of post-test in experiment

class was 74.25, the highest score of experiment class was 85 and the lowest score

was 60.

the average score of post-test of controlled class was 67.25 with the

highest score 80 and the lowest score was 55. Seeing the calculation on the table

above, it can be concluded that the average score of post-test in experiment class

was higher than the average score of post-test in controlled class.

B. Data Analysis

the writer analyzed the test score of the experimental class and controlled

class by calculating the result into the formula t- test. Before using the formula of

t-test, the students' score in the experimental and control class were tabulated to

calculate the gained score of each class as follows:

35

Table 4.5

The Students’ Gained Score in Class VIII-6

(The Experimental Class)

Number Students’ Pre-test Post-test Gained

Score X2

X1 X2

1 S1 45 65 20 400

2 S2 50 65 15 225

3 S3 45 65 20 400

4 S4 45 60 15 225

5 S5 55 60 5 25

6 S6 50 70 20 400

7 S7 55 70 15 225

8 S8 60 75 15 225

9 S9 45 70 25 625

10 S10 55 75 20 400

11 S11 65 75 10 100

12 S12 55 75 20 400

13 S13 65 80 15 225

14 S14 65 80 15 225

15 S15 70 85 15 225

16 S16 70 85 15 225

17 S17 60 80 20 400

18 S18 70 85 15 225

19 S19 75 85 10 100

20 S20 60 80 20 400

Amount ΣN1= 20 ΣX1= 1160 ΣX2= 1485 ΣX= 325 ΣX2=

5675

Mean 58 74.25 16.25 283.75

36

ΣN1= The total students in the experimental class

ΣX1 = The total pre-test score of students in the experimental class

ΣX2 = The total post-test score of students in the experimental class

ΣX = The total gained score of students in the experimental class

ΣX2= The square of the total gained score of students in the experimental class

Based on the table above, the writer got ΣX1= 1160, ΣX2= 1485, ΣX=325, and

ΣX2= 5675 . The result will be used to find out the t-test.

Table 4.6

The Students’ Gained Score in Class VIII-2

(The Controlled Class)

Number Students’ Pre-test Post-test Gained

Score Y^2

Y1 Y2

1 S1 45 55 10 100

2 S2 45 60 15 225

3 S3 45 55 10 100

4 S4 50 60 10 100

5 S5 50 55 5 25

6 S6 55 65 10 100

7 S7 55 60 5 25

8 S8 55 65 10 100

9 S9 60 70 10 100

10 S10 60 70 10 100

11 S11 60 65 5 25

12 S12 65 70 5 25

13 S13 65 75 10 100

37

14 S14 65 65 0 0

15 S15 65 70 5 25

16 S16 65 75 10 100

17 S17 70 80 10 100

18 S18 70 75 5 25

19 S19 70 80 10 100

20 S20 70 75 5 25

Amount ΣN2= 20 ΣY1= 1185 ΣY2= 1345 ΣY= 160 ΣY2=

1500

Mean 59,25 67,25 8 75

ΣN2= The total students in the controlled class

ΣY1 = The total pre-test score of students in the controlled class

ΣY2 = The total post-test score of students in the controlled class

ΣY = The total gained score of students in the controlled class

ΣY2 = The square of the total gained score of students in the controlled class

Based on the table, the writer got ΣY1=1185, ΣY2=1345, ΣY=160 , and

ΣY2=1500. The result will be used to find out the t-test.

Before calculating the value of t-test to look at the difference of significant

level, it is necessary to find out the value of normality and homogeneity of the

data. The examination of normality is needed to know whether the data has been

normally distributed. Then, after getting the normality, the next step is calculating

the homogeneity of data. It is proposed to look at whether the data is

homogeneous or not.

38

X2

1. Normality Testing

The formula used normality test requirements are chi-square test and

homogeneity test using the formula Fisher test with significance level of

5%.

a. Data of Experimental Class

The result of normality testing for pre-test before giving treatment that

o is 2.51 with a total sample of 20 students and the critical price table

chi-square test with a significant level 5%, so it is obtained X2 is 9.48 it

means the data is distributed normally. From the data above it can be

concluded that the result of data from pre-test at class VIII-6 of MTs

Hidayatul Anam distributed normally.

Here the table from the data above:

Table 4.7

The Result of Normality Test (Pre-test) in Experimental Class

𝛼𝛼 X2 o X2

t Conclusion

5% 2.51 9.48 X2 2t

o ≤ X (2.51 < 9.48) the data is distributed normally

The results calculation of semi-manual using Microsoft office can be

seen in appendix.

While the result of normality testing for post-test after given treatment

that X2 is 6.71 with a total sample of 20 students and the critical price

table chi-square test with a significant level 5%, so it is obtained X2 is

9.48 it means the data is distributed normally. From the data above it can

be concluded that the result of data from post-test at class VIII-2 of MTs

Hidayatul Anam by using Song in Learning Listening is distributed

normally.

39

X2

Here the table from the data above:

Table 4.8

The Result of Normality Test (Post-test) in Experimental Class

𝛼𝛼 X2 o X2

t Conclusion

5% 6.71 9.48 X2 2 o ≤ X t (6.71< 9.48) the data is

distributed normally

The results calculation of semi-manual using Microsoft office can be

seen in appendix.

b. Data of Control Class

The result of normality testing for pre-test before giving treatment that

o is 6.65 with a total sample of 20 students and the critical price table

chi-square test with a significant level 5%, so it is obtained X2 is 9.48 it

means the data is distributed normally. From the data above it can be

concluded that the result of data from pre-test at class VIII-2 MTs

Hidayatul Anam is distributed normally.

Here the table from the data above:

Table 4.9

The Result of Normality Test (Pre-test) in Control Class

𝛼𝛼 X2 o X2

t Conclusion

5% 6.65 9.48 X2 2t

o ≤ X (6.65 < 9.48) the data is distributed normally

The results calculation of semi-manual using Microsoft office can be

seen in appendix.

While the result of normality testing for post-test after given treatment

that X2 is 4.58 with a total sample of 20 students and the critical price

table chi-square test with a significant level 5%, so it is obtained X2t is

40

9.48 it means the data is distributed normally. From the data above it can

be concluded that the result of data from post-test at class VIII-2 of MTs

Hidayatul Anam is distributed normally.

Here the table from the data above:

Table 4.10

The Result of Normality Test (Post-test) in Control Class

𝛼𝛼 X2 o X2

t Conclusion

5% 4.58 9.48 X2 2t

o ≤ X (4.58 < 9.48) the data is distributed normally

The results calculation of semi-manual using Microsoft office can be

seen in appendix.

2. Homogeneity Testing

After conducted normality testing and known the data of pre-test and post-

test in experimental and control class is distributed normality. So the next

it is necessary homogeneity testing.

