THE EFFECT OF USING SONG LYRICS ON STUDENTS’ ENGLISH PHRASAL VERBS MASTERY (A Quasi Experimental Study at The Tenth Grade of SMK NUSANTARA 01 )
“A Skripsi “ Presented to faculty of Tarbiyah and Teachers’ Training in Partial Fulfillement of the Requirements for Degree of Strata 1 in English Language Education.
By: IKOH 109014000021
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2016
ENDORSEMENT SHEET The Examination Committe of the Faculty of Tarbiyah and Teachers' Traning sertifies that the "skripsi" ( Scientific Paper) entitled "The
Effict of
Using Song Lyrics on
Student' English Prhasal Verbs Mastery" ( A Quasi Experimental Study at The Tenth Grade
of SMK Nusantara, Ciputat Tangerang Selatan). Written by IKOH, student's
registation
number: 109014000021, was eximaned on 22rh of June 2016. The Skripsi has been accepted
and declare to have fullfilled one of the requirements for the degree S.Pd. In English Language Education on the Departement of English Education.
The Examination Commite
Dro Alek,M.Pd.
Chairman
NIP。
19690912200901002
Zaharil Anasy,Ⅳ I.Hum。
Secretary
NIP.197610072007101002
Examiner
I
Dro Atiq Susilo,PIIA.
NIP.194911221978031001
Examiner
II
Atik Yulivani,Ⅳ IA
TESOL.
NIP,198404102015032003
ledment by: Dean of Faculty
Traning
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ABSTRACT IKOH, 2016. The Effect of Using Song Lyrics on Student’ English Prhasal Verbs Mastery” ( A Quasi Experimental Study at The Tenth Grade of SMK Nusantara Ciputat Tangerang Selatan). Skripsi, Department of English Education, Faculty of tarbiyah Teacher’s Tranining, UIN Syarif Hidayatullah Jakarta. Key word: Phrasal Verb, Song lyric The objective of this study is to get the empirical data about the effect of using song lyrisc on students’ English phrasal verbs mastery at the tenth grade of SMK Nusantara 01 Ciputat Legoso especially in marketing majoring. The method used in this thesis was quantitative method the quasy-experimental research design. The sampling technique used in this study was quota sampling. The sample of this study was 60 students taken from the tenth grade of SMK Nusantara Ciputat legoso, which are 30 students as experimental class and 30 students as controlled class. In collecting the data, the writer conducted post-test about phrasal verb that using song lyrics test which consisted of 30 multiple choices. In this reaearch, there were seven meetings for treaments include pre-test and post-test that use the song lyrics as the main subject for learning phrasal verb in the class. The gained score of Pre –test and post –test in the expermental class was 72,83 and for the controlled class was 66,13 The testing of hyphothesis was analyzed using t-test formula. The result of this study shows that there is significance difference on srudents’ achivemement in mastering pharsal verbs that is taugh be using English song lyrics. In the table of significance, it can be seen on the df=58 and in significance degree or α (alpha) 5% was 2.00. Then, t-test score was 17,84. By comparing the value is bigger than , that is 17,84 > 2.00 or the t-test> t-table, the alternative hyphothesis (Ha) is accepted and null hyphpthesis (Ho) is rejected alternative it can be concluded that song lyrics is effective on students’ phrasal verb mastery at the tenth grade of SMK.
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ABSTRAK IKOH, 2016. The Effect of Using Song Lyric on Student’ English Prhasal Verbs Mastery” ( Sebuah penelitian Eksperimental semu di kelas X SMK Nusantara Ciputat Tangerang Selatan). Skripsi Jurusan pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta. Key word: Phrasal Verb, lirik lagu Penelitian ini bertujuan untuk mendapatkan data empirik tentang penggunaan lirik lagu pada penguasaan phrasal verb apakah penggunaan lirik lagu dapat efektif dalam meningkatkan phrasal verb pada murid kelas X SMK Nusantara 01 Ciputat Legoso terutama di jurusan pemasaran. Metode yang digunakan dalam penelitian ini adalah metode kuantitatif dan desain eksperimental semu. Tekhnik sample yang di gunakan adalah Quote sampling. Sampel yang di gunaakan dalam penelitian ini adalah 60 siswa yang di ambil dari kelas sepuluh SMK Nusantara Ciputat legoso, 30 siswa dari kelas eksperimental dan 30 dari kelas kontrol. Dalam pengumpulan data, penulis menggunakan post test tentang phrasal verb yang menggunakan tes lirik lagu yang terdiri dari 30 pilihan ganda. Dalam peneletian ini ada tujuh pertemuan untuk perlakuanya termasuk dalam pre-test dan post-test nya yang menggunakan lirik lagu sebagai subjek utamanya dalam pembelajaran phrasal verb di kelas. Hasil perolehan pada nilai pre test pada kela eksperimental 72,83 dan pada kelas kontrol adalah 66,13.Pengujian hipotesi dianalisismenggunakan rumus t-test . hasil dari penelitian ini menjunukan bahwa ada perbedaan signifikan dalam pencapaian siswa tentang penguasaan phrasal verb yang di ajarkan melalui lirik lagu bahasa Inggris. Dalam table signifikan, dapat di lihat bahwa df=58, di mana taraf signifikan atau α (alpha) 5% adalah 2.00. kemudian hasil skor t-test adalah 17,84. Perbandingan antara hasil t-table dengan t-test adalah lebih besar dari , yaitu 17,84 > 2.00atau t-test> t-table, hipotesi alternatif (Ha) adalah diterima dan hipotesi nihil (Ho) adalah di tolak. Maka dapat di simpulkan bahwa penggunaan lirik lagu bahasa Inggris efektif dalam penguasaan phrasal verb untuk siswa SMK kelas sepuluh.
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ACKNOWLEDGEMENT In the nam of Allah, the Beneficient, th Merciful. All Praises to be Allah, Lord of the worlds who blessed the researcher in completing this “skripsi” entitled The Effect of Using Song Lyric on Students’ English Phrasal Verbs Mastery (A Quasy Experimental study in the Tenth Grade of SMK). Peace and Blessing be upon the Prophet Muhammad, his family and his companion and his followers. On this oppurtunity, the writer woud like to express her greatest gratitude and honor to her beloved parents, Maryati who always never stop giving the greatest love, prayer, and support to her finishing this “Skripsi” Furthermore, the writer would like to address her honor great and deepest gratitude to her advisor Drs. Nasifuddin Djalil, M.Ag and Zaharil Anasy, M.Hum who have given their consultation with full patience, helps, kindness and valuable guidance as valuable advice during completing this “Skripsi”. The writer relize that without support and motivation from people arround her, she could not finish this “Skripsi”. Therefore she would like to give her deepest apreciatiation to” 1. Prof. Dr. Ahmad Thib Raya, MA, as the Dean of Faculty of Tarbiyah and Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta. 2. Dr. Alek, M.Pd as the Head of English Education Department and Zaharil Anasy, M. Hum, as the secretary of English Education Departement. 3. All lecture, escpecially those at English Education Department and Dr. Atiq, MA, as her academic advisor who always give their motivation and valuable knowledge durig her study at faculty of Tarbiyah Teachers’ Training of Syarifhidayatullah State of Islamic University Jakarta. 4. Drs. H. Hudlori Ma’arief, M.pd as the Headmaster of SMK Nusantara 01 Ciputat Legoso for giving permission to the writer to do research and Rini Ramdani as the English Teacher for sincere help, time and guidence. 5. The first grade students of SMK Nusantara 01, especially for X-1 PMS for being participents in this research.
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6. All friends who always give me support, help, and knowledge they have shared. Finally, the writer admits that her wrting is still far for being perfect. Therefore, she hopes some suggetion and critique from the reader especially who are interested in English Education Department.
Jakarta, June 2016
The Writer
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TABLE OF CONTENTS
ABSTRACT ............................................................................................................ i ABSTRAK ............................................................................................................. ii ACKNOWLEDGMENT...................................................................................... iii TABLES OF CONNTENTS .................................................................................v LIST OF TABLES .............................................................................................. vii LIST OF APPENDICES ................................................................................... viii CHAPTER I. INTRODUCTION .........................................................................1 A. Background of study ................................................................ 1 B. Identification of the problem ................................................... 3 C. Limitation of the problem......................................................... 4 D. Formulation of the problem ..................................................... 4 E. Objective of study ................................................................... 4 F. Significance of study ............................................................... 4 CHAPTER II. THEORETICAL FRAMEWORK........................................... 5 A.
Phrasal verb ........................................................................ 5
1. Definition of Verb ............................................................... 5 2. Definition of Phrasal verb.................................................... 6 3. Types of Phrasal verb .......................................................... 6 4. The Importance of phrasal verb .......................................... 7 5. The difficult of phrasal verb ............................................... 8 6. Phrasal verb and Idiom .........................................................8 7. Technique of Teaching Phrasal Verb ...................................9 B. Music, Lyric and Song ........................................................... 10 1. Definition of Music ........................................................... 10 2. Definition of Lyric ............................................................ 11
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3. Definition of Song ..............................................................11 C. Why song lyrics? .................................................................... 12 1. Advantages and Disadvantages of using song. .................13 2. Choice of song ...................................................................13 3. The Benefit of using music in class ..................................14 4. Technique for presenting song ......................................... 15 D. Previous Studies ..................................................................... 16 E. Thinking Framework .............................................................. 17 F. Research Hypothesis ............................................................. 18 CHAPTER III. RESEARCH METHODOLOGY ........................................... 19 A. Place and Time of the Reseach............................................... 19 B. Method and Design of the Reseach ........................................ 20 C. Population and Sample ........................................................... 20 D. Technique of Collecting the Data ........................................... 20 E. The Content of Intervention .................................................. 21 F.
Technique of Analysis the Data ............................................. 21
G. Statistic Hypothesis ................................................................ 23 CHAPTER IV RESEARCH FINDINGS ...........................................................25 A. The Description of the Data. ...................................................25 B. The Data Analysis ...................................................................28 C. Test of Hyphothesis .................................................................32 D. Data Interpretation ..................................................................33 CHAPTER V CONCLUSIONAND SUGGESTION .......................................34 A. Conclusion ..............................................................................34 B. Suggestion ..............................................................................35 BIBLIOGRAPHY ................................................................................................36 APPENDICES ......................................................................................................38
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LIST OF TABLES
Table 3.1 The timeline of the research ............................................................................ 19 Table 4.1 The Score of Post Test of Experimental Class ................................................. 25 Table 4.2 Score of Post Test Controlled Class ................................................................ 27 Table 4.3 The Result of Comparison of Post Test from Eperimental Class and Controlled Class................................................................................................................................. 28
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LIST OF APPENDICES
Appendix 1
: Test of Validity ...........................................................................38
Appendix 2
: Pre Test Instrument .....................................................................40
Appendix 3
: The Answer Key of Pre Test ........................................................43
Appendix 4
: Lesson Plan of Experimental Class ............................................... 44
Appendix 5
: lesson Plan of Controlled Class ..................................................78
Appendix 6
: Post Test Instrument ....................................................................98
Appendix 7
: The Answer Key of Post Test Instrument .................................101
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CHAPTER I INTRODUCTION A. Background of Study
Mastering a foreign language is one of the important things that is needed in globalization era, because English is the most commonly used language among people in this wolrd as communication.In order to make a good commnication, students have to understand the language.Then, in order to make understand a language, students have to be skilled in vocabulary. While the students have lack of vocabulary, they can not express the idea and opinion. In other words, vocabulary is one of several things as the main part of understanding English. Actually there are some common techniques that students can do for understanding vocabulary, such as memorizing, repetition and recall the word all the time in daily life. According to McCartinJannesaid that” Learning vocabulary is largely about remembering, and students generally need to see, say, and write newly learned words many times before they can be said to have learned them 1. Therefore to delivery about what to say in English, students have to know a lot of vocabulary in written or spoken language. As regard the reality, learning new vocabularry or phrasal verb is not easy. It is a fact when the reseacher practiced The Integrated Teachers’ Training – Praktek Profesi Keguruan Terpadu ( PPKT), there were some students said” There were words that were still difficult to understand. They did not know the meaning and the differences of words such as “put on, put in, put back, and also looking for, knocked on, knock out” etc. Those words often appear in any reading text of TOEFL, News or Songs etc. Then the reseacher tell those words are contain verb and preposition and that is phrasal verb.According to Benjamin J White on America Dictionary Heritage said ” Phrasal verb is combination an ordinary verb
1
Mc Carten Janne.Teaching Vocabulary(Lessons from the Corpus,Lessons for the Classroom), New York, Cambridge University Press, 2007. P21
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and a preposition or an adverbial particle that has at least one partical meanings of the verb and the preposition or particle”2 Based on problem above, it is proved that students at SMK (Vocational School) were still hard to understand and learn vocabulary especially in phrasal verb. Based on what a researcher has observed in that school, there are some factors that reseacher has found. There are teaching progres is not control, it is less of motivation, the student’s environment is not support for learning, it is instant of learning reference, student’s desire is highly, but sometimes teacher’s knowledge reference or varieties teaching is slow and less attantion in vocabulary while learning process. Therefore to make students motivated and enjoyable to study phrasal verb, the teacher should be creatively in delevering material. The teacher should use variative strategies in teaching learning. One of strategy that can be used by teacher is using media to support the teaching learning process. One of the media is English song lyrics. Song is practical and easy to follow. Every human certanly would listening to the music whenever and wherever through Mp3, Mobile Phone, Radio, Televition, Laptop etc. Music is always fun to do because music is familiar with human habit. In order to get the most out of experince in speaking, reading or prononciating; learning vocabulary with music, song and lyric together is one of the first steps of learning a foriegn language. However, music and song are not just entertaiment, it is also valuable to be a language teaching tool because in the song, there are some kinds of lyrics. Song is flexible for any puprose, moreover for getting a number of vocabulary. Especially in English song, there are some kinds of vocabulary forms, pattern, idiom and phrasal verb. Moreover Students usually like singing even in the classroom, it builds confidence for students to reach good achievment in learning of new 2
White J Benjamin. A Conceptual approach to the instruction of phrasal verb,(The Modern language Journal)Vol. 96, No. 3 (Fall 2012), pp. 419
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vocabulary. Musics and songs are available in many countries around the world. Song may employ to enhance the listening, pronunciation, acquiring grammatical and vocabulary. Toward students’ difficuties in phrasal verb, song lyric can help student to enrich English phrasal verb. According John M. Purcel ”Often as student learn song there will be number of vocabulary” 3 Then with song lyrics, it is expected to help students interested, confident, motivated and easy to follow an activity of English classroom with fun and meanigful way and also easy in memorization, repetation and recalling the word with comfort, inetrestedin learning language of phrasal verb. Therefore based on description above, the reseacher formulated the topic in her Skripsi with the title: “ The Effect of Using Song Lyrics on Students’ English Phrasal Verbs Mastery” B. Identification of The Problem Based on the background above, the problem can be identified as follows: 1. The Vocational students (SMK) still have difficulties in undestanding phrasal verb. Besides they can not underatand while reading text and can not convey idea clearly because thier limited kinds of vocabulary of phrasal verb. 2. The student’s environment is not supportive for learning vocabulary or phrasal verb. 3. The students were less motivated because the time was not controlled, the instant of learning reference, and also less emphasize in vocabulary learning process, Student’s desire is high, but teacher’s knowledge, reference and varieties
4.
teaching are low.
