“THE EFFECTIVENESS OF SONGS TO INCREASE STUDENTS’ VOCABULARY” (A-Quasi Experimental Study at the Second Grade Students of SMP Al Huda Jakarta)
By Nur Indah Rusydah 1110014000116
THE DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2015
ENDORSEMENT SHEET The "skripsi" (scientific paper) entitled *THE EFFECTIVENESS OF SONGS
TO INCREASE STUDENTS' VOCABULARY {A-Quasi Experimental Study at the Second Grade Students of SMP Al Huda Jakarta), written by Nur Indah Rusydah, student's registration number: 1110014000116, was examined in the examination session of the Faculty of Tarbiya and Teachers' Training, Syarif Hidayatullah State Islamic University on 13 October 2015- The "skripsi" has been accepted and declared to have
S.Pd. (S-1)
in
fulfilled one of the requirements for the degree of
English Language Education
in the Department of
English
Education. Jakarta, 13 October 2015
THE EXAMINATION COMMITTEE
CHAIRMAN
:
Dr. Alek M.Pd. NIP: 19690912 200901 1 008
SECRETARY
:
Zaharil Anasv. M.Hum. NIP: 19761 007 204710 1 002
EXAMINERS
1.
Drs. Nasifuddin Jalil. M.Ae. NIP: 19560506 199003 1 002
2.
Ertin. M.A.TESOL.
cknowledged by: Dean of Tarbi
NIP. 19ss
d Teachers
98203
$Faculty
I 007
'THE EFFECTIVENESS OF SONGS TO INCREASE STUDENTS' VOCABULARY" .-:-Quasi t>cperimental Study at the Second Grade S'tudents o/SA1P AI HZ/da Jakarta)
A'Skripsi' Presented to the Faculty of Tarbiyah and Teachers' Training
In a Partial Fultillment of the Requirements Fer the Degree of S.Pd (R1CbclDf of Art) 1n English Langlwge Teaching
By: ~ur
ludah Rusydah
NIM: Ill001411OHU6
~\ppro"ed
By the Advisor:
M.Ed
Dr. Fsrida Hamid, .'\1.I'd
THE DEPARTMENT OF
~:N(;l.JSH El1\JCATION
FACULTY OF TARBIYAH AND TEACHERS' TRAINING SYARlF HIDAYATULL.\H ~lATE lSLAMIC UNiVERSIT'l JAKARTA
2015
= Yin
KEMENTERIAN AGAMA UINJAKARTA FITK
No. Dokurnen
FORM{FR)
JI. Ir. H. luanda No 95 CipuraJ 15412 Indonesio
FITK-FR-AKD-089
Tgl. Terbit
1 Maret 2010
No. Revisi:
01 III
Hal
SURAT PERNYATAAN KARYA SENDIRI
Saya yang bertanda tangan di bawah ini, N ama
: Nur Indah Rusydah
Tempat/Tgl.Lahir : Jakarta, 10 Juli 1992 NIM
: 1110014000116
Jurusan / Prodi
: Pendidikan Bahasa Inggris
Judul Skripsi
: The Effectiveness of Songs to increase Students' Vocabulary
(A-Quasi Experimental Study at the Second Grade Students of . SMP Al Huda Jakarta) : 1. Dr. Farida Hamid, M.Pd Dosen Pembimbing 2. Yenny Rahmawati, M.Ed dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri
dan saya bertanggung jawab secata akademis atas apa yang saya tulis. Pemyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.
Jakarta,6 Oktober 2015 Mahasiswa Ybs. M:e'm~~
JrtJm~_lIim,._ TGL
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5A46BADF4480 .1
Nur Indah Rusydah NIM. 1110014000116
ABSTRACT Nur Indah Rusydah (1110014000116). The Effectiveness of Songs to Increase Students’ Vocabulary; A Quasi Experimental Study at the Second Grade Students of SMP Al Huda Jakarta. A ‘Skripsi’ of English Education at Faculty of Tarbiyah and Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta, 2015. Advisors
: Dr. Farida Hamid, M.Pd and Yenny Rahmawati, M.Ed
Keywords
: Vocabulary, Songs
The purpose of this study was to find out the effectiveness of using songs to increase students’ vocabulary in second grade of students at the SMP Al Huda Jakarta. The method in this research was a quasi-experimental study. The study was carried out into two classes of research, namely experimental class and control class. The sample of this study are consists of 20 students from VIII 6 class in the experimental group and 20 students from VIII 2 class in the controlled group. In this study the experimental class was taught by using songs as media in teaching Vocabulary, while control class was taught with conventional way. The instrument used in this study was pre-test and post-test. The technique used in collecting data was quantitative data with t-test. The result of this study showed that the use of media songs is effective to increase students’ vocabulary. It can be seen from the result of calculation that the students’ score in experimental class was higher than control class. Based on the statistical calculation with the significance level 5%, it showed that t observation (to = 1.896) is higher than t table (tt = 1.686). It means there is effectiveness of using songs to increase students’ vocabulary.