Homogeneity testing in this research is based on the equality of two

variance test in both groups (experimental class and control class) by using

the formula of Fisher's exact test with significance level of 0.05 (5%). The

results are described as follows:

a. Pre-test Data

Based on the calculation of the homogeneity testing from the results of

pre-test groups in learning using Song (experimental class) and teaching

with conventional method (control class), obtained the biggest variant is

90.52 and 77.03 in order to obtain the smallest variant Fo (F observe) is

41

1.17 and the Ft (Ftable) with a significance level 5% (0.05), the obtained Ft

is 2.15.

Based on these data, it can be seen that Fo (1.17) < Ft (2.15), it can be

concluded that the data on the pre-test is homogeneous. The conclusion of

homogeneity testing can be seen in the following table:

Tabel 4.11

The Result of Homogeneity Testing based on Pre-Test Data in

Experimental and Control Class

The

biggest

varians

The

smallest

varians

Fo Ft Conclusion

90.52 77.03 1.17 2.15 Fo< Ft (1.17<2.15)

Homogeneous sample

data

The results calculation of semi-manual using Microsoft office can be

seen in appendix.

b. Post-test Data

Based on the calculation of the homogeneity testing from the results of

post-test groups in learning using Song as media in the experimental class

and teaching with conventional method in the control class, obtained the

biggest variant is 80.19 and 64.40 in order to obtain the smallest variant Fo

(F observe) is 1.24 and the Ft (F table) with a significance level5% (0.05),

the obtained Ft is 2.15.

42

Based on these data, it can be seen that Fo (1.24) <Ft (2.15), it can be

concluded that the data on the post-test is homogeneous. The conclusion of

homogeneity testing can be seen in the following table:

Tabel 4.12

The Result of Homogeneity Testing based on Post-Test Data in

Experimental and Control Class

The

biggest

varians

The

smallest

varians

Fo Ft Conclusion

80.19 64.40 1.24 2.15 Fo< Ft (1.24< 2.15)

Homogeneous sample

data

The results calculation of semi-manual using Microsoft office can be

seen in appendix.

After analyzing the data, the next procedure of this research is analyzing

the data of students’ scores, from the result of pre-test and post-test of both

experimental and control classes. The writer calculated the data by using t-test

formula with significance level 5% in some steps as follows:

1) Determine mean of variable X with formula:

𝑀𝑀 = ∑ 𝑥𝑥

𝑁𝑁1 = 325 20

= 16.25

2) Determine mean of variable Y with formula:

� =

∑ �

2 �2 =

160 20

= 80

3) Determine Standard deviation variable X with formula:

SD1 = � ∑

�2

�

5675 =� = √283.75= 16.84

20

43

2 2

4) Determine Standard deviation of variable Y with formula:

∑ 𝑦𝑦2 1500

SD2 = � 𝑁𝑁

=� =√75 = 8.66 20

5) Determine Standard error of variable X with formula:

��1 16.84 16.84 16.84 SE M1 = = = = = 3.87

√�−1 √20−1 √19 4.35

6) Determine standard error of variable Y with formula:

��2 8.66 8.66 8.66 SE M2 = = = = =1.99

√�−1 √20−1 √19 4.35

1) Determine standard error means of differences mean of

variable X and variable Y, with formula:

SEM1-M2 = ����1 + ���2

=�(3.87) 2 + (1.99)2

=√14.97 + 3.96

= √18.93= 4.35

2) Determining to with formula:

tₒ = M₁ − M₂

SEм1 − м2

16.25 − 8 =

4.35

8.25 = 1.896

4.35

9) Determining t-table in significance level 5% with Degree of

Freedom (df):

df = (N1+N2) – 2

= (20 + 20) – 2

=

44

= 40 – 2 = 38

The value of df is 38 at degrees of significance 5% or t-table is

1.686

The writer tested the hypothesis based on the statistical hypothesis

as follows:

1. If to > tt: The null hypothesis (Ho) is rejected and the alternative

hypothesis (Ha) is accepted. So, there is effectiveness of using Song in

learning vocabulary at 8th grade students of of MTs Hidayatul Anam to < tt:

The null hypothesis (Ho) is accepted and the alternative hypothesis (Ha) is

rejected. So, there is no effectiveness of using Song in learning vocabulary

at 8th grade students of of MTs Hidayatul Anam.

10) The testing of hypothesis

Ha = to>tt

= 1.896> 1.686

From the calculated above, the writer assumed a hypothesis of the research that

“Media Song is effective in teaching Vocabulary.”

The result from calculating the data is to= 1.896 and tt= 1.686. It means, to is

higher than tt in significant 5%. So, the null hypothesis is rejected and the

alternative hypothesis is accepted.

C. Interpretation of the Data

the data Taken that was Collected from 20 students in experimental

class, it could be explained that the mean of pre-test before using

45

media song in vocabulary is 58 with the lowest score of pre-test is 45 and the

highest score of pre-test is 75. Meanwhile the mean of post-test after giving

treatments using song in learning Listening is 74.25 with the lowest score of post-

test is 60 and the highest score of post-test is 85. So the writer got the mean of

gained score is 16.25.

Meanwhile, the Value of students’ score in control class that was taken

from 20 students, it could be explained that the mean of pre-test is 59.25 with the

lowest score of pre-test is 45 and the highest score of pre-test is 70. Meanwhile

the mean of post-test after teaching text with conventional method is 67.25 with

the lowest score of post-test is 55 and the highest score of post-test is 80. So the

writer got the mean of gained score is 8.

the result of the mean score in each class (the experimental and the

controlled class), it is obtained the t-observation (to) is 1.896, meanwhile the t-

table(tt) of df is 38 in significance 5% is 1.686 It means t-observation (to) is higher

than t-table (tt). So, the alternative hypothesis (Ha) is accepted and the null

hypothesis (Ho) is rejected because to>tt (1.896 > 1.686). So, there is significant

difference between the students’ score in learning by using song and the students’

score in learning without using song at the eighth grade students of MTs

Hidayatul Anam. It means that the using Song in teaching Listening to the eighth

grade students of MTs Hidayatul Anam are effective.

From the data, it can be observed that the scores of students who have

been taught by using Song in Listening Ability is

46

higher than the scores of students who have been taught without song as media. It proves

that song as media is effective.

this research, can conclude that Song is simple, It is also effective to increase

students’ Listening Ability at eighth grade students of MTs Hidayatul Anam Pasar

Minggu Jakarta Selatan.

47

47

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter presents the conclusion and the suggestion. In this chapter,

the writer would like to give some conclusions and offer some suggestions for the

readers, the teachers and the further researchers who may relate to the subject.