3
John M. Purcell. Using Songs to Enric Secondary Class, Hispania Vol. 75 No 1, March 1992. P 193
4
C. Limitation of The Problem Based on the identification above, the limitation of the study is to find out the effectiveness of song lyrics to enrichstudents’ phrasal verbs for SMK (Vocational school)at the tenth grade. D. Formulation of The Problem Based on the limitation above, the formulation of the following problem is as follows: Is there any effectbefore and after using song lyrics on student’s English phrasal verbs mastery? E. Objective of study The Objective of this study is to get the empirical data of using song lyrics on students’ English phrasal verb mastery. F. Significance of study The researcher expected this research has many impact and advantages for students in learning. So that they can be motivated, interested, fun, enjoyed and comfortable in language classroom. For the teacher in these finding can improve their teaching’s ability and be creative learning in vocabulary.
CHAPTER II THEORETICAL FRAMEWORK
This chapter present theoretical framework that discusses some topics. The first one is phrasal verb which cover definition of verb, definition of phrasal verb, type of phrasal verb, the important of phrasal verb, the difficult of phrasal verb, idiom and phrasal verb, technique in teaching phrasal verb. The second discusses about music, song and lyric. A.
Phrasal verb Studying language can not separated from phrasal verb, because phrasal
verbs are very important in English language. Students who want to learn a target language and improve their languagae quality, have to learn this component. 1.
Definition of Verb Every sentence has subject and verb. Who or what the sentence speaks about
is called subject; what the sentence says about the subject is called the verb1. In Barron‟s book of Toefl Test, a verb is a word or phrase that expresses existence, action and experience.2 A Verb also is a word that used in present and past tenses; it has both an-s form and an-ing form.3 The verb is the important part in learning English and also phrasal verb. The verb has many different form. Based on the book of a Students‟s Introduction to English Grammar said that Verb are Variable Lexemes. That is, they have a number of different inflectional form that are requared or permitted in various grammatical contects. 1
Langan John. Sentencce Skill, From A Seventh Edition, (New York : Mc Graw Hill 2003) p
90 2
Barron‟s. How to Prepare for the Toefl Tes, (Jakarta Barat: Binarupa Aksara 2000) p 81 Kolln Martha and Funk Robert. Understanding English Grammar Eighth Edition, ( New York: Longman 2010) P23. 3
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For example the lexem Fly has a form flew that is permitted in a contects like Kim has flown home or kim flew home.4 2.
Definition of Phrasal Verbs Pharasal verb is important part in English learning spoken or written and also
language style in communication. Generally phrasal verb is defined as a verb and particle combination. Pharasal verbs they contain two words. In phrasal verb, the first word is a verb and the second word is called a partical.5 In the Ultimate of Phrasal verb, phrasal verbs are either separable and nonseparable. Separable phrasal verb can be separated by their object. E.g I took my shoes off. Nonseparable phrasal verb cannot be separates by their object. E.g he run into tree.6 Based on Scott Thornbury said” Phrasal Verbs are another instance of the fuzziness at the boundary between words and grammar. They are partuiculary problematic for learners both because of lexical meaning (which are often idiomatic) and their grammatical form.7 3.
Types of Phrasal Verbs Phrasal verbs has many types, and to be mastery Pharasl verb, it is very
important to know the difference about it. Based on Scott Thornbury there are four types of phrasal verb: 8 Type 1: intransitive e.g come to ( recover consciousness) These don‟t take an object.
4
Huddleston Rodney and Pullum Geoffrey K. A Student’s Introduction to English Grammar, (New York: Cambridge University Press 2005). P29 5 Altenbergh EveleynP and and Vago Robert M. English Grammar Understanding Basic, (New York: Cambridge University Press 2010). P 38 6 Carl W.Hart. The Ultimate Phrasal Verb Book, (New York : Barron‟s 1999)P 01 7 Thonrbury Scott. How to teach Vocabulary, ( London: Longman, 2002) p123 8 Thonrbury Scoth.Op.cit, P 123
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Type 2 : transitive insepaarable e.g look into ( insvatigate)These must take an object which always comes after the verb. Type 3 : transitive separable e.g put off (postpone)The object can either come between the verb and the particle or after the verb. If we use pronoun than it must go between. Type 4: three parts e.g put up with (endure) these are always intransitive Insparable. From these type, student can learn the different of phrasal verb in English. It is more easy to understand for student to know the clasify of phrasal verb. 4.
The Importance of Phrasal Verb Phrasal verb are very important for learners because they are so prevalent in
everyday spoken and informal written language. It is something sooner or later, students have to learn of phrasal verb because a native speaker use them all the time and it is also important part of the English language. Phrasal verbs are in very common use in spoken and colloquial English. However they are idiomatic and students need to give them special attention if they wish to speak the language fluently.9 Therefore Learning phrasal verb make it language be quality, familiar more than one or two meaning of language, in addition learning to use phrasal verb will encourage students sound natural in casual converstaion. Idioms and phrasal verb are an important part of every language. Therefore, as a language learner, knowing idioms is useful in at least two ways: The more idioms that learner know, the more native-like a language will sound; By learning idioms, students will learn a lot about the culture of the community speaking the language.
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Marion Caragounis. Phrasal Verb and Their Importance In Spoken. https://linguistics.knoji.com/phrasal-verbs-and-their-importance-in-spoken-english-2/ accesed on July 16/07/2016. 06:01 PM
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5.
The difficulty of phrasal verb. Pharsal verb are extremly common language and it is still difficult to learn
for students because many of them are idiomatic and also have more than one meaning. There are the main reason for this:10 a. In many cases the meaning of the phrasal verb can not be deduced from its element, ie., it is being used idiomaticaly. b. Many phrasal verb are polysemous; i.e., they have more than one meaning. c. There are difficult with grammar of phrasal verb, particulary with the position of the particels. In other words, even though phrasal verb are still difficult to learn, phrasal verb also a common language which is used of many native speaker and also used in everyday spoken and written language. There fore song lyrics are very useful tool for leraning phrasal verb because it was fun and entertaining. 6.
Idiom and Phrasal Verb Most phrasal verbs are not informal, and slang words. Usually many the
words of phrasal verb often appear in song lyrics. Sometimes phrasal verbs are also idiomatic built has different idioms use as a way of expressing ourselve. Idiom are very important language. Idiom and phrasal verb also make a language sound very creative, often the good writer use idiomatic expressions and sometimes they have different meaning. Both of them are part of the language which is used in common foreignlanguage. Idiom Usually they have a meaning other than the exact word expressed.11 Idioms are saying people used to express themselves in converation. They have another meaning other than what actually
10
Shoebottom Paul. The Impotant Information about Phraal Verb, http://esl.fis.edu/voca/phrasal/prsasal-important.htm. accesed on February 02/16/2016/4:55 PM 11 George Watson. 190 Ready to Use Acitivities That Make English Fun, ( San Francisco: Jossey Bass 2002) p 161
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say.12 Idioms could define as expressions whichhave an idiosyntractic meaning whhich is not a purely compositional function of the meaning of their indifidual part: e.g Be careful not to upset applecart.13 In other words, pharsal verb are multiple particels and words, it consits transitive and intransitive. 7.
Technique in Teaching Phrasal verb There are hundreds of phrasal verbs and phrasal verbs is not easy stuff to
learn. Actually many techniques for leaning vocabulary and phrasal verb in the class. The teacher can use anything of teaching tools according what the lesson and material. Phrasal verbs sometimes the less common teaching lesson in the class. Not all students concern in learning vocabulary of phrasal verb. Students need to know a lots of phrasal verbs, if they they want to reach a good English level. Therefore to make student interesting in learning phrasal verb, teacher have to creatively to make material more interesting. There are the technique which is teacher can use it as teaching tool in the class. According Ruth Grains and StuartRedman say” there are many techniques of vocabulary teaching. There are: visual aids, verbal explaination, and contectual guesswork.14 1) Visual Aids. In this technique, teacher can use paper or screen slide show of song lyrics or whiteboard. The teachers use paper to song lyric and underline the words that we needs and writing the words and meaning at whiteboard as visual aid.
12
Ibid., P 162 Andrew Radford. Analysing English Sentences A minimalist Approach, (New York: Cambridge University Press, 2009) p 241 14 Ruth Gairs and Stuar Redman, Working with Word: A Guide to Teaching and Learning Vocabulary, ( New York: Cambridge UniversityPress, 2003), p 73. 13
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2) Verbal Explanation In this technique, teacher can explain the meaning of the words. A teacher should select and provide words based on students‟ level. This technique is effecient way to of explaining unknown words. 3) Contextual Guesswork In this technique, the students learn vocabulary from a text of song lyrics. The students can understand the meaning of difficulty word from text through song lyrics. They can guess from the meaning of lyrics. B. Music, lyric and Song 1.
Definition of music Music is part of everyone‟s life. It consisits of melody, harmony, rhythm,
sound etc. Music is sound organized into pattern that can please the ear or communicate feeling or a mood.15 With music it helps student to control mind and tobe experienced of emotion and make a good mood while in the class. The most people like singing and listening music. Music is humanly organised sound. 16
Learning English is easy with music and song, when leaners love to the song,
easy to follow and know the lyric. This activity can be enhance of students‟ motivation to be better in learning English especially in vocabulary. Music is as the star of communication about any topics between an individual, two individuals and group. According to John A. Sloboda “ Music is the unique tools within which human can express, by the organization of sound, gestures, their knowledge and social relation between human.17 Then according to that is statement, music naturally can make people move their feelings and also there are story which human can share each others with any language. 15
Oxford. Oxford Children’s Encyclopedia, ( UK: Oxford University Press, 2004)p 60 Godt Irving. Music: A practical definition, The Musical Times, Vol. 146, No. 1890 (Spring, 2005), pp. 84 17 Sloboda John. A. The Musical Mind ( Oxford University Press : 2005) P 167 16
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2.
Definition of Lyric Lyrics is the important part of the music element. Lyrics with music are
revealing feeling, emotion, mode, state of mind, expression or thought etc. lyrics is musical only in a symbolic way; it is created by lyric Poets paying attention to such matters as patterns of repetition and variation.18 In other definition lyric are words that make up a song usually consisting of verses and choruses. Lyric is piece of the words and short poem that be sung.19Lyric is a short poem expressing personal emotion or having to do with such a poem : a lyric poet.20 Lyric also has the number of words, poem, methapor or language.In other hand, the lyric has many word of grammatical such as verb, pronoun, phrasal verb etc. Song lyric hasmany useful for learning new vocabulary. Lyric is memorable language and it is about whats happend now. Sometime in the lyrics contain a politics, social, or economic and also culturally message. Therefore lyric is one of the media for study English of vocabulary, listening, phrasal verb or pronounciation. The Students can improve their vocabulary throughout English song lyrics. In this reseach, the reseacher used the lyric which contain of pharasal verb to inprove student‟s English. 3.
Definition of Song Song has a role in language learning. Song is useful for practiceing new
vocabulary for English learner because song is eassy to make change the mood, feeling and emotion and all people are often singing and practicieng with lyrics. Song is something to sing; short poem set to music.21 With song lyrics it help students to learn phrasal verb is more eassy, simple and also fun. Song is not just 18
Francis Blessington. Is There a Lyric Center?,The Sewanee Review,Vol.107, No. 2 ( Spring, 1999) p 216 19 http:// en.m.wikipedia.org/wiki/Lyrics. accesed 02/26/2016 5:11 PM. 20 Opcit. World Book. P 1247 21 World Book. The World Book Dictionary, (Chicago:World Book Inc, 2007) P 1993
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for enjoyment, but song is an art that is setting of a poem to music, specifically concevied to enhance the meaning of the text.22 Hence teaching and song are unity of an art where teacher should be creatively to deliver material in the class as good way as possible. C.
Why song lyric? Songs are often a welcome change from the routine of classroom activity in
learning a language. Songs also make the experience of learning English and enjoyable. There are some reason of using song in English classroom.23 a) Songs provide examples ofeveryday language; the language of most songs is simple, often in a conversational style. b) Songs are easy to find. Everybody has access to records, CDs, cassettes, videos, mini discs, and songbooks. If your own collection isn‟t enough, the students themselves will no doubt have an inexhaustible supply. c) Songs are highly motivating. Both young people and adults tend to enjoy being taught through songs. d) Music and songs are part of everyday life. In the car, at home, at sporting event, at times of celebration, in theatres, at the cinema, and even out in the streets, people taconstantly hear – and sing – songs. It therefore seems natural to make the man integral part of the language learning process. e) Songs are the natural opportunities for meaningful repetitions which other texts will find students spontaneously „practicing‟, both with others and alone? Song and music are essential for students who are learning English as a foreign language to master phrasal verb. The students can use it in anytime and everywhere they can play it.
22 23
Opcit:Jean Ferris.P 222 Akis Davanellos. Methodology:English teaching profesional,(Issues thirteen, 1993)P13
13
1.
Advantages and Disadvantages of using song lyrics Using songs in the classroom have some advantages. Songs are:24 a. Improve student motivation; b. Reinforce grammatical structures; c. Enhance pronunciation and vocabulary; d. Help memorize patterns making learning easier; e. Build fluency. Using song in the classroom have some disadvantages, there are some potential problems with songs. They are: a. Be very fast for ESL learners; b. Contain slang or ungrammatical sentences (he don´t…); c. Have difficult vocabulary that even upper d. Intermediate students will not understand. Based on disadvantages of using song lyric in the class, teacher have to be creative for delevery material to make easy for student in udesrtanding language in song lyrics. Because many of them are slang words and ungrammatical form, then it will need strategy in teaching phrasal verb with song lyrics, such as the way of chooice song and presenting song lyric in the class.
2.
Choice of song Before using song in classroom it is important to make sure that the song is
suitable for teaching to their own students. Teacher should know what must to do with song. The song must be update, interesteing, popular, positive massage and also appropriate with the topic.