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ABSTRAK Nur Indah Rusydah (1110014000116). The Effectiveness of Songs to Increase Students’ Vocabulary; A Quasi Experimental Study at the Second Grade Students of SMP Al Huda Jakarta. ‘Skripsi’, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2015. Dosen Pembimbing : Dr. Farida Hamid, M.Pd dan Yenny Rahmawati, M.Ed Kata Kunci
: Vocabulary, Song
Tujuan dari penelitian ini adalah untuk menemukan keefektifan media lagu untuk meningkatkan vocabulary siswa dalam descriptive text di SMP 17 Muhammadiyah Ciputat. Metode yang digunakan dalam penelitian ini adalah kuasi experimental studi. Penelitian ini dilaksanakan dalam dua kelas yaitu kelas eksperiment dan kelas kontrol. Sampel dalam penelitian ini terdiri dari 20 siswa di kelas VIII 6 dalam grup eksperiment dan 20 siswa dikelas VIII 2 dalam grup kontrol. Penelitian di kelas experiment diajarkan menggunakan lagu dalam mengajarkan kosa kata baru, sedangkan dikelas kontrol diajarkan dengan cara konvensional. Instrument yang digunakan dalam penelitian ini adalah pre-test dan post-test. Teknik yang digunakan dalam pengumpulan data ada data kuantitative dengan t-test. Hasil dari penelitian ini menunjukkan bahwa pengunakan lagu efektif dalam pengajaran kosa kata. Hal ini dapat dilihat dari hasil perhitungan nilai siswa dikelas experiment lebih tinggi dibandingkan kelas kontrol. Berdasarkan hasil perhitungan statistik dengan taraf signifikan 5%, bahwa t hitung (to = 1.896) lebih tinggi dari pada t tabel (tt = 1.686). hal ini berarti adanya keefektifan penggunaan lagu untuk meningkatkan kosa kata siswa.
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ACKNOWLEDGEMENTS In the name of Allah, the Beneficent and Merciful All praises be to Allah, the Lord of the world, who has given mercy and blessing to the writer in finishing her ‘Skripsi’. The writer would like give thanks to Allah who has given her health, knowledge, easiness, patience, and strength so that the writer be able to finish this ‘Skripsi’ well. Peace and salutation be upon to the prophet Muhammad Peace be upon Him, his family, his companion, and his adherence. This ‘Skripsi’ is written to fulfill one of the requirements for the degree of S.Pd. (Bachelor of Art) in the Department of English Education in the Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta. In this occasion, the writer would like to express her greatest appreciation honor and gratitude to her beloved parents, Ahmad Rosyidi, S.Pd and Nurlaila, S.Pd, and her brother Hafidzuddin Hasbi who have always been the happiness, always prayed for her in every time, understood, given support in moral and material and motivation in her life so that the writer be able to finish this ‘Skripsi’ well. There are no words that suitable for her to say except to thanks very much on the sacrifice and their love. The writer would like to address her special thanks to her advisor Mrs. Dr. Farida Hamid, M.Pd and Mrs. Yenny Rahmawati, M.Ed, for their time, guidance, valuable help, correction, and suggestion during completing this ‘Skripsi’. The writer realizes that she would had never completed writing her ‘Skripsi’ without the help of people around her; therefore the writer would like to give the deepest gratitude to: 1. Dr. Alek, M.Pd as the head of English Education Department.