A. Conclusion

Learning English using songs is one of the alternative solutions that the

teacher can use to teach listening comprehension to their students. It makes

students more relax in learning, thus they can learn and understand them easily.

After conducting the research, it is concluded that tₒ is 1.896 ttable of

degree of significance 5% is 1.686. It means that alternative hypothesis is

accepted and the null hypothesis is rejected because the tₒ is higher that tt (tₒ >

tt ) or 1.896 > 1.686.

Therefore, it can be concluded that learning listening comprehension using

songs is more effective than learning listening comprehension without using

songs.

B. Suggestion

From the conclusion above, the writer would like to give some suggestions as

follows:

1. For English Teachers

Song can be a new way for teachers in teaching English. So that, the

teachers should consider to implements such strategy which will improve

the students’ listening comprehension in any subjects and for this case in

48

48

listening comprehension. As in this study, the researcher gave a view how

to implement it in the right way.

2. For Further Researcher

This research needs to be completed by the further researcher due to gain

the more positive result or to ensure that learning listening using song has

really giving the effect on students. They can combine song with other

skills or sub-skills as research variables.

3. For Students

The students should have high motivation to practice their listening

whether in the class or at their home. The students should form a habit of

listening by trying to understand contexts in English frequently. It is

because the more they practice, the better their listening comprehension

will be

49

REFERENCES

Abidin, Mohamad Jafre Zainal, et. Al. Theory and Practie in Language Studies,

2011.

Ara, Shaheen. Use of songs, Rhymes and games in teaching learning. The Dhaka

University Journal of Linguistics, 2009.

Anas, Sudjiono, Pengantar Statistik Pendidikan. Jakarta: Rajawali Pers, 2010.

Dubin, Fraida. English Forum, 1974.

Folse, Keith S. Vocabulary Myths. Florida: The University of Michigan Press.

2004.

Fries, Charles C. Teaching and Learning English as a Foreign Language.

Michigan: University of Michigan Press, 1945.

Gay, L.R, Geoffrey E. Mills and Peter AIrasian, Competencies for Analysis and

application, 9th Ed.. New Jersey: Pearson Edition, 2009.

Harmer, Jeremy. The Practice of English Language Teaching. London: Longman

Publishing, 1991.

Hatch, Evelyn and Cheryl Brown. Vocabulary, Semantics, and Language

Education. Cambridge: Cambridge University Press. 1995.

Https://www.englishclub.com/teaching-tips/music-classroom.htm. accessed on

28th September 2015.

James H, Mc. Millan and Sally Schumacer, Research in Education. Boston:

Pearson, Education. Inc. 2006.

Jolly, Yukiko, S. The Modern Language Journal, Vol. 59. 1975

Lynch, Larry M. Using Popular Songs to Improve Language Listening

Comprehension Skill, http://esl4free.blogspot.com/2008/02/can-music-

improve-your-students. Accessed on 10th September 2015.

Nation, Paul. New Ways in Teaching Vocabulary. USA. 1994.

Nunan, David. Research Method in Language Teaching. Cambridge: Cambridge

University Press. 1992.

Phillips, Sarah. Young Learners, Oxford University Press. 1993.

50

Pyles, Thomas and John Algeo. English an Introduction to Language. New York:

Harcourt Brace Jovanovich,INC. 1968.

Purcell, John, M. Hispenia, Vol. 75. 1992.

Richards, Jack, C. and Theodore S. Rodgers. Approches and Method in Language

Teaching. New York: Cambridge University Press. 1986.

Riduwan. Belajar Mudah penelitian unttuk Guru, Karyawan, dan Peneliti

Pemula. Bandung: ALFABETA,2011.

Schoepp, Kevin. Reasons for Using Songs in the ESL/EFL Classroom.

http://iteslj.org/Articles/Schoepp-Songs.html. Accessed on 4th

September 2014.

Subhan, Ahmad. The Effectiveness of Teaching Verbs by Using Cooperative

Learning, Jakarta. 2014.

Winter, N.D. Sing, Sing a Song: How using songs affect productive vocabulary.

Yoyoh, Using English Song in the Improvement of Students Vocabulary, Jakarta.

2006

Zainuri, A.M. Vocabulary I. Fakultas Ilmu Tarbiyah dan Keguruan, Universitas

Islam Negeri Jakarta: UIN Jakarta. 2003.

Zuckerman, Marvin S. Words,Words,Words. Glencoe Publishing CO.,

INC.Encino, California. 1974.

51

A

ft

ft

E

N

D

I

C

E

S

51

RENCANA PELAKSANAAN

PEMBELAJARAN (RPP)

Pertemuan Pertama Treatment Class

Nama Sekolah : MTs Hidayatul Anam

Mata Pelajaran : Bahasa Inggris

Kelas : VIII-6

Ketrampilan : Listening (mendengarkan)

Tema : List of Verbs and Adjectives

Alokasi waktu : 2 x 40 Menit

A. Standar Kompetensi

12. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek

berbentuk recount, dan narrative untuk berinteraksi dengan lingkungan

sekitar.

B. Kompetensi Dasar

12.1 Mengungkapkan makna dalam teks tulis fungsional pendek

sederhana dengan menggunakan ragam bahasa tulis secara akurat,

lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar.

C. Indikator

1. Siswa mampu mengidentifikasi kosa kata verbs dan adjectives

2. Siswa mampu menyebutkan arti kosa kata yang ada dalam lirik lagu

3. Siswa mampu menulis sinonim atau antonym dari verbs dan

adjectives

4. Siswa mampu menulis kalimat yang di dalamnya terdapat

verbs dan adjectives

D. Metode pembelajaran:

1. Komunikatif

2. Audiolingual method

52

E. Langkah-Langkah Kegiatan

No. Langkah-Langkah Kegiatan Waktu

1. Kegiatan Awal / Apersepsi

a. Guru membuka pelajaran dengan mengucapkan

salam dan menanyakan kabar Siswa

b. Guru mengabsen siswa

c. Guru bertanya tentang penyanyi dan lagu kesukaan siswa

d. Guru meminta beberapa siswa menyanyikan lagu

berbahasa Inggris kesukaan mereka

e. Guru menyampaikan tujuan pembelajaran hari ini

20 Menit

2. Kegiatan Inti

a. Guru memutar lagu „Happy‟ satu kali dan meminta

siswa menyebutkan kata yang telah mereka dengar

b. Guru memberikan print out lirik lagu „Happy‟ ( *Lirik

lagu terlampir) kepada masing-masing siswa dan

memutar lagi lagu tersebut satu kali

c. Guru dan siswa menyanyikan lagu tersebut secara

bersama- sama

d. Guru meminta mereka untuk menggaris bawahi verbs

dan adjectives yang ada pada lagu tersebut, kemudian

menuliskan artinya

e. Guru dan siswa membahas hasil pekerjaan siswa

f. Guru meminta siswa untuk mencari sinonim dan

antonim dari verbs dan adjectives tersebut

g. Guru dan siswa membahas hasil pekerjaan siswa

h. Guru meminta murid untuk saling berpasangan menebak

verbs dan adjectives yang telah merekaa pelajari hari ini

i. Guru meminta masing-masing siswa untuk membuat 5

kalimat menggunakan kosa kata tersebut.