24
Ontesol. Using Song with Adult Learner. http://how-to-teachenglish.ontesol.com/usingsongs-with-adult-learners/ accesed on February 02/16/2016 5:46 PM
14
Many songs include of slang, bad grammar, idimoatic, phrasal verb or unatural stress word. Therefore teacher should be select carefully. Teacher needs to select ones that fit with students‟ level, including level of difficulties of the vocabulary, the length of the song, the popularity. 25 The chooice of song is better of what people know, liked, there was the lyrics and also full of spirit. Therefore a song or rhyme should suit to pupil‟s age group and their interest, match their level of English and have cathcy, and eassy to remember melody.26 3.
The Benefit of Using Music in Class Music can enric spirit of students in the class. Many homework, exercise or
problem of student‟s personality, sometimes that makes it feel stressing or bored in class. Then with music it is could make students relax and fun. Music also canset the mood in the star of lesson. Music can also be useful in classroom, there are: 27 a. To set the mood at the star of lesson. It is mean the teacher can open the lesson in the calssroom by mucic to support student‟s motivation. b. To give teacher something to talk about with his students at the star of lesson (especially useful with class that is not known) c. As background music while students work on “dull” exercises; d. As background music to set the scene while students so particular task. e. Simply pleasure or as a break between activities; f. To help students relax; g. To close down, conclude, round of the lesson-tosay goodbye with.
25
M.P.Kun Herrini. Teaching English to Young Learners Throught Songs: Lingistic Conference of the Year, ( Jakarta, Atma Jaya 2010) P 484 26 Mary Slatery and Jane Wills. English for Primary Teachers : A handbook of Activities & Classroom Langugae,( New York: Oxford University Press). P 45 27 Jim Scrivener. Learning Teaching : A Guidebook for English Language Teachers Second Edition, (UK: Macmillan 2005) P 339
15
Based on the website, the writer said that Chris Brewer, M.A., a noted authority on the integration of music throughout the curriculum, there there are some outcome and benefit for student while studying English with song lyric and music. They are:28 a. Play music to set a possitive mood at the start of the day or at the beginning of a class. b. Raise student energy levels with upbeat music as needed throughout the day. c.
Play music reduce stress levels, relieve frustation and creat a peacful classroom enviroment.
4.
d.
Play music to help sustain student attantion and concentration.
e.
Play music to motivate and inspire your student.
f.
Play music to encourage interaction and build classroom community.
g.
Use music in the classroom to increase the joy of learning.
Technique for Presenting song To make effective while presenting songs in class, teacher have to plan it in
good way. According to John M.Purcell, in his journal that Whitaker has four plan basic steps in presenting song in class:29 a)
The teacher plays the song while the students look at the words silently.
b)
The students reapet the words without singing them.
c)
The teacher points out vocabulary, idiom, grammar items, and gives pronuncation cues.
d)
The teacher plays the song again, letting students join when in they feel confidents enough about singing along. It also will make good atsmosphere while teaching English.
28
http://Benefits of Using Music in the Classroom by Chris Brewer, M.A.htm John M. Purcell. Using Songs to Enric Secondary Class, Hispania Vol. 75 No 1, ( Mar 1992) P 195 29
16
D.
Previous Study There are some reseacher that already have conducted the research about the
effectiveness about song lyric technique in improving student‟s vocabulary. The First Skripsi written by Masning Zahro, student member 063411050, English Departement of Tarbiyah Faculty Walisongo State Institute for Islamic Study 2010. The title is “The Use of Song Lyrics to Improve students’ Vocabulary of Verb” She was using song lyrics to improve students‟ vocabulary of verb. The population of her study was the eight grade students of MTS Uswatun Hasanah Mangkang Semarang in Academic Year of 2009/2010. She chooses two clasess to be result. One class is control class that used conventional method,
one class as experimental class and use song lyrics for students‟
learning. The objective of this study is to find out the effectiveness of song lyrics to improve students‟ vocabulary of verb at the eight grade and the result was significant. This research concluded to a result that use of song lyric is more affective in teaching vocabulary of verb that use of conventional method that proven by the experimental reseach class‟ gain score which higher in control calss‟ gain score. The second skripsi written in 2008 by Dagmar Siskova entiled “ Teaching Vocabulary Through Music” Masarky University in BRNO Faculty of Education. This study concerns with using popular song to teach English of Elementary School in Kromer. The study is devided into two parts, a teoritical and practical part. Thepopulation are students of seventh, eight and ninth grade. The result of the study shows that teaching vocabulary through music is highly effective if student like the the song. The similiraty of all the reseachers above with this skripsi is that this skripsi was aimed to measure the effectiveness of using English songs in teaching vocabulary as material in English language teaching. But it has different focus. Masining Zahro used vocabulary of verb to improve students English and Dagmar
17
Siskopa focused on popular songs to teaching vocabulary. This skripsi will try to another research related them. The reseacher will do another reseach to teach Phrasal Verb through English song lyrics. In those two studied this research will be farther reseach of those studies in order to improve students‟ vocabulary of phrasal verb.
E. Thinking Framework Vocabulary is central of language teaching learning, but many students still have problem in learning vocabulary. Memorizing and understanding word are the major problem. They often found unfamiliar word such as phrasal verb. They did not know the meaning and the differences of words such as “put on, put in, put back, and also looking for, knocked on, knock out” etc. Those words often appear in any reading text of TOEFL, News or Songs etc. It can be said the students have lack of phrasal verb. Therefore teaching phrasal verb should be need more attantion, tenacity, and repeatation. One of variation ways in teaching phrasal verb is using song lyrics. The song is not just for entertaining, but also reinforcing course features, such as pronunciation, listening, grammar and vocabulary. Teaching vocabulary by using song lyrics was interesting and positiveley affect memory. The song is a very specific kind of everyday expression and has been lifestyle of human being. Then, song is one of capable tool of teaching technique in languge classroom and it is build students‟ motivation to enrich vocabulary more in daily activity with fun, useful and meaningful. To make the song is useful in languange classroom, teacher have to be creatively in presenting song to students. Therefore teacher have to choose the vocabulary items that relate to students‟ needs. After decided vocabulary items teacher have to choose a song for teaching media and popular song may be interesting for students.
18
Based on the statemnet above, the researcher can say that using song lyrics could enrich students‟ phrasal verb and help student in learning vocabulary. Song lyrics are also considered to be one of effective teaching techniques in teaching vocabulary especially in phrasal verb of SMK Nusnatara 01. F. Research Hyphothesis Based on statement above, then the researcher hypothesize that using English song lyric is effective toward students‟ phrasal verb mastery.
CHAPTER III METHODOLOGY This chapter discusses the research design and method, the place and time of the
reseacrh, the population and sample of the research, the data collection
technique, the content of intervention, the data analysis technique, and the statisstical hypothesis. A.
The Place and Time of The Research This research has conducted at SMKNusantara 01(Vocational School) at the
Tenth grade which is located on Jl.Ciputat Legoso. The reseach was carried out in one month began March 2016 by making it into six meeting include the conduction of pre-test and post-test. Table 3.1 The Timeline of Research
NO
Date
Activities
1
10-12-2014
Approval of Proposal
3
18-03-2016
Asking permission to headmaster
4
21-03-2016
Conducting Pre-test of X-1
5
21-03-2016
Conducting Pre-test of X-2
6
22-0-32016
meeting at X1-X2
7
24-03-2016
meeting at X1-X2
8
25-03-2016
meeting at X1-X2
9
28-03-2016
meeting at X1-X2
10
11-04-2016
Conducting post test XI-X2
19
20 B.
Method and Design of Research This research was conducted quantitavely through quasi-experimental
design. The quasi experiment is good design although it is not true experiment. John Creswell states that quai-experimental reseach introduces considerably more threats to internal validity than the true experiment.1 Quasi experimental focuses on treatment and outcome, hence the data was taken from pre-test and post- test in order to to know whether or not song lyric is effective than traditional method to know students’ achievement test of phrasal verb. In this reseach design, there are two kinds of classes used. There are the experimental class which used song lyrics technique and the controlles calss by traditional method. C.
The Population and Sample of the Research The population of this reseach was the whole students of the tenth grade
students of SMK NUSANTARA 01. There are only two classes of the second classes of Marketing Major, therefore the technique of sampling is quota sampling. It means, there is no random sampling because limitation of population. D.
The Technique of data Collecting Instrument is a tool to gather data. In this study the writer uses the form of
test. The test is givento measure the students’ competency or students’ learning achievement. The form of test as the instruments to get the data isusing multiplechoice tests. In this study, the writer administered pre-test and post-test. Pre-test and posttest were given to both experimental and controlled group. The pre-test is conducted before the treatment. The purpose is to know how the students’ achievement in phrasal verb before the treatments carried out. Meanwhile the post -test is conducted after the treatments is conducted. It is also given to both experimental and controlled group. The purpose is to know is to know the students’ achievement in phrasal verb after the treatments carried out.
1
John W Creswell. Educational Reseach : Planning, Conducting and Evaluating Quantitative and Qualitative Reseachfourt Edition, (Boston : Pearson 2012) P 310
21 E.
The Content of Intervention
This study is focused on students’ achievement test of phrasal verb trough song lyrics. There are four meetings in this study. In the first meeting, the pre-test was given to get students’ background knowledge. The second and third meetings, the students were taught about phrasal verb through song lyrics. While the experimental class was taught through song lyric technique, the controlled class was taught by expository technique. After giving the treatment, the students in each class had to answer the question related to the phrasal verb. It is used to know whether the students got higher improvement in their lerning after using song lyric than using expository thecnique. In the last meeting, the post-test was given to check whether students’ achievement in learnig phrasal verb through song lyrics increased or not. F.
The Technique of data Analysis
The gathered data are used to find out the differences of students’ achievement in experimental class and controlled class. In line with this, the writer uses statistic calculation through t-test formula is used to eximine the significance difference ofstudents’ phrasal verb achievement test between experimental class and controlled class. Therefore the formulation is as the following:2
Notes: M1 = Mean of Variable X ( experimental class) M2= Mean of Variable Y ( controlled class) SE = Standar Error There are several stages taken to get the ccalculation of t-test, it can be seen as follows:
2
Anas Sudjiono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2006), P314
22 1. Determining Mean of Variable X, with formula :
∑ 2. Determining Mean of Variable Y, with formula:
∑ 3. Determining Standar of Deviation Score of Variable X, with formula:
∑ √ 4. Determining Standarof Deviation Score of Variable Y, with formula:
√
∑
5. Determining Standar Error Mean of Variable X , with formula:
√
6. Determining Standar Error Mean of Variable Y, with formula:
√
7. Determinig Standar Error of different Mean of Variable X and Mean of Variable Y, with formula :
√ 8. Determinig
with formula:
23 9. Determining Degrees of freedom (df), with formula: df = ( Furthermore, calculating the effect size of t-test score result used cohen’s dformula. It is know the measurement wether the effect of using song lyrics is strong or weak. The formula for this effect size is as formula:
/
d= = Mean of Variable X = Mean of Variable Y Pooled Standard Deviation
These are the Cohen guidelines for determining wether our effect size is stong. The guidelines used as follows: 0-0,20
= weak effect
0,21-0,50
= modest effect
0,51-1.00
= moderate effect
>1.00
= strong effect
G. The Statistical Hypotesis The reseacher has hypotesis that reveal the using English songs (lyric) is effective to improve student’s ability in phrasal verb. The formulation as following :
{ { Note : = Null hypothesis = Alternative hypothesis
} }
24 = students’ phrasal verb achievement, who are taught through song lyrics = students’ phrasal verb achievement, who are taught without song lyrics. The writer’s assumption of those hypothesis are as follows: 1. If (
the Null hypothesis (
) is rejected and alternative hypothesis
) is accepted. It means there is significant difference of students’
phrasalverb acchivement between student who are taugh through song lyrics and students who are taugh without song lyric. 2. If (
the Null hypothesis (
) is accepted and alternative hypothesis
) is rejected. It means there is no significant difference of students’phrasal
verb achivement through song lyric and students who are taught without song lyric.
CHAPTER IV RESEARCH FINDINGS
This chapter talks about the finding of the research. This chapter also present the description of the data, the analysis of the data, and the interpretation of the data. A. The Description of the Data After conducting the reseach, the reseacher got data from students’ score in pre-test and post-test. The data described in two points as the data of experiment class and the data of controlled class. 1.
The Data of Experiment Class The resecher makes a table of students’ score in both pre-test and post-test.
The table aslso shows the scores gained by student. Table 4.1 Students’ Score of Experiment Class
Students (N)
Pre-Test
Post-Test
Gained score
1 2 3 4 5 6 7 8 9 10 11 12
50 42 48 55 45 50 48 40 48 46 44 58
75 60 75 80 70 75 70 70 75 80 75 75
25 18 27 25 25 25 22 30 27 34 31 17
25
26
13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 ∑ X
45 60 58 50 56 40 44 46 50 45 40 50 60 42 60 65 50 60 14,08 46,93
70 75 80 75 70 70 75 70 80 70 75 70 75 75 60 70 70 75 2185 72,83
25 15 22 25 14 30 31 24 30 25 35 20 35 33 20 32 20 35 777 25,90
The table above shows the score of the experiment calss. It also mention the score of pre-test and post-tets of each student. Based on the table, the minumum score of pre-test is 38 which is owned by one student and the maximum score is 60 which is also owned by a student while minimum score of post-test is 60 and the maximum score post-test is 80. The table also informs that the total score if pre-test is 1408, the total score post-test is 2185, and the total score of gaine score is 777. It also shows the mean of pre-test is 46,93, the mean of post-test is 72,83 and the mean of gained score is 25,90 2. The Data of Controlled Class Beside masking the table for experiment calass, the resecher also makes a table for controlled calss. This table is table of controlled class students’ score in both pre-test and post-test. The table aslso shows the scores gained by student
27
Table 4.2 Students’ Score of Controlled Class
Students (N)
Pre-Test
Post-Test
Gained score
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 ∑ X
75 75 45 58 65 53 70 40 65 60 58 58 46 40 52 58 40 60 65 80 60 70 58 60 56 70 73 30 70 63 1773 59,10
70 75 53 75 70 70 53 75 60 70 60 60 55 50 60 60 68 70 65 60 50 75 70 85 70 55 85 60 75 80 1984 66,13
-5 0 8 17 5 17 -17 35 -5 10 2 2 9 10 8 2 28 10 0 -20 -10 5 12 25 14 -15 12 30 5 17 211 7,03
28
The table above shows the score of the experiment calss. It also mention the score of pre-test and post-tets of each student. Based on the table, the minumum score of pre-test is 40 which is owned by one student and the maximum score is 80 which is also owned by a student while minimum score of post-test is 53 and the maximum score post-test is 85. The table also informs that the total score if pre-test is 1773, the total score post-test is 1984, and the total score of gaine score is 211. It also shows the mean of pre-test is 59,10 the mean of post-test is 66,13 and the mean of gained score is 70,3
B. The Data Analysis After getting the score od studentd’ acchievementt, then the resecher made a table that compares the post-test score from experiment class and controlled class to know the final result of the test. From the table the reseacher analyzed whether song lyrics technique is effective or not to be used in mastering phrasal verb for the second grade of SMK Nusantara 01.