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2. Mr. Zaharil Anasy, M.Hum. as the secretary of English Education Department. 3. All lectures of English Department for their encouragement to the writer during her study at Syarif Hidayatullah State Islamic University Jakarta. 4. Prof. Dr. Ahmad Thib Raya, MA. as the Dean of Faculty of Tarbiyah and Teachers’ Training UIN Syarif Hidayatullah Jakarta. 5. Mr. Muhamad Umar, M.Pd as the headmaster of SMP Al Huda and Mrs. Rehan, S.Pd as an English teacher at SMP Al Huda Jakarta for giving permission and helping the writer to do the research. 6. Nurul Milah, S.Pd who accompanied her to find out some references, taught her statistical calculation, and lent her some books so that this ‘Skripsi’ finished well. 7. Her best friends Hanisa Ratna Dewi, S.Pd, Nurul Alfiah, S.Pd, Wilda Shifa Fauziah, S.Pd, Wina Rahardian Putri, SE. Nurhalimah, Amd.Kom, Ervi Yulianti Dewi, SE. and Dita who always love her, giving support and sharing knowledge. Thanks for being her great friends. 8. All of her friends in English Education Department, especially C Class for academic year 2010 who also always sharing the knowledge each other, giving her support and motivation to finishing this ‘Skripsi’ on time. 9. To any other persons whose are named cannot be mentioned one by one for their contribution to the writer during finishing her ‘Skripsi’. Thanks so much for sharing their time, supporting, and being good friends. May Allah The Almighty bless them all, so be it. Finally the writer realizes that this “Skripsi” is far from being perfect. Therefore, the writer expects some suggestions and criticism for this “skripsi”. At last, the writer hopes that this “Skripsi” will give advantages for all. Jakarta, 6th October 2015
The Writer
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TABLE OF CONTENTS ABSTRACT............................................................................................. i ACKNOWLEDGEMENT .................................................................... ii TABLE OF CONTENT......................................................................... v LIST OF TABLE .................................................................................. vii LIST OF APENDICES ........................................................................ vii CHAPTER I INTRODUCTION A. B. C. D. E. F.
Background of the Study ........................................ 1 Limitation of the Study ........................................... 3 Formulation of the Study ........................................ 4 Objective of the Study ............................................ 4 Significance of the Study........................................ 4 Organization of Writing.......................................... 4
CHAPTER II THEORETICAL FRAMEWORK A. The General Concept of Vocabulary ..................... 6 1. The Kind of Vocabulary ................................... 6 B. Song and Its General Function ............................... 9 1. Meaning of Song ............................................... 9 2. Kinds of Song ................................................. 10 3. Teaching Vocabulary Through Song............. 11 4. Teaching Vocabulary by Using Song ............ 13 5. Advantage and The Effectiveness of Song in Teaching Learning Process ........................ 14 C. Thinking Framework ............................................ 15 D. The Previous Study ............................................... 16 E. The Research Hypothesis ..................................... 17 CHAPTER III RESEARCH METHODOLOGY A. B. C. D. E. F.
Place and Time of The Study ............................... 18 Population and Sample of The Study .................. 18 Method of the Study ............................................. 19 Procedure of Inventing ......................................... 19 Technique of Data Collecting .............................. 21 Technique of Data Analysis ................................. 21
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CHAPTER IV RESEARCH FINDING A. Data Descripsion ................................................. 26 1. Pre-test Score ................................................ 29 2. Post-test Score .............................................. 31 B. Data Analysis ...................................................... 33 1. Normality Testing......................................... 37 a. Data of Experimental Class ................... 37 b. Data of Control Class ............................. 38 2. Homogenity Testing ..................................... 39 a. Pre-Test Data .......................................... 39 b. Post-Test Data ........................................ 40 C. Interpretation of the Data ................................... 43 CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ............................................................. 47 B. Suggesgtion ........................................................... 47 REFERENCES ..................................................................................... 49 APPENDICES....................................................................................... 50
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List of Table Table 4.1 The Students’ Pre-test and Post-Test Score in class VIII-6 (The Experiment Class…………………………………………….. 26 Table 4.2 The Students’ Pre-test and Post-Test Score in class VIII-6 (The Experiment Class…………………………………………….. 28 Table 4.3 The Students’ Pre-test Score in The Experiment and Controlled Class……………………………………………………….. 26 Table 4.4 The Students’ Post-test Score in The Experiment and Controlled Class……………………………………………………….. 32 Table 4.5 The Students’ Gained Score in Class VIII-6 (The Experiment Class)………………………………………………………..
34
Table 4.6 The Students’ Gained Score in Class VIII-2 (The Controlled Class)………………………………………………………..