55 Menit

3.

Kegiatan Akhir

53

a. Guru menanyakan kesulitan selama proses KBM

b. Guru menyakan pendapat siswa tentang kesan

mereka selama pelajaran berlangsung

c. Guru mengakhiri pelajaran dengan salam

5 Menit

Total Waktu 80 Menit

F. Alat Pembelajaran

1. Print out Lirik Lagu

2. Laptop

3. Speaker

G. Bentuk Penilaian

Bentuk

Instrument

Contoh

instrumen

Kunci Jawaban Skor

Making a Make 5 1. .................... 20 untuk

Sentence using sentences and 2. ....................... 1 butir

verb and pick the 3. ............... soal

adjective. vocabulary of 4. ................ dengan

(Essay) verb and 5. .................... benar

adjective.

54

Siswa diminta untuk membuat 5 kalimat yang

mengandung verb and adjective di atas:

1. Nilai 100 : Apabila siswa benar dalam membuat kalimat

2. Nilai 80 : Apabila siswa terdapat 1 nomor

kesalahan mengenai vocabulary yang

digunakan dan terdapat kesalahan dalam

penulisan

3. Nilai 60 : Apabila siswa benar membuat 3 kalimat. Dan

seterusnya.

Rumus penilaian : Jumlah Jawaban

Benar X 20 Nilai Maximum : 5 X 20 = 100

Guru Bahasa Inggris Guru Peneliti

(Izzah, S.Pd.) (Agung Prasetia)

55

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Pertemuan Kedua Treatment Class

Nama Sekolah : MTs Hidayatul Anam

Mata Pelajaran : Bahasa Inggris

Kelas : VIII-6

Ketrampilan : Listening (mendengarkan)

Materi Pokok : Test complement Verbs and

Adjectives

Alokasi waktu : 2 x 40 Menit

A. Standar Kompetensi

11. Memahami makna dalam esai pendek berbentuk

recount, dan narrative untuk berinteraksi dengan

lingkungan sekitar.

B. Kompetensi Dasar

11.2 Merespon makna dalam teks tulis fungsional

pendek sederhana secara akurat, lancar, dan berterima

yang berkaitan dengan lingkungan sekitar.

C. Indikator

1. Siswa mampu mengidentifikasi kosa kata verbs dan adjectives

2. Siswa mampu menerjemahkan kosa kata yang ada dalam lirik lagu

3. Siswa mampu melengkapi bentuk test completion

test / kalimat rumpang dalam suatu kalimat

D. Metode pembelajaran:

1. Komunikatif

2. Audiolingual method

56

E. Langkah-Langkah Kegiatan

No. Langkah-Langkah Kegiatan Waktu

1. Kegiatan Awal / Apersepsi

a. Guru membuka pelajaran dengan mengucapkan salam

dan menanyakan kabar Siswa

b. Guru bertanya tentang kabar siswa dan aktivitasnya tadi pagi

c. Guru menanyakan siswa yang tidak hadir hari ini

d. Guru mengajak siswa untuk bermain “Crazy Story”

dengan menggunakan kosa kata yang kemarin dipelajari

e. Guru memberitahukan tujuan pembelajaran hari ini

20 Menit

2. Kegiatan Inti

a. Guru memberikan print out lirik rumpang lagu “I

Remember” kepada masing-masing siswa

b. Guru memutar lagu dua kali dan meminta siswa

untuk melengkapi lirik lagu yang rumpang

c. Guru dan siswa membahas hasil pekerjaan siswa

d. Guru membagi siswa menjadi 5 kelompok dan meminta

mereka berdiskusi apa isi yang terkandung dalam lagu

tersebut

e. Setiap kelompok diminta untuk mempresentasikan

hasil diskusinya di depan kelas

45 Menit

3. Penutup

a. Guru menanyakan kesulitan selama proses KBM

b. Guru memberikan soal kepada siswa dan meminta

siswa mengerjakannya

c. Guru memberikan motivasi kepada siswa untuk belajar

lebih giat lagi

d. Guru mengakhiri pembelajaran dengan salam

15 Menit

Total Waktu 80 Menit

57

F. Media/Alat Pembelajaran

1. Print out Lirik Lagu dan Latihan

2. Laptop

3. Speaker

G. Bentuk Penilaian

Bentuk

Instrument

Contoh

instrumen

Kunci Jawaban Skor

Completion Test Fill in the blanks

with the words

provided in the

box.

1. Never ______ if you

get bad score in the

exam.

(Give up, Keep)

2. While their parents are

away, Aisha will

___ _ the children.

(Keep)

*Soal terlampir

10 untuk

1 butir

soal

dengan

benar

Ada 10 soal pertanyaan dalam bentuk fill in the blank dimana

bobot nilai benr semua ialah 10 point. Siswa diminta

melengkapi kalimat rumpang dengan mencari kosa kata yang

tepat.

1. Nilai 100 : Apabila siswa benar semua

2. Nilai 90 : Apabila Siswa salah satu. Dan

seterusnya Rumus penilaian : Jumlah benar X 10

= 100

Guru Bahasa Inggris Guru Peneliti

(Izzah, S.Pd.) (Agung Prasetia)

58

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Pertemuan Ketiga Treatment

Class

Nama Sekolah : MTs Hidayatul Anam

Mata Pelajaran : Bahasa Inggris

Kelas : VIII-6

Ketrampilan : Listening (mendengarkan)

Materi Pokok : Recount text

Alokasi waktu : 2 x 40 Menit

A. Standar Kompetensi

11. Memahami makna dalam esai pendek berbentuk recount, dan

narrative untuk berinteraksi dengan lingkungan sekitar.

B. Kompetensi Dasar

11.2 Merespon makna dalam teks tulis fungsional pendek sederhana

secara akurat, lancar, dan berterima yang berkaitan dengan

lingkungan sekitar.