Table 4.3 The result of comparison of the post-test score from experimental class and controlled class.
Sudent number
Experimental Controlled X Class (X)
Class (Y)
75 60 75 80 70 75 70
70 75 53 75 70 70 53
(X-
Y )
(Y-
)
(N) 1 2 3 4 5 6 7
2,17 -12,83 2,17 7,17 -2,83 2,17 -2,83
3,87 8,87 -13,13 8,87 3,87 3,87 -13,13
4,71 164,61 4,71 51,41 8,01 4,71 8,01
14,98 78,68 172,4 78,68 14,98 14,98 172,4
29
8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 ∑
70 75 80 75 75 70 75 80 75 70 70 75 70 80 70 75 70 75 75 60 70 70 75 2185
75 60 70 60 60 55 50 60 60 68 70 65 60 50 75 70 85 70 55 85 60 75 80 1984
-2,83 2,17 7,17 2,17 2,17 -2,83 2,17 7,17 2,17 -2,83 -2,83 2,17 -2,83 7,17 -2,83 2,17 -2,83 2,17 2,17 -12,83 -2,83 -2,83 2,17 0,10
8,87 -6,13 3,87 -6,13 -6,13 -11,13 -16,13 -6,13 -6,13 1,87 3,87 -1,13 -6,13 -16,13 8,87 3,87 18,87 3,87 -11,13 18,87 -6,13 8,87 13,87 0,10
8,01 4,71 51,41 4,71 4,71 8,01 4,71 51,41 4,71 8,01 8,01 4,71 8,01 51,41 8,01 4,71 8,01 4,71 4,71 164,61 8,01 8,01 4,71 684,2
78,68 37,58 14,98 37,58 37,58 123,88 260,18 37,58 37,58 3,5 14,98 1,28 37,58 260,18 78,68 14,98 356,08 14,98 123,88 356,08 37,58 78,68 192,38 2783,5
Based on the data in table 4.3 it has been calculated the result of ∑X= 2185 and ∑Y= 1984Than the reseacher tried to find out the mean of variable X and the mean of variable Y with formula: ∑
∑
After calculating the mean of variable X and the mean of variable Y, the reseacher got
= 72,83 and
= 66,13.The next step is calculating the standar
deviation score of variable X and standar score of variable of the Y. Standar
30
deviation is used to know the homogenity of the data that is gotten from the reseach.1 This is the formula to calculate standar deviation: Determining Standar of Deviation Score of Variable X
√
∑
=√
=√
4,77
Determining Standarof Deviation Score of Variable Y
√
∑
√
=√
9.63
After calculating standar of deviation score variable X and standar score of variable Y, the reseacher got
=4,77and
Then the next step that the
reseacher dis was calculating standar error mean of variable X and standar error of variable Y with formula : Determining Standar Error Mean of Variable X
√
√
√
Determining Standar Error Mean of Variable Y
√
√
√
From the calculation of standar error mean of varibale X and standar error of varibale Y the reaseacher got
and
Afetr that,the
reseacher calculated standar error of different mean of variable X and variable Y with formula:
1
Anas Sudjiono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2006), P 170
31
Determinig Standar Error of different Mean of Variable X and Mean of Variable Y,
√ =√ =√ =√ =0,0048 Based on the calculation of standar error of different mean of variable X and the reseacher got 0,0048. The next calculation was
varibale Y finding the score Determinig
witth formula:
with formula:
= 17.84 From the calculation above the reseacher got score reseacher calculated the degress of fredom (df) with formula: Determinining Degrees of freedom (df),
df= = = 58
. Then, the
32
The result of calculation above was df = 58. Based on the table, the valueof degrees fredom 58 at thedegress of significane 5% or writer has gotten the score of
and
is 2.00, after the
the reseacher can analyze the
testing of hyphothesis of the data from this reseach.Before calculating the test of hyphothesis, the reseacher calculatedthe effect size df t-test result to know whether it has strong or weak effect with formula:
d=
-
/
d = 72,83-66,13/7,2 d=3.35 According to the calculation above, the reseacher got d=3,35 Based on cohen guiedlines, the score 3,35 at the measurement between 0,51-100 means strong efffect. In other words using song lyrics has moderate effect on students’ pharasal verb mastery. C. Test of Hyphthesis Based on the hyphothesis that has been explained in chapter 3, which is: There is significant difference on students’ acchivement in phrasal verb mastery that is taugh with song lyrics at the tenth of SMK. = There si no significant difference on students’ achivement in phrasal verb mastery that is taugh with song lyric at the tenth of SMK.
And then, the criteria used as follows: 1. If t-test or
in significant degree of 0,05, the Null hypothesis (
is rejected and alternative hypothesis ( 2. If t-test
) is accepted.
in significant degree of 0,05, the Null hypothesis (
accepted and alternative hypothesis (
)
) is rejected.
) is
33
From the calculation of pharsal verb test result between the experimental class and the controlled class can be seen the result of t-test of this reseach. The result is 17,84 for the score of
, and the result of
significant degree or α (alpha) = 0,05 and df= 58. Therefore, is accepted. It because 17,84
2.00 or t-test
is 2.00. based on is rejected and
. It can be concluded that
there is significant difference student’score between the eperimental class and the controled class.
D. Data Intepretation The last calulation was testing the hyphothesis. The was crucial calculation to answer the problem formulationof this reseach that the whether there is significant difference between on students’ pharal verb mastery using song lyrics and students’ phrasal verb mastery in controlled class which were not. From the last calculation, the reseacher got the comparison of students’ s achievement in mstery phrasal verb, especially between students in experimental calss which were given technique in mastering phrasal verb and students in controlled class that is taught without tecnique in mastering phrasal verb. The reseacher use t-test formula in the significant degree (α) of 0,05. The result of the data showed that t- test ( ) (17,84 > 2.00). in other word, t-test was higher in the value 0,049 than t-table. The null hyphothesis (Ho ) is rejected. It means the alternative hyphothesis (Ha) is accepted that there is significance different after teaching student’s pharasal verb using song lyrics. In other words it could be said that song lyrics is effective in mastering phrasal verbs.
CHAPTER V CONCLUSSION AND SUGGESTION This chapter talks about the conclussion oh the reseach. The cchapter also identifies some suggetion gotten from the resecher result. A. Conclussion Teaching and learning phrasal verb subject is important to select the good technique to enhance the students’ skill. According the data, using song lyrics to enrich students’ English phrasal verb is effective and it had been proved on the second grade of SMK Nusantara 01, Legoso-Ciputat. In this reseach both Experimental Class and Corontrolled Class were treated for five meetings. in which experimental class was treat by using song lyrics technique whereas controlled class was treated by using textbook. The result showed that the gained score of experimental class was higher than the controlled class. The gain score of experimental class was 25,90 and the gain score of controlled class was 7,03. The result of comparison of the post-test score from experimental and the controlled calss was analyzed by using t-test formula in the significant degree (α) of 0,05. The data showed that t-test (
) > t-table (
) or 17,84> 2.00 The t-test was
higher in value 0,49 that t-table. So the null hypothesis ( alternative hypothesis (
) is rejected and it means
) is accepted. Therefore there is significant difference on
students’ achievement after they use song lyrics technique to enrich English phrasal verb mastery. To sum up, it may be intferred from the above findings that song lyrics technique is effective to enrich students’ English prasal verb mastery.
B. Suggestion Based on conslussion above, the reseacher prposes some suggestion as such follows: 1. Song lyrics technique is one of the method that can be considered effective in teaching in order to help students to enrich their vocabulary in English phrasal verb mastery.
34
35
2. The teacher should be detail and clear explanation to students how to use phrasal verb in written, spoken English and also in daily conversation. 3. By applying this technique, the students have to force theirselves to listenig, looking for songs lyrics and select more phrasal verbs. That could express their idea in the classroom of every topic of their material even for daily conversation. 4. The teacher should master the material that will be taugh to the class so that they can choose the best media to teach the material. 5. The teacher should provide a fun class circumstances to reduce students’ stress. 6. Fof further reseachers who want to so same reseach, it is hoped that they could develop their study deeply from any resources because the reseacher relized that her writing is still far from being perfect.
36
BIBLIOGRAPHY Akis Davanellos. Methodology:English teaching profesional,(tt.p : Issues thirteen, 1993)P13 Altenbergh Eveleyn P and and Vago Robert M. English Grammar Understanding Basic, New York: Cambridge University Press 2010. Andrew Radford. Analysing English Sentences A minimalist Approach, New York: Cambridge University Press, 2009) Barron’s. How to Prepare for the Toefl Tes, Jakarta Barat: Binarupa Aksara 2000 Carl W.Hart. The Ultimate Phrasal Verb Book, New York : Barron’s 1999 Edgar W Schneider. English Arround The Wolrd, Cambridge University Press, 201. Francis Blessington. Is There a Lyric Center?,The Sewanee Review,Vol.107, No. 2 ( Spring, 1999) George Watson. 190 Ready to Use Acitivities That Make English Fun, San Francisco: Jossey Bass 2002. Godt Irving. Music: A practical definition, The Musical Times, Vol. 146, No. 1890 (Spring, 2005), pp. 84 Huddleston Rodney and Pullum Geoffrey K. A Student’s Introduction to English Grammar, New York: Cambridge University Press 2005. Jack Ricard. Songs In Language Learning, TESOL Quarterly, Vol. 3, No. 2 Jun, 1969 Jean Ferris. Music: The art of Listening sith edition, ( New York : Mc Graw-Hill, 2003) P05 Jim Scrivener. Learning Teaching : A Guidebook for English Language Teachers Second Edition, (UK: Macmillan 2005) P 339 John M. Purcell. Using Songs to Enric Secondary Class, Hispania Vol. 75 No 1, ( Mar 1992) P 195-196. Kolln Martha and Funk Robert. Understanding English Grammar Eighth Edition, New York: Longman 2010. Langan John. Sentencce Skill, From A Seventh Edition, New York : Mc Graw Hill 2003.
37
Mary Slatery and Jane Wills. English for Primary Teachers : A handbook of Activities & Classroom Langugae,( New York: Oxford University Press). P 45 Marion
Caragounis.
Phrasal
Verb
and Their
Importance In Spoken.
https://linguistics.knoji.com/phrasal-verbs-and-their-importance-inspoken-english-2/ accesed on July 16/07/2016. 06:01 PM Mc Carten Janne. Teaching Vocabulary (Lessons from the Corpus,Lessons for the Classroom), New York: Cambridge University Press, 2007. Masning Zahro, The Use of Song Lyrics to Improve students’ Vocabulary of Verb, English Departement of Tarbiyah Faculty Walisongo State Institute for Islamic Study 2010. M.P.Kun Herrini. Teaching English to Young Learners Throught Songs: Lingistic Conference of the Year, Jakarta, Atma Jaya 2010. Oxford. Oxford Children’s Encyclopedia, UK: Oxford University Press, 2004. Ruth Gairs and Stuar Redman, Working with Word: A Guide to Teaching and Learning Vocabulary, New York: Cambridge UniversityPress, 2003. Shoebottom
Paul. The Impotant Information about Phraal Verb, http://esl.fis.edu/voca/phrasal/prsasal-important.htm. accesed on February 02/16/2016/4:55 PM
Thonrbury Scott. How to teach Vocabulary, London: Longman, 2002. Philip Tagg. Towards a Definition of Music, University of Liverpool : 2002. White J Benjamin. A Conceptual approach to the instruction of phrasal verb,( The Modern language Journal) Vol. 96, No. 3 (Fall 2012), pp. 419 World Book. The World Book Dictionary, Chicago:World Book Inc, 2007.
http:// en.m.wikipedia.org/wiki/Lyrics. accesed 02/26/2016 5:11 PM.
http://Benefits of Using Music in the Classroom by Chris Brewer, M.A.htm
38
Appendix 1
Uji Validitas REKAP ANALISIS BUTIR ===================== Rata2= 23,60 Simpang Baku= 6,77 KorelasiXY= 0,82 Reliabilitas Tes= 0,90 Butir Soal= 45 Jumlah Subyek= 35 Nama berkas: C:\USERS\USER\DOCUMENTS\BARU.ANA Btr Baru 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42
Btr Asli 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42
D.Pembeda(%) 0,00 0,00 33,33 44,44 55,56 0,00 55,56 44,44 44,44 44,44 33,33 55,56 44,44 0,00 11,11 55,56 66,67 66,67 55,56 66,67 11,11 55,56 0,00 33,33 66,67 55,56 44,44 44,44 44,44 0,00 55,56 44,44 0,00 33,33 44,44 44,44 33,33 55,56 44,44 66,67 66,67 22,22
T. Kesukaran Sangat Sukar Sangat Sukar Mudah Mudah Sedang Sangat Sukar Sedang Sedang Mudah Mudah Mudah Mudah Mudah Sangat Sukar Mudah Mudah Mudah Sedang Sedang Sedang Sukar Sedang Sukar Sukar Sedang Sedang Sedang Sedang Mudah Sangat Sukar Sedang Sangat Mudah Sangat Sukar Mudah Mudah Mudah Sedang Sedang Sedang Sedang Sedang Sedang
Korelasi NAN NAN 0,284 0,436 0,512 NAN 0,510 0,423 0,474 0,455 0,426 0,436 0,347 NAN 0,082 0,538 0,579 0,484 0,383 0,530 0,016 0,407 0,043 0,208 0,440 0,409 0,357 0,370 0,455 NAN 0,559 0,501 NAN 0,416 0,395 0,395 0,337 0,416 0,379 0,430 0,430 0,137
Sign. Korelasi NAN NAN Signifikan Sangat Signifikan Sangat Signifikan NAN Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Signifikan NAN Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan NAN Sangat Signifikan Sangat Signifikan NAN Sangat Signifikan Sangat Signifikan Sangat Signifikan Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan -
39
43 44 45
43 44 45
44,44 0,00 11,11
Sedang Sangat Sukar Sedang
0,368 NAN 0,208
Sangat Signifikan NAN -
40
Appendix 2
PRE TEST Read the meaning of the phrasal verb, and then choose the correct answer with a,b or c. 1. To leap from something a. Jump out
7. To undergo a change in mood from joy to
sorrow,
to
a. Laugh out b. Laugh in c. Laugh up 8. To dress on fancy dress a. Dress ups
c. Jump In
b. Dress out
or something
amusement
annoyance
b. Jump On
2. To place or set something on someone
from
c. Dress off 9. The act of leaving the ground from any
a. Put Out
angel, as a jumping, launching or
b. Put On
flight.
c. Put At
a. Take out
3. To rap or tap, often with the knockies on something a. Knock on
b. Take off c. Take in 10. To seek someone, group, or something
b. Knock In
out
c. Knock Up
a. Look on
4. To calm down or to relax a. Chill Up b. Chill off c. Chill Out 5. To change into someone or something
b. Look off c. Look up 11. Get in someone’s way; to interfer with someone purpose or movement a. Get out
a. Turn it into
b. Get into
b. Turn it on
c. Get in
c. Turn it off 6. To come for a visit
12. To approach someone or something on foot
a. Come out
a. Walk off
b. Come over
b. Walk out
c. Come in
c.