35
Table 4.7 The Result of Normality test (Pre-Test) in Experimental Class.. 37 Table 4.8 The Result of Normality test (Post-Test) in Experimental Class.. 38 Table 4.9 The Result of Normality test (Pre-Test) in Control Class…….. 38 Table 4.10 The Result of Normality test (Post-Test) in Control Class….. 39 Table 4.11 The Result of Homogeneity Testing on Pre-Test Data In Experimental and Control Class………………………………. 40 Table 4.12 The Result of Homogeneity Testing on Post-Test Data In Experimental and Control Class………………………………. 41
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LIST OF APPENDIX 1. Appendix 1 (RPP Kelas Eksperimen) ……………………………….......51 2. Appendix 2 (RPP Kelas Kontrol)………………………………………...61 3. Appendix 3 (Soal Pre-test & Post-Test)………………………………….70 4. Appendix 4 (Kisi-kisi soal Pre-Test & Post Test)………………………..72 5. Appendix 5 Frequency Distribution of Pre-Test Normality Testing……73 6. Appendix 6 Frequency Distribution of Post-Test Normality Testing……76 7. Appendix 7 Homogenity testing of Pre-test………………………..……79 8. Appendix 8 Homogenity testing of Pre-test………………………..……80 9. Appendix 9 (Figures of the Research)…………………………………...81 10. Appendix 10 (Surat Bimbingan Skripsi)………………………………....82 11. Appendix 11 (Surat Permohonan Izin Penelitian)……………………….83 12. Appendix 12 (Surat Keterangan Penelitian) ………………..…………...84
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CHAPTER I INTRODUCTION In this chapter, the writer would like to present background of the study, identification of the problems, limitation of the study, formulation of the problem, objective of the study, and significance of the study. A. Background of the Study Nowadays, English is well known as the most widely used and studied foreign language on the earth. According to Jack C. Richards and Theodore S. Rodgers,” Latin was the most widely studied foreign language five hundred years ago. However, English has become the most widely studied foreign language today.” 1 In this era of globalizaton, learning English seems to be obligation to be learned, especially for those who want to study or work aboard. In learning foreign language, vocabulary plays an important role. It is one element that links the four skills of speaking, listening, reading and writing all together. In order to communicate well in a foreign language, students should acquire an adequate number of words and should know how to use them accurately. Vocabulary is one of the problems confronted by English language taeaching. As Jeremy Harmer said “One of the problems of vocabulary teaching is how to select the words to teach”. 2 Teaching teens is different from teaching adult. Teacher must have extra innovations to teach in fun way, because the teens have certain characteristics and need more treatment.
1
Jack C. Richards and Theodore S. Rodgers, Approches and Method in Language Teaching, (New York: Cambridge University Press),1986, p.1. 2 Jeremy, Harmer, The Practice of English Language Teaching, (London: Longman Publiishing, 1991), p. 154.
1
2
In teaching English there are several problems faced by the teacher. After doing the observation, writer found some problems that faced in teaching learning process. Those are some students have difficulty in understanding reading text. They also felt hard in writing because they have limit stock of vocabulary. When the writer asked them to speak they also cannot speak English well because they did not know the words in English. In listening, they were hard to understand the dialog because the words they hear were not familiar. There are several reasons for which the vocabulary component of a language course needs to be carefully planned. Firstly, because different vocabulary gives different returns for learning, it is important to make sure that the learners have good control of the high frequency words of the language before moving on the less frequent vocabulary. Secondly, most language teaching courses make vocabulary learning more difficult than it should be as a result of the way vocabulary in the course is sequenced. The last is vocabulary learning opportunities and the quality of vocabulary can be greatly increased through the careful design of both vocabulary and other skill activities. 3 Based on the reasons above it can be concluded that students have difficulties in memorizing new words which they had just gotten. They forget the word which they have memorized. Thus, there should be fun way to help them in keeping vocabulary in their mind. Up to now, many teachers have not used any teaching media as the aid in improving the students vocabulary mastery and as the variety of teachers techniques of teaching in classroom. Meanwhile, the effort to increase the students vocabulary by using playing media has not grown well. During PPKT process, the writer interviewed some teachers about media that they used in teaching learning process. From the interview above, the researcher found that quite a few teachers taught using song or other media during any of the lessons. 3
Paul Nation, New Ways in Teaching vocabulary, (USA:Teachers of English to speakers of other language, Inc), 1994. P.iv.
3
But commonly and usually the way of teaching makes the students lazy and bored. The teacher needs something different to make students interested in learning English, especially young learners, they are easy to get bored in learning. Therefore, teacher needs something interesting which can motivate them. It is based on the characteristics and attitude of the young learners that they are curious and often seeks something that the teacher notices them and shows appreciation for what they are doing. So, to motivate them in learning English, teacher needs something new that can stimulate their curiosity. One of activities that work well is songs with actions, total physical response activities, and tasks. moreover, learning English vocabulary using song has an important role for beginner level. Songs have become an important part of human’s life. Most of people like to listen to the songs because they are fun. Songs can be found anywhere, and people can listen them from television, radio, CD, or gadget through its MP3 feature. Listening to songs makes body and mind feel fresh and relax. Furthermore, according to Chris Brewer, "Music stabilizes mental, physical and emotional rhythms to attain a state of deep concentration and focus in which large amounts of content information can be processed and learned." 4 Therefore, the more fun learning process, the easier students can retrieve the material. Teacher should continue looking for more effective and interesting technique in teaching English language especially for increase students’ vocabulary. It is done to make students feel more relax and easy to keep new vocabulary in their mind. Based on the explanation above, the writer is interested in conducting a research on the effectiveness of song to increase students’ vocabulary.