C. Indikator

1. Siswa mampu mengidentifikasi kosa kata verbs dan adjectives

2. Siswa mampu menerjemahkan kosa kata yang ada dalam lirik lagu

3. Siswa mampu menulis sinonim atau antonym dari verbs dan

adjectives

4. Siswa mampu mengungkapkan isi yang terkandung dalam lagu

tersebut

5. Siswa mampu membuat sebuah paragraf menggunakan kosa kata

yang ada pada lirik lagu

59

D. Metode pembelajaran:

1. Komunikatif

2. Audiolingual method

3. Cooperative Learnning

E. Langkah-Langkah Kegiatan

No. Langkah-Langkah Kegiatan Waktu

1. Kegiatan Awal / Apersepsi

a. Guru membuka pelajaran dengan mengucapkan salam dan

menanyakan kabar Siswa

b. Guru mengadakan apersepsi berupa games, dimana siswa

dibagi menjadi empat kelompok berdasarkan barisan tempat

duduk

c. Guru meminta siswa menebak judul lagu yang diputar,

kelompok yang berhasil menebak judul lagu dengan benar

berkesempatan untuk meminta kelompok lain untuk

menebak arti / sinonim / antonim kosaka yang telah

dipelajari kemarin.

15 Menit

2. Kegiatan Inti

a. Guru memberikan print out lirik rumpang lagu “You‟re the

One” kepada masing-masing siswa

b. Guru memutar lagu dua kali dan meminta siswa untuk

melengkapi lirik lagu yang rumpang

c. Guru dan siswa membahas hasil pekerjaan siswa

d. Guru meminta siswa menggaris bawahi verbs dan adjective

yang ada dalam lirik lagu kemudian mencari sinonim dan

antonim kata tersebut

e. Guru dan siswa berdiskusi membahas isi lagu tersebut

45 Menit

60

3. Penutup

a. Guru menanyakan kesulitan selama proses KBM

b. Guru meminta siswa untuk membuaat sebuah paragraf

dengan menggunakan kosa kata yang baru saja diberikan

c. Guru mengakhiri pembelajaran dengan salam

d.

20 Menit

Total Waktu 80 menit

F. Media/Alat Pembelajaran

1. Print out Lirik Lagu dan Latihan

2. Laptop

3. Speaker

G. Bentuk Penilaian

Bentuk

Instrument

Contoh

instrumen

Kunci Jawaban Skor

Make a paragraph Make a paragraph

using the words

that provided

100

Guru Bahasa Inggris Guru Peneliti

(Izzah, S.Pd.) (Agung Prasetia)

61

RENCANA PELAKSANAAN

PEMBELAJARAN (RPP)

Pertemuan Pertama Controlled Class

Nama Sekolah : MTs Hidayatul Anam

Mata Pelajaran : Bahasa Inggris

Kelas : VIII-2

Ketrampilan : Listening (Mendengarkan)

Tema : List of Verbs and Adjectives

Alokasi waktu : 2 x 40 Menit

A. Standar Kompetensi

12. Mengungkapkan makna dalam teks tulis fungsional

dan esei pendek berbentuk recount, dan narrative untuk

berinteraksi dengan lingkungan sekitar.

B. Kompetensi Dasar

12.1 Mengungkapkan makna dalam teks tulis fungsional

pendek sederhana dengan menggunakan ragam bahasa

tulis secara akurat, lancar, dan berterima untuk

berinteraksi dengan lingkungan sekitar.

C. Indikator

1. Siswa mampu menerjemahkan kosakata yang diberikan

2. Siswa mampu menulis sinonim atau antonym dari verbs dan

adjectives

3. Siswa mampu menulis kalimat yang di

dalamnya terdapat verbs dan adjectives

D. Metode pembelajaran:

1. Conventional Method

62

E. Langkah-Langkah Kegiatan

No. Langkah-Langkah Kegiatan Waktu

1. Kegiatan Awal / Apersepsi

a. Guru membuka pelajaran dengan mengucapkan salam dan

menanyakan kabar Siswa

b. Guru mengabsen siswa

c. Guru bertanya tentang penyanyi dan lagu kesukaan siswa

d. Guru meminta beberapa siswa menyanyikan lagu berbahasa

Inggris kesukaan mereka

e. Guru menyampaikan tujuan pembelajaran hari ini

20 Menit

2. Kegiatan Inti

a. Guru menuliskan beberapa kosakata di papan tulis

b. Guru meminta siswa untuk menerjemahkan kata tersebut

c. Guru meminta siswa untuk menghafalnya

d. Guru meminta siswa untuk mencari sinonim dan antonim dari

kata tersebut

e. Guru dan siswa membahas hasil pekerjaan siswa

f. Guru meminta masing-masing siswa untuk membuat 5 kalimat

menggunakan kosa kata tersebut.

55 Menit

3. Kegiatan Akhir

a. Guru menanyakan kesulitan selama proses KBM

b. Guru menyakan pendapat siswa tentang kesan mereka

selama pelajaran berlangsung

c. Guru mengakhiri pelajaran dengan salam

5 Menit

Total Waktu 80 Menit

63

F. Bentuk Penilaian

Bentuk

Instrument

Contoh

instrumen

Kunci Jawaban Skor

Making a

Sentence using

verb and

Make 5

sentences and

pick the

1. ....................

2. .......................

3. ...............

20 untuk

1 butir

soal

adjective. vocabulary that 4. ................ dengan

(Essay) is verbs and 5. .................... benar

adjectives

Siswa diminta untuk membuat 5 kalimat yang mengandung

verb and adjective di atas:

1. Nilai 100 : Apabila siswa benar dalam membuat kalimat

2. Nilai 80 : Apabila siswa terdapat 1 nomor kesalahan

mengenai vocabulary yang digunakan dan terdapat

kesalahan dalam penulisan

3. Nilai 60 : Apabila siswa benar membuat 3 kalimat. Dan

seterusnya.

Rumus penilaian : Jumlah Jawaban

Benar X 20 Nilai Maximum : 5 X 20 =

100

Guru Bahasa Inggris Guru Peneliti

(Izzah, S.Pd.) (Agung Prasetia)

64

RENCANA PELAKSANAAN

PEMBELAJARAN (RPP)

Pertemuan Kedua Controlled Class

Nama Sekolah : MTs Hidayatul Anam

Mata Pelajaran : Bahasa Inggris

Kelas : VIII-2

Ketrampilan : Listening (Mendengarkan)

Materi Pokok : Test complement Verbs and

Adjectives

Alokasi waktu : 2 x 40 Menit

A. Standar Kompetensi

11. Memahami makna dalam esai pendek berbentuk

recount, dan narrative untuk berinteraksi dengan

lingkungan sekitar.

B. Kompetensi Dasar

11.2 Merespon makna dalam teks tulis fungsional

pendek sederhana secara akurat, lancar, dan berterima

yang berkaitan dengan lingkungan sekitar.