Walk up
41
a. hold back 13. To wait a while a. Hang in b. Hang out c. Hang on 14. To have used up most of the alloted time; to have no time left a. Run out
b. hold for c. hold down 20. To examine someone or something a. Look at b. Look for c. Look after 21. To move closer to
b. Run in
something;
c. Run off
aggressive movement toward someone
15. Get into someone; get bother someone
to
a. Move in
a. Get up
b. Move on
b. Get out
c. Move off
d.
Get into
16. r active
someone or something for protection or concealment. a. Cover up
b. Calm down
b. Cover off
c. Calm up
c. Cover fot 23. To
shine
lights
a. Come on
something
b. Come in
a. Light with
c. Come out
b. Light on
18. To yell something at someone or something
someone
or
24. To turn onself to avoid someone or something
b. Shout out
a. Turn back
c. Shout for
b. Turn down
creature
on
c. Light up
a. Shout at
19. to keep someone or something from
or
22. To place someone or something oo
a. Calm out
17. To hurry along with someone
advances
or something
or affect someone
c. To realx; to become less busy o
make
someone or
c. Turn away
42
25. to put make up on someone or something a.
make off
b.
make in
c.
make up
26. To call someone a group, or company on the thelephone a. Call off b. Call in c. Call up 27. with the inside where the outside should be reverse. a. Inside for b. Inside off c. Inside out 28. To mess up; to do something badly a. Screw it down b. Screw it out c. Screw it up 29. To wreck or destroy someone or something a. Wipe out b. Wipe up c. Wipe on 30. The act of running away a. Run Out b. Run In c. Run away
43
Appendix 3
THE ANSWER SHEET OF PRE-TEST
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 A a B C
a
a
b
a a b
a
a
b
c
a b
c
c
b
c
a
a
a
B C
b c
c
b c
21 22 23 24 25 26 27 28 29 30 A a
a
b c
a
Appendix 4
44
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) EXPERIMENTAL CLASS Mata Pelajaran Kelas/Semester Pertemuan keAlokasi Waktu
: Bahasa Inggris : X/1-2 :1 : 22 x 45 menit
A. Standar Kompetensi Berkomunikasi dengan Bahasa Inggris setara Level Intermediate B. Kompetensi Dasar Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi International yang diwujudkan dalam semangat belajar C. Indikator Siswa dapat : 1. Menjelaskan pengertian phrasal verb 2. Mengidentifikasi phrasal verb dari lyrics lagu
D. Tujuan Pembelajaran : Siswa dapat : 1. Memahami makna phrasal verb 2. Mengidentifikasi phrasal verb E. Materi Ajar 1. Phrasal verb. 2. Song lyric
45
Titile Song Maron- Rude
Avril-lavigne Complicated
No
Phrasal Verb
English
Indonesia
1
Jump out
To leap from something
meloncat
2
Put on
To place or set something on someone or something
meletakan
3
Knocked on
4 5
To rap or tap, often with the mengetuk knockies on something Chill out calm down (tenang) 2. Turn into/turn to change into someone or Mengganti it into something
6
Come over
to come for visist
(datang)
7
Dressed up
8
Laugh out
9
Take off
to put on someone else’s (memakai baju) clothes laugh out of other side of laugh tertawa one’s face/ to undergo a terbahak-bahak change in mood from joy to sorrow, from amusement to annoyance The act of leaving the membuka ground from any angel, as a jumping, launching or flight. lepas/
46 MAGIC! LYRICS "Rude" Saturday morning jumped out of bed And put on my best suit Got in my car and raced like a jet All the way to you Knocked on your door with heart in my hand To ask you a question
Can I have your daughter for the rest of my life? Say yes, say yes 'cause I need to know You say I'll never get your blessing 'til the day I die Tough luck, my friend, 'cause the answer's still 'No"
'Cause I know that you're an old-fashioned man, yeah Can I have your daughter for the rest of my life? Say yes, say yes 'cause I need to know You say I'll never get your blessing 'til the day I die Tough luck, my friend, but the answer is 'No' Why you gotta be so rude? Don't you know I'm human too? Why you gotta be so rude? I'm gonna marry her anyway Marry that girl Marry her anyway Marry that girl Yeah, no matter what you say Marry that girl And we'll be a family Why you gotta be so Rude She will go any where I go
Why you gotta be so rude? Don't you know I'm human too? Why you gotta be so rude? I'm gonna marry her anyway Marry that girl Marry her anyway Marry that girl No matter what you say Marry that girl And we'll be a family Why you gotta be so Rude Rude Can I have your daughter for the rest of my life? Say yes, say yes 'cause I need to know You say, I'll never get your blessin
47 Avril-lavigne Complicated "Complicated" Uh huh, life's like this Uh huh, uh huh, that's the way it is 'Cause life's like this Uh huh, uh huh that's the way it is Chill out, what you yellin' for? Lay back, it's all been done before And if you could only let it be You will see I like you the way you are When we're drivin' in your car And you're talking to me one on one But you've become... Somebody else 'round everyone else You're watching your back like you can't relax You're tryin' to be cool You look like a fool to me Tell me Why do you have to go and make things so complicated? I see the way you're acting like you're somebody else Gets me frustrated Life's like this You, you fall and you crawl and you break And you take what you get and you turn it into honesty You promised me I'm never gonna find you fake it No, no, no You come over unannounced Dressed up like you're somethin' else Where you are ain't where it's at You see you're making me laugh out When you strike your pose Take off all your preppy clothes You know you're not fooling anyone When you've become... Somebody else 'round everyone else You're watchin' your back like you can't relax You're tryin' to be cool You look like a fool to me Tell me Why do you have to go and make things so complicated?
I see the way you're acting like you're somebody else Gets me frustrated Life's like this You, you fall and you crawl and you break And you take what you get and you turn it into honesty You promised me I'm never gonna find you fake it No, no, no No, no, no No, no, no No, no, no Chill out, what you yellin' for? Lay back, it's all been done before And if you could only let it be You will see... Somebody else 'round everyone else You're watching your back like you can't relax You're trying to be cool, You look like a fool to me Tell me Why do you have to go and make things so complicated? I see the way you're acting like you're somebody else Gets me frustrated Life's like this You, you fall and you crawl and you break And you take what you get and you turn it into honesty You promised me I'm never gonna find you fake it No no Why do you have to go and make things so complicated? (yeah, yeah) I see the way you're acting like you're somebody else Gets me frustrated Life's like this You, you fall and you crawl and you break And you take what you get and you turn it into honesty You promised me I'm never gonna find you fake it No no no
48 F. Metode Pembelajaran: 1. Music 2. Song Lyrics G. Langkah-langkah Pembelajaran : Pertemuan
Kegiatan
Deskripsi pembelajaran
Alokasi waktu
1
Opening
1x10 menit Guru masuk ke kelas dengan salam Guru menyapa menggunakan bahasa Inggris.Guru dapat menggunakan kaliamat ( Good morning, students. How have you been?) Pastikan peserta didik merespon dengan menjawab kembali “ Morning, Teacher/ Sir/Mam, Very Well, Thank You. Guru memperkenalkan diri Sebelum memulai pelajaran, Guru/murid mengawali pelajaran dengan do’a. ” Ok my students before we star our study, lets pray together by reciting basmallah dan berkata “Thank you,”setelah selesai berdo’a, Guru mengecek kehadiran siswa dalam kelas “before we star I will call your name first and please up your hand and every one have to give short word/ motivation/message to other student.
49 Kegiatan Inti
Observing 2x30 menit 1. Murid diberikan pertanyaan untuk memancing topik apakah yang akan di pelajari. 2. Mengarahkan murid untuk membuat kelompok. Comunicating 3. Mengarahkan murid untuk mendengangar penjelasan materi mengenai phrasal verb. 4. Murid di berikan handout lirik lagu
dan
di
arahkan
untuk
mendengangar alunan music. 5. Murid
atau setiap kelompok
mendengarkan
music
sambil
mencari kosa kata phrasal verb di text lirik lagu yang sudah di sediakan oleh guru. Experimenting 6. Mengarahkan kelompok untuk maju
dan
menjawab
dan
menuliskan kata phrasal verb dari lirik lagu ke papan tulis. 7.
Murid
mengkoreksi
jawaban
yang benar dari guru 8. Murid di berikan waktu untuk memperbaiki jawaban yang salah 9. Bagi yan menajwab benar lebih banyak
akan
di
penghargaan atau hadiah.
berikan
50 10. Murid bisa bernyanyi bersama sambil mengingat-ingat kembali phrasal verbs.
note
Penutup
11. Murid
akan
mendapatkan 1x10 menit
pertanyaan phrasal verbs secara bergantian sambil mendengarkan lagu 12. Murid di berikan lirik lagu untuk pertemuan berikutnya
H. Alat,bahag atau sumber belajar : 1.
Alat/Bahan
:Laptop, slide show, dan hand out
2.
Sumber Belajar
: Lirik lagu bahas Inggris (Handouts)
I. PENILAIAN :
Proses: Penilaian dilakukan melalui pengamatan kinerja siswa (performance) selama kegiatan pembelajaran berlangsung. Contoh Format Penilaian:
No.
Nama Siswa
Fluency (4)
AspekPenilaian Accuracy Pron. Into. Pv. (2) (2) (2)
Total (10)
Kompeten/belumkompeten
51 Keterangan: A. Fluency: Kelancaran berbicara dan kemampuan membedakan tingkat formalitas 1. Verygood (4) = jelas dan lancar 2. Good (3) = jelas, di selingi sedikit keraguan 3. Fair (2) = jelas tapi tersendat 4. Poor (1) = tidakjelas dan tersendat B. Accuracy: Pronunciation, Intonation, dan phrasal verb. 1. Verygood (2) = jelas dan lancar 2. Good (1,5) = jelas, diselingi sedikit keraguan 3. Fair (1) = jelas tapi tersendat 4. Poor (0,5) = tidak jelas dan tersendat C. Hasil: Penilaian dilakukan pada akhir satu atau beberapa kegiatan pembelajaran
Mengetahui, Guru Bahasa Inggris
Rini Ramdani Yafas, SE, MM
Peneliti
Ikoh
52
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) EXPERIMENTAL CLASS Mata Pelajaran Kelas/Semester Pertemuan keAlokasi Waktu
: Bahasa Inggris : XI/1-2 :2 : 22 x 45 menit
A. Standar Kompetensi Berkomunikasi dengan Bahasa Inggris setara Level Intermediate B. Kompetensi Dasar Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi International yang diwujudkan dalam semangat belajar C. Indikator Siswa dapat : 1. 2.
Menjelaskan pengertian phrasal verb Mengidentifikasi phrasal verb dari lyrics lagu
D. Tujuan Pembelajaran : Siswa dapat : 1.
Memahami makna phrasal verb
2.
Mengidentifikasi phrasal verb
E. Materi Ajar 1.
Phrasal verb.
2.
Song lyric
53
Titile Song
No
Jessi J- 10 Flashlight 11
Phrasal Verb Look up
Get in/ gettin
Carly Rae 12 JepsenI really like you 13
Walking up
14
Running out
KarminComing up
15 16 17
Hanging on
English
To seek someone, group, mengadah ke or something out langit/ melihat ke langit Get in someone’s way; to Ajak aku/bawa interfer with someone aku purpose or movement To approach someone or berjalan/mendek something on foot ati To wait a while
To have used up most of the alloted time; to have no time left. Shout out to yell something at someone or something Calm down To realx; to become less busy or active hold us to keep someone or down/hold something from creature down
18
Look at
19
Move in/moving in
Indonesia
bertahan
kehabisan
berteriak sekeras kerasnya tenang Pegang erat
to examine someone or melihat pada something to move closer to someone bergerak or something; to make cepat/pada advances or aggressive movement toward someone or something/
54 Jessie J "Flashlight" lyrics When tomorrow comes I'll be on my own Feeling frightened of The things that I don't know When tomorrow comes Tomorrow comes Tomorrow comes
I see the shadows long beneath the mountain top I'm not the afraid when the rain won't stop Cause you light the way You light the way, you light the way
And though the road is long I look up to the sky And In the dark I found, I stop and I won’t fly And I sing along, I sing along, then I sing along I got all I need when I got you and I I look around me, and see sweet life
I'm stuck in the dark but you're my flashlight You're gettin’ me, gettin’ me through the night Can’t stop my heart when you shinin’ in my eyes Can’t lie, it’s a sweet life I'm stuck in the dark but you're my flashlight
I'm stuck in the dark but you're my flashlight You're gettin’ me, gettin’ me through the night Can’t stop my heart when you shinin’ in my eyes I can’t lie, it’s a sweet life I'm stuck in the dark but you're my flashlight You're gettin’ me, gettin’ me through the
You're gettin’ me, gettin’ me through the night Cause you're my flash light You're my flash light light light, you're my flash light light light You're my flash light light light light light ohhh I got all I need when I got you and I I look around me, and see sweet life I'm stuck in the dark but you're my flashl
night Cause you're my flash light You're my flash light, you're my flash light
I got all I need when I got you and I I look around me, and see sweet life
55
CARLY RAE JEPSEN LYRICS "I Really Like You" I really wanna stop But I just got the taste for it I feel like I could fly with the boy on the moon So honey hold my hand, you like making me wait for it I feel like I could die walking up to the room, oh yeah Late night, watching television But how'd we get in this position? It's way too soon, I know this isn't love But I need to tell you something I really really really really really really like you And I want you. Do you want me? Do you want me too? I really really really really really really like you And I want you. Do you want me? Do you want me too? Oh, did I say too much? I'm so in my head When we're out of touch I really really really really really really like you And I want you. Do you want me? Do you want me too?
It's like everything you say is a sweet revelation All I wanna do is get into your head Yeah we could stay alone, you and me, in this temptation Sipping on your lips, hanging on by thread, baby Late night, watching television But how'd we get in this position? It's way too soon, I know this isn't love But I need to tell you something I really really really really really really like you And I want you. Do you want me? Do you want me too? I really really really really really really like you And I want you. Do you want me? Do you want me too? Oh, did I say too much? I'm so in my head When we're out of touch (When we're out of touch) I really really really really really really like you And I want you. Do you Do you want me? Do you want me too?