B. Limitation of the Study In this writing, the problem is the limited on effectiveness songs as the medium to increase students vocabulary. Based on the background above the 4
Retrieved from https://www.englishclub.com/teaching-tips/music-classroom.htm on Tuesday, September 09, 2014 at 03.35 p.m.
4
formulation of the problem is explained as follow: “is song effective to increase students’ vocabulary in the second grade of SMP Al Huda Jakarta?”. C. Formulation of the Problem The formulation of problem studied in this research is “is song effective to increase students’ vocabulary at second grade students of SMP Al Huda?’. D. Objective of the Study The objective of this study is to find out the empirical evidence whether songs is effective to increase students’ vocabulary at the second grade students of SMP AL Huda Jakarta. E. Significance of the Study It is expected that this writing can be useful for teachers in teaching vocabulary to their students. In other words, this writing can inspire teachers for more effective teaching technique. This writing is also supposed to help students increase their vocabulary in fun way. In large scale, this writing is expected to improve people’s English knowledge. At least, this writing is supposed to bring many advantages for others in learning English. F. Organization of writing This skripsi will systematically be divided into four chapters. Chapter one deals with introduction, consisting background of the study, limitation of the study, formulation of the problem, objective of the study, significance of the study, and organization of writing. Chapter two present the theoretical framework. It is consist of vocabulary is divided into definition of vocabulary, kind of vocabulary. Then, this chapter deals also with song and its general function, the meaning of song, kinds of song, teaching vocabulary through song, teaching vocabulary
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by using songs, advantage and the effectiveness of song in teaching learning process. It also consists of thinking framework, the previous study, the research hypothesis. Chapter three is research methodology. It discusses place and time of the study, subject and object of the study, method of study, procedure of inventing, technique of data collecting, technique of data analysis, and the statistical hypotheses. Chapter four is research finding. It discusses about the description of data, data analysis, and interpretation of the data. Chapter five is conclusion and suggestion.
CHAPTER II THEORETICAL FRAMEWORK A. The General Concept of Vocabulary In learning a language, vocabulary is one of important language aspects that should be learnt. Good mastery of vocabulary is important for everyone who learns the language, which is used in listening, speaking, reading, and writing. While the language sub-skills consists of pronunciation, grammar, and vocabulary. Sub-skills in learning English are also important in order to make the people easy in communicating or using the sentence in conversation. Understanding the sub-skills of vocabulary is also needed for everyone in learning language, because when we want to use the language, we also need the words or the vocabulary. As a part of teaching-learning as foreign language, vocabulary cannot be simply defined as a group of words. Some experts have interpreted the mening of vocabulary in different points of view. The definitions have similarities and differences to each other. It is good to look at some definitions that have been described as vocabulary. According to Thomas “vocabulary is the focus of language. It is in word that sound and meaning interlock to allow us to communicate with one another, and it is word that we arrange together to make sentences, conversations, and discourse of all kinds." 1 Besides, Evelyn Hatch and Cheryl Brown give their ideas about the definition of vocabulary. According to them, vocabulary refers to a list or set of words that everyone uses for a particular
1
Thomas Pyles and John Algeo, English an Introduction to Language, (New York: Harcourt Brace Jovanovich,INC1968),p.96.
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language or list or set of words that everyone uses for a particular language or a list or set of words that individual speakers of language might use. 2 In addition according to Keith S. Folse, vocabulary is a count noun that can be much more than just a single unit word. 3 Meanwhile, as Cyril Connolly stated that the vocabulary of a writer is her currency, but it is a paper currency and its value depends on the reserves of mind and heart which back it. A vast wordshoard is valueless unless the owner’s assets are readily negotiable and intelligently spent. 4 Another definition comes from Kridalaksana as stated in Zaenuri’s book that vocabulary is a component of language that contains all of information meaning and using word in language. 5 Based on the definition above, it can be stated that vocabulary is a list of words or stock of words used by person in language containing meaning, and the usage that she can find in the dictionary or specialized glossary. 1. The Kind of Vocabulary People have attempted to learn second language from the time of the romans, and perhaps before. In this period of more than two thousand years, there have been numerous different approaches to language learning, each with a different perspective on vocabulary. At times, vocabulary is given pride of place teaching methodologies, and other time neglected. In order to help understand the current state of vocabulary studies as discussed in subsequent chapters, this time will first briefly review the kinds of vocabulary.