C. Indikator

1. Siswa mampu menerjemahkan kosa kata yang diberikan

2. Siswa mampu melengkapi bentuk test completion

test / kalimat rumpang dalam suatu kalimat

D. Metode pembelajaran:

1. Conventional Method

65

E. Langkah-Langkah Kegiatan

No. Langkah-Langkah Kegiatan Waktu

1. Kegiatan Awal / Apersepsi

a. Guru membuka pelajaran dengan mengucapkan salam dan

menanyakan kabar Siswa

b. Guru bertanya tentang kabar siswa dan aktivitasnya tadi

pagi

c. Guru menanyakan siswa yang tidak hadir hari ini

d. Guru mengajak siswa untuk bermain “Crazy Story”

dengan menggunakan kosa kata yang kemarin

dipelajari

e. Guru memberitahukan tujuan pembelajaran hari ini

20 Menit

2. Kegiatan Inti

a. Guru menuliskan beberapa kosakata di papan tulis

b. Guru meminta siswa untuk menerjemahkan kata tersebut

c. Guru meminta siswa untuk menghafalnya

d. Guru meminta siswa untuk mencari sinonim dan

antonim dari kata tersebut

e. Guru dan siswa membahas hasil pekerjaan siswa

45 Menit

3. Penutup

a. Guru menanyakan kesulitan selama proses KBM

b. Guru memberikan soal kepada siswa dan

meminta siswa mengerjakannya

c. Guru memberikan motivasi kepada siswa untuk

belajar lebih giat lagi

d. Guru mengakhiri pembelajaran dengan salam

15 Menit

Total Waktu 80 Menit

66

F. Bentuk Penilaian

Bentuk

Instrument

Contoh

instrumen

Kunci Jawaban Skor

Completion Test Fill in the blanks

with the words

provided in the

box.

1. Never ______ if you get

bad score in the exam.

(Give up, Keep)

2. While their parents are away,

Aisha will

10 untuk

1 butir soal

dengan

___ _ the children.

(Keep)

*Soal terlampir

benar

Ada 10 soal pertanyaan dalam bentuk fill in the blank dimana

bobot nilai benr semua ialah 10 point. Siswa diminta

melengkapi kalimat rumpang dengan mencari kosa kata yang

tepat.

1. Nilai 100 : Apabila siswa benar semua

2. Nilai 90 : Apabila Siswa salah satu. Dan

seterusnya Rumus penilaian : Jumlah benar X 10

= 100

Guru Bahasa Inggris Guru Peneliti

(Izzah, S.Pd.) (Agung Prasetia)

67

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Pertemuan Ketiga Controlled Class

Nama Sekolah : MTs Hidayatul Anam

Mata Pelajaran : Bahasa Inggris

Kelas : VIII-2

Ketrampilan : Listening (Mendengarkan)

Materi Pokok : Recount text

Alokasi waktu : 2 x 40 Menit

A. Standar Kompetensi

11. Memahami makna dalam esai pendek berbentuk

recount, dan narrative untuk berinteraksi dengan

lingkungan sekitar.

B. Kompetensi Dasar

11.2 Merespon makna dalam teks tulis fungsional

pendek sederhana secara akurat, lancar, dan berterima

yang berkaitan dengan lingkungan sekitar.

C. Indikator

1. Siswa mampu menerjemahkan kosa kata yang diberikan oleh guru

2. Siswa mampu menulis sinonim atau antonym dari verbs dan

adjectives

3. Siswa mampu membuat sebuah paragraf

menggunakan kosa kata yang ada pada lirik lagu

D. Metode pembelajaran:

1. Conventional Metho

68

E. Langkah-Langkah Kegiatan

No. Langkah-Langkah Kegiatan Waktu

1. Kegiatan Awal / Apersepsi

a. Guru membuka pelajaran dengan mengucapkan salam dan

menanyakan kabar Siswa

b. Guru mengadakan apersepsi berupa games, dimana siswa

dibagi menjadi empat kelompok berdasarkan barisan tempat

duduk

c. Guru meminta siswa menebak judul lagu yang diputar,

kelompok yang berhasil menebak judul lagu dengan benar

berkesempatan untuk meminta kelompok lain untuk

menebak arti / sinonim / antonim kosaka yang telah

dipelajari kemarin.

15 Menit

2. Kegiatan Inti

a. Guru menuliskan beberapa kosakata di papan tulis

b. Guru meminta siswa untuk menerjemahkan kata tersebut

c. Guru meminta siswa untuk menghafalnya

d. Guru meminta siswa untuk mencari sinonim dan antonim

dari kata tersebut

e. Guru dan siswa membahas hasil pekerjaan siswa

45 Menit

3. Penutup

a. Guru menanyakan kesulitan selama proses KBM

b. Guru meminta siswa untuk membuaat sebuah paragraf

dengan menggunakan kosa kata yang baru saja diberikan

c. Guru mengakhiri pembelajaran dengan salam

20 Menit

Total Waktu 80 menit

69

F. Bentuk Penilaian

Bentuk

Instrument

Contoh

instrumen

Kunci Jawaban Skor

Make a paragraph Make a paragraph

using the words

that provided

100

Guru Bahasa Inggris Guru Peneliti

(Izzah, S.Pd.) (Agung Prasetia)

70

KISI-KISI PENULISAN SOAL PRE-TEST & POST TEST

TAHUN PELAJARAN 2014-2015

Nama Sekolah : MTs Hidayatul Anam Alokasi Waktu : 30 Menit

Mata Pelajaran : Bahasa Inggris Jumlah Soal : 20

Kurikulum Acuan : KTSP Semester : Genap

STANDAR

KOMPETENSI

KOMPETENSI DASAR INDIKATOR JENIS

SOAL

NO. SOAL JUMLAH

11. Memahami makna dalam

esai pendek berbentuk

recount, dan narrative untuk

berinteraksi dengan

lingkungan sekitar.

11.2 Merespon makna

dalam teks tulis fungsional

pendek sederhana secara

akurat, lancar, dan

berterima yang berkaitan

dengan lingkungan sekitar.

1. Melengkapi paragraf

rumpang dengan kosa

kata yang tepat

2. Melengkapi kalimat

rumpang dengan kosa

kata yang tepat

3. Menentukan antonim

kata

4. Menentukan sinonim

kata

MC

1-8

9-13

14-17

18-20

8

5

4

3

71

Soal Pre & post Test

Nama :

Kelas :

Text for number 1-5.

My busy Holiday

On April 16th, 2010, I (1) ... this would be a great holiday for

me because that was the holy day for Hindhu people . I was so

tired about the study, so I guessed this time I could get full

refresh anyway. However, the fact said the other way.