56
Karmin"Coming Up Strong" Why you crying, it’s ok now If I hold you, will you calm down? It’s your way with words That can make me burn When you say it, do you mean it? When I shout out, can you hear me? When it’s all too much Look at what we’ve done [Chorus X2] That’s when I’m coming up strong, Coming up strong Coming up, coming up strong Coming up Oh, Oh Now, nothing they can do to break us now Singing our song, gettin' lost to the sound Once I was lost, now I’m found Shining through the dark… can’t hold us down Call me ruthless, we’ve been through this Who’s to blame now, babe it’s useless Cause it’s no one’s fault, if the lights were off When we’re shining, then we’re flying Through the wheel house, that we’re grinding When it’s all too much, Look at what we’ve done
F.
Metode Pembelajaran: 1. Music
[Chorus X2] That’s when I’m coming up strong, Coming up strong Coming up, coming up strong Coming up whoa, Now, nothing they can do to break us now Singing our song, gettin' lost to the sound Once I was lost, now I’m found Shining through the dark, can’t hold us down So easy we forget and say clouds are moving in Rain starts to fall again But as soon as you tell me it’s ok! [Chorus X2] That’s when I’m coming up strong, Coming up strong Coming up, coming up strong Coming up, Oh, Now, nothing they can do to break us now Singing our song, gettin' lost to the sound Once I was lost, now I’m found Shining through the dark, can’t hold us down Why you crying, it’s ok now If I hold you, will you calm down? When it’s all too much Look at what we’ve done.
57 G.
Langkah-langkah Pembelajaran :
Pertemuan
Kegiatan
Deskripsi pembelajaran
Alokasi waktu
2
Opening
Kegiatan Inti
1x10 menit Guru masuk ke kelas dengan salam Guru menyapa menggunakan bahasa Inggris.Guru dapat menggunakan kaliamat ( Good morning, students. How have you been?) Pastikan peserta didik merespon dengan menjawab kembali “ Morning, Teacher/ Sir/Mam, Very Well, Thank You. Guru memperkenalkan diri Sebelum memulai pelajaran, Guru/murid mengawali pelajaran dengan do’a. ” Ok my students before we star our study, lets pray together by reciting basmallah dan berkata “Thank you,”setelah selesai berdo’a, Guru mengecek kehadiran siswa dalam kelas “before we star I will call your name first and please up your hand and every one have to give short word/ motivation/message to other student.
Observing
2x30 menit 1. Murid diberikan pertanyaan untuk mengenai phrasal verb yang sudah di ajarkan sebelumnya.
58 2. Mengarahkan murid untuk membuat kelompok yang sama seperti sebelumnya. Comunicating 3. Murid di berikan handout lirik lagu dan di arahkan untuk mendengangar alunan music. 4. Murid atau setiap kelompok mendengarkan music sambil mencari kosa kata phrasal verb di text lirik lagu yang sudah di sediakan oleh guru. Experimenting 5. Mengarahkan
kelompok
untuk maju dan menjawab dan menuliskan kata phrasal verb dari lirik lagu ke papan tulis. 6.
Murid mengkoreksi jawaban yang benar dari guru
7. Murid di berikan waktu untuk memperbaiki jawaban yang salah 8. Bagi yan menajwab benar lebih banyak akan di berikan penghargaan atau hadiah. 9. Murid
bisa
bernyanyi
bersama sambil mengingat-
59 ingat kembali phrasal verbs.
note
10. Murid
Penutup
akan
pertanyaan secara
mendapatkan 1x10 menit phrasal
bergantian
verbs sambil
mendengarkan lagu 11. Murid di berikan lirik lagu untuk pertemuan berikutnya
H. Alat,bahag atau sumber belajar : 1. Alat/Bahan
:Laptop, slide show, dan hand out
2. Sumber Belajar
: Lirik lagu bahas Inggris (Handouts)
I. PENILAIAN :
Proses: Penilaian dilakukan melalui pengamatan kinerja siswa (performance) selama kegiatan pembelajaran berlangsung. Contoh Format Penilaian:
No.
Nama Siswa
Fluency (4)
Aspek Penilaian Accuracy Pron. Into. Pv. (2) (2) (2)
Total
Kompeten/belum kompeten
(10)
Keterangan: A. Fluency: Kelancaran berbicara dan kemampuan membedakan tingkat formalitas 1. Verygood (4) = jelas dan lancar
60 2. Good (3) 3. Fair (2) 4. Poor (1)
= jelas, di selingi sedikit keraguan = jelas tapi tersendat = tidakjelas dan tersendat
B. Accuracy: Pronunciation, Intonation, dan phrasal verb. 1. Verygood (2) = jelas dan lancar 2. Good (1,5) = jelas, diselingi sedikit keraguan 3. Fair (1) = jelas tapi tersendat 4. Poor (0,5) = tidak jelas dan tersendat C. Hasil: Penilaian dilakukan pada akhir satu atau beberapa kegiatan pembelajaran
Mengetahui, Guru Bahasa Inggris
Rini Ramdani Yafas, SE, MM
Peneliti
Ikoh
61
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) EXPERIMENTAL CLASS Mata Pelajaran Kelas/Semester Pertemuan keAlokasi Waktu
: Bahasa Inggris : XI/1-2 :3 : 22 x 45 menit
A. Standar Kompetensi Berkomunikasi dengan Bahasa Inggris setara Level Intermediate B. Kompetensi Dasar Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi International yang diwujudkan dalam semangat belajar C. Indikator Siswa dapat : 1. Menjelaskan pengertian phrasal verb 2.
Mengidentifikasi phrasal verb dari lyrics lagu
D. Tujuan Pembelajaran : Siswa dapat : 1. Memahami makna phrasal verb 2. Mengidentifikasi phrasal verb E . Materi Ajar 1. Phrasal verb. 2. Song lyric
62 Titile Song
No
Karmin- just 20 sayin
KarminBrokenhearte d :
Phrasal Verb
English
Indonesia
Put it on
To place or set something on meletakan someone or something pada
21
Wiipe out
to wreck or destroy someone or menghilangka something/ get rid of something n/ membersihka n
22
Screw it up
to mess up; to do something badly
23
Booed off
to jeer and hoot, causing performes mencemooh/o to leave stage / lokan, ejekan
24
Inside out
with the inside where the outside Di luar should be reverse.
25
Call me up
to call someone a group, company on the thelephone
mengacaukan
or Menelpon
63
KARMIN LYRICS "Brokenhearted" This is more than the typical kinda thing Felt the jones in my bones when you were touching me, uh oh Didn't wanna take it slow In a daze, going crazy, I can barely think
What's the time, such a crime Not a single word, sipping on that Patrón Just to calm my nerves, uh oh Poppin' bottles by the phone Oh yeah Had me up, had me down, turn me inside out That's enough, call me up
You're replaying in my brain, find it hard to
Baby I'm in doubt, oh oh
sleep, uh oh Waiting for my phone to blow Uh oh yep
I don't even think you know, no no
Now I'm here in a sticky situation Got a little trouble, yep and now I'm pacing Five minutes, ten minutes, now it's been an hour Uh don't wanna think too hard, but I'm sour
See, I've been waiting all day For you to call me baby So let's get up, let's get on it Don't you leave me brokenhearted tonight Come on, that's right Honest baby, I'll do anything you want to So can we finish what we started
Uh oh, I can't seem to let you go
Don't you leave me brokenhearted tonight Come on, that's right, cheerio
See, I've been waiting all day For you to call me baby So let's get up, let's get on it Don't you leave me brokenhearted tonight Come on, that's right Honest baby, I'll do anything you want to So can we finish what we started Don't you leave me brokenhearted tonight Come on, that's right, cheerio
Anything you wanna do, I'll be on it too Everything you said is like gold with the view Business in the front, party in the
64 Karmin- "I'm Just Sayin'" Oh if I want it I'm gonna get it And I'm just sayin' I'm just sayin' Oh if I want it I'm gonna get it And I'm just sayin' I'm just sayin' Future in my hands Gotta make it count Convince yourself it's feasible Then there's nothin' else Sick addiction Dangerous mind Put it on command' Error: undefined Even when you got a shadow of a doubt Even when a hundred people tell you it's a wipeout You gotta do it big You gotta do it strong At the end of the day You're the one who's in the wrong Regrettin' and forgettin' everything you worked for Instead a trend settin' and bettin' It's so upsettin' I'm sweatin now And I can't believe it It should be so easy Oh... Already got a knack Just dial it back The window's open and the world is yours Go attack Cause when the wind is right and the tide is high It's time to fly Oh if I want it I'm gonna get it And I'm just sayin' I'm just sayin' Oh if I want it I'm gonna get it And I'm just sayin' I'm just sayin' I know, know know
Where to go, go, go OH, OH, OH OH, OH, OH OH, OH, OH I know, know know Where to go, go, go OH, OH, OH OH, OH, OH OH, OH, OH Did you ever think I'll do what I want Me in the marathon, ha One in the front Now you're makin' plans Don't let them screw it up Better write Your name on it Paper cup Most people afraid of hearing no Got booed off stage once apollo I can do anything That I wanna do And I'll take that Cause it's not for you Took a few years to surface But now it's so bizurkus And I'm ring leadin' In this circus I'm just sayin' I'm just layin' and pavin' the road Ahead of me Bravin' the elements and watchin' it Cave in My heart is racin' and palpitatin' I'm so done Anticipatin' It's all good YEAH made up Up my mind Threadin' The needle It's part of The design
65 F. Metode Pembelajaran: 1. Music 2. Song Lyrics G. Langkah-langkah Pembelajaran : Pertemuan
Kegiatan
Deskripsi pembelajaran
Alokasi waktu
3
Opening
1x10 menit Guru masuk ke kelas dengan salam Guru menyapa menggunakan bahasa Inggris.Guru dapat menggunakan kaliamat ( Good morning, students. How have you been?) Pastikan peserta didik merespon dengan menjawab kembali “ Morning, Teacher/ Sir/Mam, Very Well, Thank You. Guru memperkenalkan diri Sebelum memulai pelajaran, Guru/murid mengawali pelajaran dengan do’a. ” Ok my students before we star our study, lets pray together by reciting basmallah dan berkata “Thank you,”setelah selesai berdo’a, Guru mengecek kehadiran siswa dalam kelas “before we star I will call your name first and please up your hand and every one have to give short word/ motivation/message to other student.
66 Kegiatan 1.
Inti
Observing 2x30 menit 1. Murid diberikan pertanyaan untuk mengenai phrasal verb yang sudah di ajarkan sebelumnya. 2. Mengarahkan murid untuk membuat kelompok yang sama seperti sebelumnya. Comunicating 3. Murid di berikan handout lirik lagu dan di arahkan untuk mendengangar alunan music.
4. Murid
atau
setiap
mendengarkan
kelompok
music
sambil
mencari kosa kata phrasal verb di text lirik lagu
yang sudah di
sediakan oleh guru. Experimenting 5. Mengarahkan kelompok untuk maju dan menjawab dan menuliskan kata phrasal verb dari lirik lagu ke papan tulis. 6. Murid mengkoreksi jawaban yang benar dari guru 7. Murid
di
berikan
waktu
untuk
memperbaiki jawaban yang salah 8. Bagi yan menajwab benar lebih banyak akan di berikan penghargaan atau hadiah. 9. Murid bisa bernyanyi bersama sambil mengingat-ingat kembali phrasal verbs.
67 note
10. Murid akan mendapatkan pertanyaan 1x10 menit
Penutup
phrasal verbs secara bergantian sambil mendengarkan lagu 11. Murid di berikan lirik lagu untuk pertemuan berikutnya
H. Alat,bahan atau sumber belajar : Alat/Bahan
:Laptop, slide show, dan hand out
I. PENILAIAN :
Proses: Penilaian dilakukan melalui pengamatan kinerja siswa (performance) selama kegiatan pembelajaran berlangsung. Contoh Format Penilaian:
No.