2
Evelyn Hatch and Cheryl Brown, Vocabulary, Semantics, and Language Education, (Cambridge: Cambridge University Press, 1995),p.1 3 Keith S. Folse, Vocabulary Myths,(Florida: The University of Michigan Press,2004),p.2 4 Marvin S. Zuckerman, Words,Words,Words,(Glencoe Publishing CO., INC.Encino, California,1974),p.6 5 A.M. Zainuri, Vocabulary I, (Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Jakarta: UIN Jakarta), P. 1.
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According to Fries, there are two kinds of vocabulary: a. The function words are a closed class. We cannot add the preposition, auxiliaries, modals, or any structure words of the language. Function words in English conclude prepositions (at, in, of, and between), pronouns (he, they, she), determiners (the, much, more, either, neither), conjunctions (that, when, while, and although), auxiliary (verbs be: is, am, are, have) and particles (not, not, nor, as). b. The content words or lexical words are words that carry the content or the meaning of the sentence. It can be called as open-class words. Open classes accept the addition of new morphemes such process as compounding, derivation, inflection, coining and borrowing. It can be added to any times as new scientific advances make new words and communication about new inventions necessary. 6 The content words can be divided into general classes:: 1). Words meaning things, ideas, entities, that we might call them noun 2). Words naming action called verbs 3). Words used to describe the qualities of those things or actions adjectives and adverbs. 7 Another kinds of vocabulary comes from Jo Ann Aebersold that was stated by A.M. Zainuri in his book. He says that there are two kinds of
6
Charles C. Fries, Teaching and Learning English as a Foreign Language, (Michigan: University of Michigan Press, 1945), p.44. 7 A.M. Zainuri, Vocabulary I, (Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Jakarta: UIN Jakarta), p. 2.
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vocabulary, namely active vocabulary and passive vocabulary. 8 Below are the brief description about active vocabulary and passive vocabulary. a. Active vocabulary Active vocabulary refers to items which the students can use appropriately in speaking or writing. Active vocabulary can be also called as a productive vocabulary. It means the student has to know how to pronounce it well and the student has to know how pronounce it well and students has to know and be able to use grammar of the target language. In productive vocabulary, the student has to know about collocation and the student has to understand the connotation meaning of the word. Martin Manser notes that an active vocabulary consists of the word that people use frequently and confidently. If someone asks them to make up a sentence containing a word, they can do it for conversation or writing. 9 b. Passive vocabulary refers to language items that can be recognized and understood in the context of reading and listening. It is also called as receptive vocabulary. As states by Martin Manser, A passive vocabulary consists of the words whose meanings people know so that they do not have to look the words up in a dictionary but which they would not necessarily use in ordinary conversation or writing. 10 B. Song and Its General Function Songs play an important role in human life. It is inseparable to any elements of people from children to adults. They like listening and singing songs whenever and wherever they want to. As Guglimenio in Reasons for
8
Ibid, p. 1. Retrieved from Grammar.about.com/od/ab/g/activevocabularyterm.htm on October 20, 2015 at 01.52 a.m. 10 ibid 9
10
Using Songs in the ESL/EFL Classroom by Kevin Schoepp stated, ”adults sing at religious services, bars, in the shower, and listening to the car radio." 11 Meanwhile, Kevin said that “Songs have become an integral part of our language experience, and if used in coordination with language lesson they can be great value.” 12 It is then concluded that songs can be useful as medium of learning language if they are used appropriately. It is because songs create an enjoyable and non threatening situation in classroom. They can also break the class routine which might be boring for students. As Lo and Li stated in the internet TESL journal, they stated that songs could provide a break from classroom routine and that learning English through songs could also develop a non-threatening classroom atmosphere in which the four language skills can be enhanced. Thus, by providing fun situation in the classroom, students can retrieve the materials easily. 13 1. Meaning of Song There are some definitions of song that can be found through some references. According to Yukiko Song is rhythmic and melodic content, and represent forms of communication in a lingustics sense. 14 In addition, John stated that Songs may be employed to enhance the listening skill, improve pronunciation, acquire vocabulary, provide example of grammatical structures, practice reading and writing, and sensitize the students to cultural facets. 15
11 Kevin Schoepp, Reasons for Using Songs in the ESL/EFL Classroom, 2001, Retrieved from http://iteslj.org/Articles/Schoepp-Songs.html on September 4, 2014 at 09.25 p.m. 12 ibid 13 Mohamad Jafre Zainal Abidin, et. Al, Theory and Practie in Language Studies, Vol. I, 2011, p. 1490. 14 Yukiko, S. Jolly, The Modern Language Journal, Vol. 59, 1975, p. 11. 15 John, M. Purcell, Hispenia, Vol. 75, 1992, p. 192
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Beside that, Winter stated that Songs often set words to musical melodies and make use of language features, such as rhyme, repetition and alliteration, to communicate a thought, feeling or story. 16 Furthermore some experts defined as stated in Winter as Cruz-Cruz and Lake defined that Songs can help stimulate memory and learning. Allan also discovered that song vocals served as an effective stimulus for attention and memory. Using songs with lyrics (versus only instrumentals) resulted in greater brand recall.