First like an ordinary daughter, I had to get up early morning

helping my mother, of course after I prayed. Then I did my

chores, cleaned up my room, and spread out my bed under

the sun ray. I was really in danger if my mom (2) ... that my

room was messy. So, I made it as soon as possible. Second,

my aunts (3) ... me in the afternoon. I did not meet them for

a long time, that was the way I kept for hours to talk with

them. After that, unpredictable my neighbor (4) ... me. She

asked my help finishing her homework. At last, the time was

running and I just (5) ... that I had a lot of homework. I got

mad, confused and regretful why I did not check my

homework before. Therefore, I did my homework until 2:00

a.m. the next morning.

I did not feel this was holiday instead of I had to work hard and

got a long ship with my homework.

(source: http://www.englishindo.com/2012/01/9)

1. a. Sing b. Give up c. Thought d. Call

2. a. Sing b. Dance c. lose d. Knew

3. a. Called b. Lost c. Danced d. Sang

4. a. Sang b. Visited c. Danced d. Moved

5. a. Kept b. Remembered c. Visited d. Shared

Text for number 6 - 8.

My family and I went on a recreation to Solo. We went there on

Monday by car. We (6) ... at grandparents‟ house.

72

On Tuesday we interested went to Tawangmangu. We enjoyed the

scenic view with its waterfall and had lunch there. We had traditional

foods like gudangan, tempe bacem, fried fish and fried chicken. Then

we continued our trip to Taman Jurug.

The next day, we went to Kasunanan Palace. We saw many kinds of

historical heritage of the palace. After that we had shopping at Solo

Grand Mall. I bought some souvenirs for my cousins. In the evening,

we went sightseeing the town.

On Thursday morning, we (7) ... goodbye to our grandparents and went

home. We (8)

... will visit them again next holiday. I really enjoyed my holiday. It was fun.

6. a. Went b. Stayed c. Blessed d. Believed

7. a. Said b. Shared c. Saw d. Shared

8. a. Sang b. Drank c. Caused d. Promised

9. I had a very odd ... about you last night.

a. Dream b. Get c. Keep d. Stay

10. I think we need to ... more time together.

a. Dream b. Spend c. Feel d. Stay

11. You‟ll never guess the answer. Do you ... ?

a. Seem up b. Give up c. Chin up d.

Glanced at

12. The way you ... me, yes I remember

a. Seemed up b. Gave up c. Chinned up d.

Glanced at

13. He pulled on his clothes and ... into the kitchen.

a. Shared b. Stumbled c. made d. lose

14. We shouldn‟t be weak, we should be ...

a. Happy b. Strong c. Selfish d. Worry

15. Don‟t be... we should understand each other.

a. Nice b. Strong c. Selfish d. Sad

16. The antonym of “Give” is...

a. Dream b.Ask c. Answer d. Any

17. My father hates his job very much. The opposite meaning of the

underlined word is ...

a. Admires b. dislike c. Loves d. Afraid

18. She doesn‟t like tall buildings because she is afraid

of heights. The synonym of the bold word is...

a. Brave b. Worry c. Love d. Strong

19. I‟m glad to see you. The synonym of the underlined word is...

a. Happy

b. Strong

73

c. Selfish

d. worry

20. In your birthday, I wish the best for you. The synonym of the italic word

is...

a. Pray

b. Sing

c. Remember

d. Promise

74

FREQUENCY DISTRIBUTION OF

PRE-TEST NORMALITY TESTING

A. The Calculation of Frequency Distribution, Mean, Variance, and

Standard Deviation of the Pre-Test of the Experimental Class

1. The total of sample (n) = 20

2. Score distribution

45 45 45 45 50 50 55 55 55 55

60 60 60 65 65 65 70 70 70 75

3. Class

Range

(R) R

= Xmax –

Xmin

= 75 – 45

= 30

4. The Number of Class (K) Using

Sturgess Rule K = 1 + 3.3* log (n)

= 1 + 3.3* log (20)

= 1 + 3.3* (1.301)

= 1 + 4.293

= 5.293 5 (lower integration)

75

5. The Length of Interval (P) P = 𝑅𝑅

𝐾𝐾

P = 30

5

= 6

TABLE OF NORMALITY DATA

KELAS

F

li (batas

bwh kls)

zi

fz

Sz

fe

(f-fe)2/fe

44,5 -1,41888 0,077967

45 5

1

6 51,5 -0,68317 0,247251 0,169284 3,385689 2,01868

52 5

8

4 58,5 0,052551 0,520955 0,273704 5,474082 0,396947

59 6

5

6 65,5 0,788268 0,78473 0,263775 5,275495 0,099499

66 7

2

3 72,5 1,523985 0,936244 0,151514 3,030275 0,000302

73 7

9

1 79,5 2,259701 0,98808 0,051836 1,036728 0,001301

Jumlah 20

Total Nilai 1160

rata-rata 58

Varians 90,52632

SD 9,514532

c2 hit

2,516729

c2 tab 9,488

Keputusan NORMAL

B. The Calculation of Frequency Distribution, Mean,

Variance, and Standard Deviation of the Pre-Test

of the Controlled Class

1. The total of sample (n) = 20

2. Score distribution

76

45 45 45 50 50 55 55 55 60 60

60 65 65 65 65 65 60 70 70 70

3. Class Range (R) R = Xmax – Xmin

= 70 – 45 = 25

4. The Number of Class (K)

Using Sturgess Rule K =

1 + 3.3* log (n)

= 1 + 3.3* log (20)

= 1 + 3.3* (1.301)

= 1 + 4.293

= 5.293 5 (lower integration)

5. The Length of Interval (P) P = 𝑅𝑅

𝐾𝐾

P = 25

5

= 5

77

TABLE OF NORMALITY DATA

KELAS

f

li (batas

bwh kls)

zi

fz

sz

fe

(f-fe)2/fe

44,5 -1,68049 0,046431

45 50 5 50,5 -0,9969 0,159407 0,112975 2,259508 3,323863

51 56 3 56,5 -0,31331 0,377022 0,217615 4,352309 0,420177

57 62 3 62,5 0,370277 0,644412 0,26739 5,347797 1,030733

63 68 5 68,5 1,053865 0,854028 0,209616 4,192315 0,155607

69 74 4 74,5 1,737453 0,958846 0,104819 2,096375 1,728598

Jumlah 20

Total Nilai 1185

rata-rata 59,25

varians 77,03947

SD 8,777213

c2 hit

6,658978

c2 tab 9,488

Keputusan NORMAL

78

FREQUENCY DISTRIBUTION OF POST-TEST

NORMALITY TESTING

A. The Calculation of Frequency Distribution, Mean, Variance, and Standard

Deviation of the Post-Test of the Experimental Class

1. The total of sample (n) = 20

2. Score distribution

60 60 65 65 65 70 70 70 75 75

75 75 80 80 80 80 85 85 85 85

2. Class Range (R)

R = Xmax – Xmin

= 85 – 60

= 25

3. The Number of Class (K) Using Sturgess Rule

K = 1 + 3.3* log (n)