NamaSiswa
Fluency (4)
Aspek Penilaian Accuracy Pron. Into. Pv. (2) (2) (2)
Total
Kompeten/belum kompeten
(10)
Keterangan: A. Fluency: Kelancaran berbicara dan kemampuan membedakan tingkat formalitas 1. Verygood (4) = jelas dan lancar 2. Good (3) = jelas, di selingi sedikit keraguan 3. Fair (2) = jelas tapi tersendat 4. Poor (1) = tidakjelas dan tersendat
68 B. Accuracy: Pronunciation, Intonation, dan phrasal verb 1. Verygood (2) = jelas dan lancar 2. Good (1,5) = jelas, diselingi sedikit keraguan 3. Fair (1) = jelas tapi tersendat 4. Poor (0,5) = tidak jelas dan tersendat C. Hasil: Penilaian dilakukan pada akhir satu atau beberapa kegiatan pembelajaran
Mengetahui, Guru Bahasa Inggris
Rini Ramdani Yafas, SE, MM
Peneliti
Ikoh
69
Appendix 4
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) EXPERIMENTAL CLASS Mata Pelajaran Kelas/Semester Pertemuan keAlokasi Waktu
: Bahasa Inggris : XI/1-2 :4 : 22 x 45 menit
A. Standar Kompetensi Berkomunikasi dengan Bahasa Inggris setara Level Intermediate B. Kompetensi Dasar Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi International yang diwujudkan dalam semangat belajar C. Indikator Siswa dapat : 1. Menjelaskan pengertian phrasal verb 2. Mengidentifikasi phrasal verb dari lyrics lagu
D. Tujuan Pembelajaran : Siswa dapat : 1. Memahami makna phrasal verb 2. Mengidentifikasi phrasal verb E. Materi Ajar 1. Phrasal verb. 2. Song lyric
70
Titile Song
No
One direction- 25 whats make you beautiful
Ketty Roar
English
Indonesia
to call someone a group, or Menelpon company on the thelephone
26
Make up
to put make up on someone or berhias something
27
Cover up
28
Light up
to place someone something oo someone something for protection concealment to shine lights on someone something
29
Turn away
To turn onself to someone or something
Brussing off
To remove something such as Menghapus debu dust or lint
Get over
To cross over something
pick me up
To acquire something
Pery- 30
Maron-maps
Phrasal Verbs Call me up
31
Rixton-me and 32 my brokenheart
or melindungi/men or utupi semua or or menyinari/mener angkan
avoid berbalik
someone
Melewati
or menjemputku
71 ONE DIRECTION LYRICS "What Makes You Beautiful" [Verse 1] [Liam] You're insecure, Don't know what for, You're turning heads when you walk through the door, Don't need make-up, To cover up, Being the way that you are is enough,
[Verse 2] [Zayn] So c-come on. You got it wrong. To prove I'm right I put it in a song. I don't know why You're being shy, And turn away when I look into your
[Chorus]
eye-eye-eyes, [Bridge] [Harry] Everyone else in the room can see it, Everyone else but you, [Chorus] [All] Baby you light up my world like nobody else, The way that you flip your hair gets me
[All] Baby you light up my world like nobody else, The way that you flip your hair gets me overwhelmed, But when you smile at the ground it ain't hard to tell, You don't know, Oh, oh, You don't know you're beautiful,
overwhelmed, But when you smile at the ground it ain't hard to tell, You don't know, Oh oh, You don't know you're beautiful, If only you saw what I can see, You'll understand why I want you so
If only you saw what I can see, You'd understand why I want you so desperately, Right now I'm looking at you and I can't believe, You don't know, Oh, oh, You don't know you're beautiful, Oh, oh, That's what makes you beautiful
desperately, Right now I'm looking at you and I can't believe, You don't know, Oh oh, You don't know you're beautiful, Oh oh,
[Bridge] [Harry] Everyone else in the room can see it, Everyone else but you,
72
KATY PERRY LYRICS "Roar" I used to bite my tongue and hold my breath Scared to rock the boat and make a mess So I sat quietly, agree politely I guess that I forgot I had a choice
You held me down, but I got up (HEY!) Already brushing off the dust You hear my voice, you hear that sound Like thunder gonna shake the ground You held me down, but I got up (HEY!) Get ready 'cause I've had enough I see it all, I see it now
I let you push me past the breaking point I stood for nothing, so I fell for everything
[Chorus:]
You held me down, but I got up (HEY!) Already brushing off the dust You hear my voice, you hear that sound Like thunder gonna shake the ground You held me down, but I got up (HEY!) Get ready 'cause I've had enough I see it all, I see it now
I got the eye of the tiger, a fighter, dancing through the fire 'Cause I am a champion and you're gonna hear me roar Louder, louder than a lion 'Cause I am a champion and you're gonna hear me roar Oh oh oh oh oh oh oh
[Chorus:] I got the eye of the tiger, a fighter, dancing through the fire 'Cause I am a champion and you're gonna hear me roar Louder, louder than a lion 'Cause I am a champion and you're gonna hear me roar Oh oh oh oh oh oh oh Oh oh oh oh oh oh oh Oh oh oh oh oh oh oh You're gonna hear me roar Now I'm floating like a butterfly Stinging like a bee I earned my stripes I went from zero, to my own hero
Oh oh oh oh oh oh oh Oh oh oh oh oh oh oh (You're gonna hear me roar) Oh oh oh oh oh oh oh Oh oh oh oh oh oh oh (You're gonna hear me roar)
73
MAROON 5 LYRICS "Maps" I miss the taste of a sweeter life I miss the conversation I’m searching for a song tonight I’m changing all of the stations
I hear your voice in my sleep at night Hard to resist temptation 'Cause something strange has come over me And now I can’t get over you No, I just can’t get over you I was there for you
I like to think that we had it all We drew a map to a better place But on that road I took a fall Oh baby why did you run away? I was there for you In your darkest times I was there for you In your darkest nights But I wonder where were you? When I was at my worst Down on my knees And you said you had my back So I wonder where were you? When all the roads you took came back to me So I’m following the map that leads to you The map that leads to you Ain't nothing I can do The map that leads to you Following, following, following to you The map that leads to you Ain't nothing I can do The map that leads to you Following, following, following
In your darkest times I was there for you In your darkest nights But I wonder where were you? When I was at my worst Down on my knees And you said you had my back So I wonder where were you? When all the roads you took came back to me So I’m following the map that leads to you The map that leads to you Ain't nothing I can do The map that leads to you Following, following, following to you The map that leads to you Ain't nothing I can do The map that leads to you Oh oh oh Oh oh oh Yeah yeah yeah
74 RIXTON LYRICS "Me And My Broken Heart" [Chorus:] All I need's a little love in my life All I need's a little love in the dark A little but I'm hoping it might kick start Me and my broken heart I need a little loving tonight Hold me so I'm not falling apart A little but I'm hoping it might kick start Me and my broken heart Yeah... [Verse 1:] Shot gun, aimed at my heart, you got one Tear me apart and then some How do we call this love (whoa oh oh oh)
[Chorus:] All I need's a little love in my life All I need's a little love in the dark A little but I'm hoping it might kick start Me and my broken heart I need a little loving tonight Hold me so I'm not falling apart A little but I'm hoping it might kick start Me and my broken heart [Verse 2:] Maybe some part of you just hates me You pick me up and play me How do we call this love? (whoa oh oh oh) One time tell me you need me tonight To make it easy, you lie And say it's all for love (whoa oh oh oh) [Pre-Chorus:]
I try to run away but your eyes Tell me to stay, oh why, Why do we call this love (whoa oh oh oh)
It seems like we've been losing control Somebody tell me I'm not alone When I say
[Pre-Chorus:] It seems like we've been losing control Somebody tell me I'm not alone When I said
[Chorus:] All I need's a little love in my life All I need's a little love in the dark A little but I'm hoping it might kick start Me and my broken heart I need a little loving tonight Hold me so I'm not falling apart A little but I'm hoping
F . Metode Pembelajaran:
75 3. Music 4. Song Lyrics G . Langkah-langkah Pembelajaran : Pertemuan
Kegiatan
Deskripsi pembelajaran
Alokasi waktu
4
Opening
Kegiatan 12.
13.
Inti
1x10 menit Guru masuk ke kelas dengan salam Guru menyapa menggunakan bahasa Inggris.Guru dapat menggunakan kaliamat ( Good morning, students. How have you been?) Pastikan peserta didik merespon dengan menjawab kembali “ Morning, Teacher/ Sir/Mam, Very Well, Thank You. Guru memperkenalkan diri Sebelum memulai pelajaran, Guru/murid mengawali pelajaran dengan do’a. ” Ok my students before we star our study, lets pray together by reciting basmallah dan berkata “Thank you,”setelah selesai berdo’a, Guru mengecek kehadiran siswa dalam kelas “before we star I will call your name first and please up your hand and every one have to give short word/ motivation/message to other student.
Observing 2x30 menit 1. Murid diberikan pertanyaan untuk mengenai phrasal verb yang sudah di ajarkan sebelumnya. 2. Mengarahkan murid untuk membuat
76 kelompok yang sama seperti sebelumnya.
Comunicating 3. Murid di berikan handout lirik lagu dan di arahkan untuk mendengangar alunan music. 4. Murid
atau
setiap
kelompok
mendengarkan music sambil mencari kosa kata phrasal verb di text lirik lagu yang sudah di sediakan oleh guru.
Experimenting 6. Mengarahkan kelompok untuk maju dan menjawab dan menuliskan kata phrasal verb dari lirik lagu ke papan tulis. 7. Murid mengkoreksi jawaban yang benar dari guru 8. Murid
di
berikan
waktu
untuk
memperbaiki jawaban yang salah 9. Bagi yan menajwab benar lebih banyak akan di berikan penghargaan atau hadiah. 10. Murid bisa bernyanyi bersama sambil mengingat-ingat kembali phrasal verbs.
note
Penutup
1. Murid akan mendapatkan pertanyaan 1x10 menit seluruh phrasal verbs secara bergantian sambil mendengarkan lagu
H . Alat,bahag atau sumber belajar : Alat/Bahan
:Laptop, slide show, dan hand out
77 I. PENILAIAN :
Proses: Penilaian dilakukan melalui pengamatan kinerja siswa (performance) selama kegiatan pembelajaran berlangsung. Contoh Format Penilaian:
No.
Nama Siswa
Fluency (4)
Aspek Penilaian Accuracy Pron. Into. Pv. (2) (2) (2)
Total
Kompeten/belum kompeten
(10)
Keterangan: A. Fluency: Kelancaran berbicara dan kemampuan membedakan tingkat formalitas 1. Verygood (4) = jelas dan lancar 2. Good (3) = jelas, di selingi sedikit keraguan 3. Fair (2) = jelas tapi tersendat 4. Poor (1) = tidakjelas dan tersendat B. Accuracy: Pronunciation, Intonation, dan Phrasal verb. 1. Verygood (2) = jelas dan lancar 2. Good (1,5) = jelas, diselingi sedikit keraguan 3. Fair (1) = jelas tapi tersendat 4. Poor (0,5) = tidak jelas dan tersendat C. Hasil: Penilaian dilakukan pada akhir satu atau beberapa kegiatan pembelajaran Mengetahui, Guru Bahasa Inggris
Rini Ramdani Yafas, SE, MM
Peneliti
Ikoh
78 Appendix 5
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) CONTROLLED CLASS Mata Pelajaran Kelas/Semester Pertemuan keAlokasi Waktu
: Bahasa Inggris : XI/1-2 :1 : 22 x 45 menit
A. Standar Kompetensi Berkomunikasi dengan Bahasa Inggris setara Level Intermediate B. Kompetensi Dasar Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi International yang diwujudkan dalam semangat belajar C. Indikator Siswa dapat : 1. Menjelaskan pengertian phrasal verb 2. Mengidentifikasi phrasal verb
D. Tujuan Pembelajaran : Siswa dapat : 1. Memahami makna phrasal verb 2. Mengidentifikasi phrasal verb
E. Materi Ajar 1. Phrasal verb.
79
No
Phrasal Verb
English
Indonesia
1
Jump out
To leap from something
meloncat
2
Put on
To place or set something on someone or something
meletakan
3
Knocked on
4
Chill out
To rap or tap, often with the mengetuk knockies on something calm down (tenang)
5
Turn into/turn into
6
Come over
to come for visist
7
Dressed up
8
Laugh out
9
Take off
to put on someone else’s (memakai baju) clothes laugh out of other side of laugh tertawa one’s face/ to undergo a terbahak-bahak change in mood from joy to sorrow, from amusement to annoyance The act of leaving the ground Membuka from any angle, as a jumping, launching or flight. lepas/
to change into someone or it something
F. Metode Pembelajaran:
Tanya jawab
(datang)
80
G. Langkah-langkah Pembelajaran : Pertemuan
Kegiatan
Deskripsi pembelajaran
Alokasi waktu
1
Opening
Kegiatan Inti
1x10 menit Guru masuk ke kelas dengan salam Guru menyapa menggunakan bahasa Inggris.Guru dapat menggunakan kaliamat ( Good morning, students. How have you been?) Pastikan peserta didik merespon dengan menjawab kembali “ Morning, Teacher/ Sir/Mam, Very Well, Thank You. Guru memperkenalkan diri Sebelum memulai pelajaran, Guru/murid mengawali pelajaran dengan do’a. ” Ok my students before we star our study, lets pray together by reciting basmallah dan berkata “Thank you,”setelah selesai berdo’a, Guru mengecek kehadiran siswa dalam kelas “before we star I will call your name first and please up your hand and every one have to give short word/ motivation/message to other student.
Observing 2x30 menit 1. Murid diberikan pertanyaan untuk memancing topik apa yang akan di pelajari. 2. Mengarahkan murid untuk membuat kelompok.
81
Comunicating 3. Mengarahkan murid untuk mendengangar penjelasan materi mengenai phrasal verb. 4. Murid di berikan beberapa kosa kata phrasal verbs 5. Murid di berkan waktu untuk menghapal Experimenting 6. Mengarahkan kelompok untuk maju
dan
menjawab
dan
menuliskan kata phrasal verb ke papan tulis. 7.
Murid
mengkoreksi
jawaban
yang benar dari guru 8. Murid di berikan waktu untuk memperbaiki jawaban yang salah 9. Bagi yan menajwab benar lebih banyak
akan
di
berikan
penghargaan atau hadiah.
note
Penutup
10. Murid
akan
mendapatkan 1x10 menit
pertanyaan tanya jawab untuk phrasal verbs H. Alat,bahag atau sumber belajar :
Alat/Bahan
:Laptop, slide show, dan hand out
82
I. PENILAIAN :
Proses: Penilaian dilakukan melalui pengamatan kinerja siswa (performance) selama kegiatan pembelajaran berlangsung. Contoh Format Penilaian:
No. Nama Siswa
Fluency (4)
Aspek Penilaian Accuracy Pron. Into. Pv (2) (2) (2)
Total
Kompeten/belum kompeten
(10)
Keterangan: A. Fluency: Kelancaran berbicara dan kemampuan membedakan tingkat formalitas 1. Verygood (4) = jelas dan lancar = jelas, di selingi sedikit keraguan 2. Good (3) 3. Fair (2) = jelas tapi tersendat 4. Poor (1) = tidakjelas dan tersendat B. Accuracy: Pronunciation, Intonation, dan phrasal verb 1. Verygood (2) = jelas dan lancar 2. Good (1,5) = jelas, diselingi sedikit keraguan 3. Fair (1) = jelas tapi tersendat 4. Poor (0,5) = tidak jelas dan tersendat C. Hasil: Penilaian dilakukan pada akhir satu atau beberapa kegiatan pembelajaran
Mengetahui, Guru Bahasa Inggris
Rini Ramdani Yafas, SE, MM
Peneliti
Ikoh
83
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) CONTROLLED CLASS Mata Pelajaran Kelas/Semester Pertemuan keAlokasi Waktu
: Bahasa Inggris : XI/1-2 :2 : 22 x 45 menit
A. Standar Kompetensi Berkomunikasi dengan Bahasa Inggris setara Level Intermediate B. Kompetensi Dasar Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi International yang diwujudkan dalam semangat belajar C. Indikator Siswa dapat : 1. Menjelaskan pengertian phrasal verb 2. Mengidentifikasi phrasal verb
D. Tujuan Pembelajaran : Siswa dapat : 1. Memahami makna phrasal verb 2. Mengidentifikasi phrasal verb E. Materi Ajar 1. Phrasal verb.
84
No 10
Phrasal Verb Look up
11
Get in/ gettin
12
Walking up
13
Hanging on
14
Running out
English To seek someone, group, or something out Get in someone’s way; to interfer with someone purpose or movement To approach someone or something on foot To wait a while
To have used up most of the alloted time; to have no time left. Shout out to yell something at someone or something Calm down To realx; to become less busy or active hold us to keep someone or down/hold down something from creature
15 16 17
18
Look at
Indonesia mengadah ke langit/ melihat ke langit Ajak aku/bawa aku
berjalan/mendekati bertahan kehabisan
berteriak sekeras kerasnya tenang Pegang erat
to examine someone or melihat pada something Move in/moving to move closer to bergerak cepat/pada in someone or something; to make advances or aggressive movement toward someone or something/
19
F. Metode Pembelajaran:
Tanya jawab
85
G. Langkah-langkah Pembelajaran : Pertemuan
Kegiatan
Deskripsi pembelajaran
Alokasi waktu
2
Opening
Kegiatan Inti
1x10 menit Guru masuk ke kelas dengan salam Guru menyapa menggunakan bahasa Inggris.Guru dapat menggunakan kaliamat ( Good morning, students. How have you been?) Pastikan peserta didik merespon dengan menjawab kembali “ Morning, Teacher/ Sir/Mam, Very Well, Thank You. Guru memperkenalkan diri Sebelum memulai pelajaran, Guru/murid mengawali pelajaran dengan do’a. ” Ok my students before we star our study, lets pray together by reciting basmallah dan berkata “Thank you,”setelah selesai berdo’a, Guru mengecek kehadiran siswa dalam kelas “before we star I will call your name first and please up your hand and every one have to give short word/ motivation/message to other student.