17
Resuming all the definition above song is a piece of music that consist of words and people can sing it anyway, anytime and it can be part of expression of feeling which can help stimulate memory and learning. 2. Kinds of Song For the purposes of the average secondary classroom it is probably sufficient two established two principal categories of song, they are: a. Folk Songs Folk songs are defined as traditional songs that have emerged from the culture and continue to be sung generation after generation, often to mark special occasion such as birthdays or holidays. They are what Griffin defined as stated in Purcell as, “musical expression of deep culture”. 18 b. Popular Songs Popular songs are songs that have been written to disseminate popularly, either through a musical score, live performance, or recorded. 19
16
p.15
17
Winter, N.D. Sing, Sing a Song: How using songs affect productive vocabulary, 2010.
Ibid, p. 16 John, M. Purcell, Hispenia, Vol. 75, 1992, p. 194 19 Ibid 18
12
For classroom purpose, both folk and popular songs can be used as medium for teaching learning process. The folk songs expressed musical that represent a way of life and traditions. While popular songs demonstrate melodies with the large segments of culture. Both of songs have been part of culture for long enough time. 3. Teaching Vocabulary Through Song Music or Song is modern trend society. Most of students want to learn English in different style. They like to learn with fun activity such as singing and listening to music. Songs are already very familiar to students. By using English songs as medium in learning English they can increase their knowledge especially in vocabulary. These songs provide the material of English that they want to understand. They can sing that songs and also understand what the songs tell about. There are two reasons of suggesting music or songs as media in language instruction. The first is, it is an idiom familiar to a broad span of young learner in both academic and non academic setting. The second reason that music or songs represent quite a different in life than do the other mass media is that the learning of song pushes to the top of priority list. One can utilize songs as presentation contexts, as reinforcement material as vehicles through which to teach all of the language skills and as a medium through pervade and modern life. 20 Several techniques for presenting songs in the class: a. Choosing the songs Before introducting the song in class, it is hoped to fulfill the criteria to choose the songs such as: 1) Songs should be popular with the students whenever possible 20
Fraida Dubin, English Forum Vol. XII, 1974,p.1-2
13
2) Songs should be clear and understandable 3) Songs should have an appropriate theme. There’s enough bad news, negativity and violence in the world already. Songs with any type of negative theme should be avoided. 21 b. Presenting songs in the class Whittaker and Gatti have developed techniques that have worked well for them in teaching the songs in the class. 22 According to Whittaker there are four basic steps in presenting the songs in the class: 1) The teacher plays the songs while the students look at the words silently. 2) The students repeat the words without singing them. 3) The teachers points of vocabulary, idioms, grammar items, and gives pronunciation clues. 4) The teacher plays the song again, letting the students join in when they feel confident enough about singing alone. 23 Furthermore Gatti Taylor devoted to learning songs over four days with several minutes each meeting: 1) The first day the students listen to the song without lyrics to grasp as much as they can. Students may list vocabulary they know, or advise them to make own summarize about the lyrics. 2) On the second day, the teacher distributes the lyrics and a work sheet for students’ reaction to vocabulary, grammar, and the meaning of the lyrics. The students hear the song again or may be asked them to fill in the blank exercise. 3) The third day, the teacher sings with the students. 4) The fourth day, the students nearly memorize. 24 21 Larry M. Lynch, Using Popular Songs to Improve Language Listening Comprehension Skill, http://esl4free.blogspot.com/2008/02/can-music-improve-your-students 22 John, M. Purcell, Hispenia, Vol. 75, 1992, p. 195 23 Ibid
14
Based on the steps in presenting the songs, the writer believes that teaching vocabulary can be implemented by using songs, because songs provide entertainment as well as insight into language skills. By choosing appropriate songs for the lesson and presenting the songs effectively can help students to enrich their vocabulary. In this case, the writer combines both of the techniques above because it is more effective. Therefore, the writer believes that songs can be implemented in some activities based on the Indonesian students’ need. 4.