= 1 + 3.3* log (20)

= 1 + 3.3* (1.301)

= 1 + 4.293

= 5.293 5 (lower integration)

4. The Length of Interval (P)

P = 𝑅𝑅

𝐾𝐾

P = 25

5

= 5

79

TABLE OF NORMALITY DATA

KELAS

f

li (batas bwh kls)

zi

fz

sz

fe

(f- fe)2/fe

59,5 -1,77383 0,038045

60 65 5 65,5 -1,05227 0,146337 0,108292 2,165833 3,708737

66 71 3 71,5 -0,33071 0,37043 0,224093 4,48186 0,489955

72 77 4 77,5 0,390844 0,652044 0,281614 5,632275 0,473045

78 83 4 83,5 1,112403 0,867018 0,214974 4,299474 0,020859

84 89 4 89,5 1,833962 0,96667 0,099653 1,993052 2,02094

Jumlah 20

Total Nilai 1485

rata-rata 74,25

Varians 69,14474

SD 8,315331

2 hit 6,713536

2 tab 9,488

Keputusan NORMAL

B. The Calculation of Frequency Distribution, Mean,

Variance, and Standard Deviation of the Post-Test of

the Controlled Class

1. The total of sample (n) = 20

2. Score distribution

55 55 55 60 60 60 65 65 65 65

70 70 70 70 75 75 75 75 80 80

3. Class Range (R) R = Xmax – Xmin

= 80 – 55 = 25

4. The Number of Class (K)

80

Using Sturgess Rule K =

1 + 3.3* log (n)

= 1 + 3.3* log (20)

= 1 + 3.3* (1.301)

= 1 + 4.293

= 5.293 5

5. The Length of Interval (P) P = 𝑅𝑅

𝐾𝐾

P = 25

5

= 5

TABLE OF NORMALITY DATA

KELAS

f

li (batas bwh kls)

zi

fz

sz

fe

(f- fe)2/fe

54,5 -1,5887 0,056065

55 60 6 60,5 -0,84107 0,200153 0,144089 2,881773 3,374083

61 66 4 66,5 -0,09345 0,462772 0,262619 5,252375 0,298616

67 72 4 72,5 0,654169 0,743498 0,280726 5,614529 0,464278

73 78 4 78,5 1,40179 0,919511 0,176013 3,520252 0,065381

79 84 2 84,5 2,149411 0,984199 0,064688 1,293762 0,385521

Jumlah 20

Total Nilai 1345

rata-rata 67,25

varians 64,40789

SD 8,025453

2 hit 4,58788

2 tab 9,488

Keputusan NORMAL

81

HOMOGENITY TESTING OF PRE-TEST

Number Experiment Control

1 45 45

2 45 45

3 45 45

4 45 50

5 50 50

6 50 55

7 55 55

8 55 55

9 55 60

10 55 60

11 60 60

12 60 65

13 60 65

14 65 65

15 65 65

16 65 65

17 70 70

18 70 70

19 70 70

20 75 70

Variance 90.52632 70.03947

F-HIT 1.175064

F-TABEL 2.15

KEPUTUSAN HOMOGEN

82

HOMOGENITY TESTING OF POST-TEST

Number Experimental Control

1 60 55

2 60 55

3 60 55

4 60 60

5 65 60

6 65 60

7 65 65

8 70 65

9 70 65

10 70 65

11 75 70

12 75 70

13 75 70

14 80 70

15 80 75

16 80 75

17 80 75

18 85 75

19 85 80

20 85 80

Variance 80.19737 64.40789

F-HIT 1.245148

F-TABEL 2.15

KEPUTUSAN HOMOGEN

.

z _ h..,

wvw %

KEMENTERIAN AGAMAUIN JAKARTAFITKJl. lr. H. Juanda No 95 Ciputat 15412 lndonesia

FORM (FR)

No. Dokumen : FITK-FR-AKD-082

Tgl. Terbit ; 1 Maret 2010

No. Revisi: : 01

Hal 1t1

SURAT PERMOHONAN IZIN PENELITIAN

Nomor : Un.01/F. 1/KM.01 .311X2015Lamp. : PenelitiantProposalHal : Permohonan lzin Penelitian

Tembusan:1. Dekan FITK2. Pembantu Dekan Bidang Akademik3. Mahasiswa yang bersangkutan

Jakarta, 02 Agustus 20'16

Kepada Yth.

Kepala Sekolah MTs HidayatulAnamH. lmamuddin, SAgdiTempat

Assal am u' al ai ku m wr.wb.

Dengan hormat kami sampaikan bahwa,

Nama :Agung Prasetia

Jurusan : Pendidikan Bahasa lnggris

Semester :Xl (Sebelas)

Judul Skripsi : The Effectiveness of Using English Song on Students' Listening Ability

at the Eight Grade of MTs Hidayatul Anam Pasar minggu Jakarta Selatan

adalah benar mahasiswa/i Fakultas llmu Tarbiyah dan Keguruan UIN Jakarta yangsedang menyusun Skripsi, dan akan mengadakan penelitian (riset) diinstansi/sekolah/madrasah yang Saudara pimpin.

Untuk itu kami mohon Saudara dapat mengizinkan mahasiswa tersebutmelaksanakan penelitian dimaksud.

Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih.

Wassal am u' al aiku m wr.wb.

I 008

['

a

YAYASAN PERGURUAN HIDAYATUL ANAMMadrasah Tsanawiyah Hidayatul Anam

STATUS : TERAKREDITASI B

JI. Jambu No. 1 RT. 005 RW. 010 Kel. Jati Padang TeIp. 7814544 -7818128

PASAR MINGGU _ JAKARTA SELATAIT 12540

b*

SURAT KETERANGAN

Yang bertanda tangan dibawah ini Kepala Madrasah Tsanawiyah Hidayatul Anam

Pej aten menerangkan bahwa:

Nama

NIM

Universitas

Fakultas/Jumsan

: Agung Prasetia

:1111014000079

: Universitas Islam Negeri Syarif Hidayatullah

: FITK/PBI

Telah melaksanakan Kegiatan Penelitian dengan judul skripsi The Effectiveness of

Using English Song on Students' Listening Ability" (Quasi-Experimental Research at Mts

Hidayatul Anam Pejaten) pada Madrasah Tsanawiyah Hidayatul ,Anam Pejaten dari tanggal

14 sampai tanggal 26 2016. Demikian surat keterangan ini dibuat agar dipergunakan

sebagaimana mestinya.

--

Jakarta, 28 Oktober 20 I 6