Observing 2x30 menit 1. Murid diberikan pertanyaan untuk mengulang kembali materi sebelumnya.
86
2. Mengarahkan murid untuk membuat kelompok seperti sebelumnya.
Comunicating 3. Mengarahkan murid untuk mendengangar penjelasan materi mengenai phrasal verb. 4. Murid di berikan beberapa kosa kata phrasal verbs 5. Murid
di
berkan
waktu
untuk
menghapal Experimenting 6. Mengarahkan kelompok untuk maju dan menjawab dan menuliskan kata phrasal verb ke papan tulis. 7.
Murid mengkoreksi jawaban yang benar dari guru
8. Murid di berikan waktu untuk memperbaiki jawaban yang salah 9. Bagi yan menajwab benar lebih banyak akan di berikan penghargaan atau hadiah.
note
Penutup
10. Murid akan mendapatkan pertanyaan 1x10 menit tanya jawab untuk phrasal verbs
H. Alat,bahag atau sumber belajar :
Alat/Bahan
:Laptop, slide show, dan hand out
87
I. PENILAIAN :
Proses: Penilaian dilakukan melalui pengamatan kinerja siswa (performance) selama kegiatan pembelajaran berlangsung. Contoh Format Penilaian:
No. Nama Siswa
Fluency (4)
Aspek Penilaian Accuracy Pron. Into. Pv (2) (2) (2)
Total
Kompeten/belum kompeten
(10)
Keterangan: A. Fluency: Kelancaran berbicara dan kemampuan membedakan tingkat formalitas 1. Verygood (4) = jelas dan lancar 2. Good (3) = jelas, di selingi sedikit keraguan 3. Fair (2) = jelas tapi tersendat 4. Poor (1) = tidakjelas dan tersendat B. Accuracy: Pronunciation, Intonation, dan Phrasal verb. 1. Verygood (2) = jelas dan lancar 2. Good (1,5) = jelas, diselingi sedikit keraguan 3. Fair (1) = jelas tapi tersendat 4. Poor (0,5) = tidak jelas dan tersendat C. Hasil: Penilaian dilakukan pada akhir satu atau beberapa kegiatan pembelajaran
Mengetahui, Guru Bahasa Inggris
Rini Ramdani Yafas, SE, MM
Peneliti
Ikoh
88
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) CONTROLLED CLASS Mata Pelajaran Kelas/Semester Pertemuan keAlokasi Waktu
: Bahasa Inggris : XI/1-2 :3 : 22 x 45 menit
A. Standar Kompetensi Berkomunikasi dengan Bahasa Inggris setara Level Intermediate B. Kompetensi Dasar Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi International yang diwujudkan dalam semangat belajar C. Indikator Siswa dapat : 1. Menjelaskan pengertian phrasal verb 2. Mengidentifikasi phrasal verb
D. Tujuan Pembelajaran : Siswa dapat : 1. Memahami makna phrasal verb 2. Mengidentifikasi phrasal verb
E. Materi Ajar 1. Phrasal verb.
89
No
Phrasal Verb
Indonesia
20
Put it on
To place or set something on meletakan someone or something pada
21
Wiipe out
to wreck or destroy someone or menghilang something/ get rid of something kan/ membersihk an
22
Screw it up
to mess up; to do something badly
23
Booed off
to jeer and hoot, causing mencemooh performes to leave stage / /olokan, ejekan
24
Inside out
with the inside where the outside Di luar should be reverse.
25
Call me up
to call someone a group, company on the thelephone
F. Metode Pembelajaran:
English
Tanya jawab
mengacauk an
or Menelpon
90
G. Langkah-langkah Pembelajaran : Pertemuan
Kegiatan
Deskripsi pembelajaran
Alokasi waktu
3
Opening
Kegiatan Inti
1x10 menit Guru masuk ke kelas dengan salam Guru menyapa menggunakan bahasa Inggris.Guru dapat menggunakan kaliamat ( Good morning, students. How have you been?) Pastikan peserta didik merespon dengan menjawab kembali “ Morning, Teacher/ Sir/Mam, Very Well, Thank You. Guru memperkenalkan diri Sebelum memulai pelajaran, Guru/murid mengawali pelajaran dengan do’a. ” Ok my students before we star our study, lets pray together by reciting basmallah dan berkata “Thank you,”setelah selesai berdo’a, Guru mengecek kehadiran siswa dalam kelas “before we star I will call your name first and please up your hand and every one have to give short word/ motivation/message to other student.
Observing 1. Murid diberikan pertanyaan untuk mengulang materi sebelumnya. 2. Mengarahkan murid untuk membuat kelompok seperti sebelumnya.
Comunicating
2x30 menit
91
2. Mengarahkan murid untuk mendengangar penjelasan materi mengenai phrasal verb. 3. Murid di berikan beberapa kosa kata phrasal verbs 4. Murid
di
berkan
waktu
untuk
menghapal Experimenting 5. Mengarahkan kelompok untuk maju dan menjawab dan menuliskan kata phrasal verb ke papan tulis. 6.
Murid mengkoreksi jawaban yang benar dari guru
7. Murid di berikan waktu untuk memperbaiki jawaban yang salah 8. Bagi yan menajwab benar lebih banyak akan di berikan penghargaan atau hadiah.
note
Penutup
9. Murid akan mendapatkan pertanyaan 1x10 menit tanya jawab untuk phrasal verbs
H. Alat,bahag atau sumber belajar :
Alat/Bahan
:Laptop, slide show, dan hand out
92
I. PENILAIAN :
Proses: Penilaian dilakukan melalui pengamatan kinerja siswa (performance) selama kegiatan pembelajaran berlangsung. Contoh Format Penilaian:
No. Nama Siswa
Fluency (4)
Aspek Penilaian Accuracy Pron. Into. Pv. (2) (2) (2)
Total
Kompeten/belum kompeten
(10)
Keterangan: A. Fluency: Kelancaran berbicara dan kemampuan membedakan tingkat formalitas 1. Verygood (4) = jelas dan lancar 2. Good (3) = jelas, di selingi sedikit keraguan 3. Fair (2) = jelas tapi tersendat 4. Poor (1) = tidakjelas dan tersendat B. Accuracy: Pronunciation, Intonation, dan Phrasal verb. 1. Verygood (2) = jelas dan lancar 2. Good (1,5) = jelas, diselingi sedikit keraguan 3. Fair (1) = jelas tapi tersendat 4. Poor (0,5) = tidak jelas dan tersendat C. Hasil: Penilaian dilakukan pada akhir satu atau beberapa kegiatan pembelajaran
Mengetahui, Guru Bahasa Inggris
Rini Ramdani Yafas, SE, MM
Peneliti
Ikoh
93
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) CONTROLLED CLASS Mata Pelajaran Kelas/Semester Pertemuan keAlokasi Waktu
: Bahasa Inggris : XI/1-2 :4 : 22 x 45 menit
A. Standar Kompetensi Berkomunikasi dengan Bahasa Inggris setara Level Intermediate B. Kompetensi Dasar Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi International yang diwujudkan dalam semangat belajar C. Indikator Siswa dapat : 1. Menjelaskan pengertian phrasal verb 2. Mengidentifikasi phrasal verb
D. Tujuan Pembelajaran : Siswa dapat : 1. Memahami makna phrasal verb 2. Mengidentifikasi phrasal verb
E. Materi Ajar 1. Phrasal verb.
94
No 25
Phrasal Verbs Call me up
English
26
Make up
to put make up on someone or berhias something
27
Cover up
28
Light up
to place someone something oo someone something for protection concealment to shine lights on someone something
29
Turn away
To turn onself to someone or something
30
Brussing off
To remove something such as Menghapus debu dust or lint
31
Get over
To cross over something
32
pick me up
To acquire something
to call someone a group, or Menelpon company on the thelephone
F. Metode Pembelajaran:
Tanya jawab
Indonesia
or melindungi/menutupi or semua or or menyinari/menerangkan
avoid berbalik
someone
Melewati
or menjemputku
95
G. Langkah-langkah Pembelajaran : Pertemuan
Kegiatan
Deskripsi pembelajaran
Alokasi waktu
4
Opening
Kegiatan Inti
1x10 menit Guru masuk ke kelas dengan salam Guru menyapa menggunakan bahasa Inggris.Guru dapat menggunakan kaliamat ( Good morning, students. How have you been?) Pastikan peserta didik merespon dengan menjawab kembali “ Morning, Teacher/ Sir/Mam, Very Well, Thank You. Guru memperkenalkan diri Sebelum memulai pelajaran, Guru/murid mengawali pelajaran dengan do’a. ” Ok my students before we star our study, lets pray together by reciting basmallah dan berkata “Thank you,”setelah selesai berdo’a, Guru mengecek kehadiran siswa dalam kelas “before we star I will call your name first and please up your hand and every one have to give short word/ motivation/message to other student.
Observing 1. Murid diberikan pertanyaan untuk mengulang materi sebelumnya. 2. Mengarahkan murid untuk membuat
2x30 menit
96
kelompok seperti sebelumnya.
Comunicating 3. Mengarahkan murid untuk mendengangar penjelasan materi mengenai phrasal verb. 4. Murid di berikan beberapa kosa kata phrasal verbs 5. Murid
di
berkan
waktu
untuk
menghapal Experimenting 6. Mengarahkan kelompok untuk maju dan menjawab dan menuliskan kata phrasal verb ke papan tulis. 7.
Murid mengkoreksi jawaban yang benar dari guru
8. Murid di berikan waktu untuk memperbaiki jawaban yang salah 9. Bagi yan menajwab benar lebih banyak akan di berikan penghargaan atau hadiah.
note
Penutup
10. Murid akan mendapatkan pertanyaan 1x10 menit tanya jawab untuk phrasal verbs
H. Alat,bahag atau sumber belajar :
Alat/Bahan
:Laptop, slide show, dan hand out
97
I. PENILAIAN :
Proses: Penilaian dilakukan melalui pengamatan kinerja siswa (performance) selama kegiatan pembelajaran berlangsung. Contoh Format Penilaian:
No. Nama Siswa
Fluency (4)
Aspek Penilaian Accuracy Pron. Into. Pv. (2) (2) (2)
Total
Kompeten/belum kompeten
(10)
Keterangan: A. Fluency: Kelancaran berbicara dan kemampuan membedakan tingkat formalitas 1. Verygood (4) = jelas dan lancar 2. Good (3) = jelas, di selingi sedikit keraguan 3. Fair (2) = jelas tapi tersendat 4. Poor (1) = tidakjelas dan tersendat B. Accuracy: Pronunciation, Intonation, dan Phrasal verb. 1. Verygood (2) = jelas dan lancar 2. Good (1,5) = jelas, diselingi sedikit keraguan 3. Fair (1) = jelas tapi tersendat 4. Poor (0,5) = tidak jelas dan tersendat C. Hasil: Penilaian dilakukan pada akhir satu atau beberapa kegiatan pembelajaran
Mengetahui, Guru Bahasa Inggris
Rini Ramdani Yafas, SE, MM
Peneliti
Ikoh
98
Appendix 6
a. Turn it into
POST- TEST Read the meaning of the phrasal verb, and then choose the correct answer
b. Turn it on c. Turn it off 7. To come for a visit
with a,b or c.
a. Come out
1. To place or set something on someone or something
b. Come over c. Come in
a. Put Out
8. To leap from something
b. Put On
a. Jump out
c. Put At
b. Jump On
2. To rap or tap, often with the knockies on something
c. Jump In 9. To undergo a change in mood from
a. Knock on
joy to sorrow, from amusement to
b. Knock In
annoyance
c. Knock Up
a. Laugh out
3. with the inside where the outside should be reverse.
b. Laugh in c. Laugh up
a. Inside for
10. To dress on fancy dress
b. Inside off
a. Dress up
c. Inside out
b. Dress out
4. To mess up; to do something badly
c. Dress off
a. Screw it down
11. To calm down or to relax
b. Screw it out
a. Chill Up
c. Screw it up
b. Chill off
5. To
seek
someone,
group,
or
something out
c. Chill Out 12. The act of leaving the ground from
a. Look on
any angel, as a jumping, launching or
b. Look off
flight.
c. Look up
a. Take out
6. To
change
something
into
someone
or
b. Take off c. Take in
99
13. The act of running away
19. Get
into
someone;
get
a. Run Out
someone or affect someone
b. Run In
a. Get up
c. Run away
b. Get out
14. Get in someone’s way; to interfer with someone purpose or movement
c.
Get into
20. To realx; to become less busy o
a. Get out
reactive
b. Get into
a. Calm out
c. Get in
b. Calm down
15. To approach someone or something
bother
c. Calm up 21. To hurry along with someone
on foot a. Walk off
a. Come on
b. Walk out
b. Come in
c.
c. Come out
Walk up
22. To yell something at someone or 16. To wait a while
something
a. Hang in
a. Shout at
b. Hang out
b. Shout out
c. Hang on
c. Shout for
17. To move closer to someone or
23. To examine someone or something
something; to make advances or
a. Look at
aggressive
b. Look for
movement
toward
someone or something a. Move in
c. Look in 24. to keep someone or something from
b. Move on
creature
c. Move off
a. hold back
18. To have used up most of the alloted time; to have no time left a. Run out b. Run in c. Run off
b. hold for c. hold down
100
25. To place someone or something oo someone or something for protection or concealment. a. Cover up b. Cover off c. Cover fot 26. To shine lights on someone or something a. Light with b. Light on c. Light up 27. To turn onself to avoid someone or something a. Turn back b. Turn down c. Turn away 28. to put make up on someone or something a.
make off
b.
make in
c.
make up
29. To call someone a group,
or
company on the thelephone a. Call off b. Call in c. Call up 30. To wreck or destroy someone or something a. Wipe out b. Wipe up c. Wipe on
101
Appendix 7
THE ANSWER SHEET OF POST -TEST
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 A
a
c a b a a a
a
B b C
a b
c c
b c
b c
c
21 22 23 24 25 26 27 28 29 30 A a
a
a
a
a
B C
c
a
a
c
c
c