Teaching Vocabulary by Using Songs Teachers in their lesson plans are hoped to explain how the materials are
taught step by step. Here are the procedures of teaching vocabulary by using songs: The first step is pre-elementary study, the teacher opens the class by greeting the students and asking how they are doing. After that, the teacher emphasizes on the students that they are going to learn vocabulary for the next three meetings. Before learning the new words, the teacher applies several fun activities such as asking the students’ favourite singer and song, guessing the title of song, and playing ‘crazy story’. The teacher gives different games in each meeting. The second activity is core study. The teacher use songs to increase students’ vocabulary. In this case, the teacher has already designed the material before she teaches in the classroom. The teacher plays the song and gives them the lyrics of the song. When the students get the lyrics, the teacher asks the students to understanding the meaning of the song. To build up their vocabulary the teacher asks them to find out the synonym or antonym of the words.
24
Ibid, p. 196.
15
In the last activity, the teacher will appoint out some students to be an explainer then the teacher gives a task and they have to do the task. The others teaching plans will be explained by the writer in the lesson plan in appendix. 5.
Advantage and The Effectiveness of Song in Teaching Learning Process Music is a source of motivation, interest, and enjoyment, it is easier to
imitate and remember language than words which are just spoken. Songs contain words and expressions of high frequency and offer repetition. Nothing can be as effective as music in learner language class. It has been said that learner have natural taste for music and because that of that English teacher around the world use such enjoyable and supportive means for children to improve language learning and acquisition. 25 Music is an essential part of language learning. Young Learners really enjoy learning and singing songs, and older learners find working with current or well-known pop songs highly motivation.
26
Song and music in general to affect our emotion; people can move to tears, smiling, and other strong emotions after hearing the song whenever and wherever they do. From the reasons above it can be seen that song has many advantages in teaching learning process, those are: a) Songs or music can be used to relax and provide students’ enjoyable in the classroom atmosphere b) Songs have much related to students’ interest c) Songs and music as supplements: can be used to supplement a textbook or can serve as the text itself d) Songs are especially good at introducing vocabulary because it provides a meaningful context for the vocabulary 25
Shaheen Ara, Use of songs, Rhymes and games in teaching learning, The Dhaka University Journal of Linguistics: Vol.2.p.168 26 Sarah Phillips, Young Learners, (Oxford University Press: 1993),p.94
16
In the use of song in classroom activities, the writer use laptop and speaker as the aid of learning process. When the students feeling relax in teaching learning process, it makes them easy to memorize the new words. It is hoped song can be an effective medium and students can receive the material well. C. Thinking Framework As it has been mentioned before, many students in junior high school have same problems in learning new vocabulary. Memorizing and understanding new vocabulary are the main problems which were faced by the second year students of junior high school. In this case, the student still did not understand the meaning of the song. They did not the meaning of the words that were provided in the lyrics of the song. It can be said that the students have limit vocabulary. The students often get bored when they did not find the meaning of certain word, because the teacher did not use any special technique in learning vocabulary, thus make them hard to memorize that new words. The teachers must find out some solution to make their students feel easy in understanding and memorizing new words. The teacher should provide the media in teaching where the students can relax and easy to memorize new words. Songs can be a wonderful medium for natural language acquisition. Moreover songs contain words and expression of high frequency and offer repetition. In this teaching learning process, the teacher has to design the material before entering the classroom and the teacher has to observe the students’ ability when their students learn in the classroom. Based on the statement above, the writer would like to assume that songs can increase students’ vocabulary at the second year students of SMP Al Huda Jakarta. D. The Previous Study A study entitled “Using English Songs in the Improvement of Students Vocabulary” (A Case Study at Second Grade of MAN Parung, Bogor) had been
17
done by Yoyoh, she conducted her research in 2006 and he also focus in increasing students’ vocabulary. She conducted the research in order to know the students’ mastery of vocabulary. That research almost similar to the writer’s research. But there are the differences; the writer only used test to collect the data, but Miss Yoyoh used three techniques to collecting the data they are observation, interview, and test.
27
She took the sample and made the students into experiment
and controlled class. The research was proven that using song is effective to mastery of vocabulary at the second grade of senior high school. The researcher above used same media with the writer. She used song in order to improve students’ vocabulary. Another difference between Yoyoh’s research with the writer research are the subject of the study. She conducted the research in the second grade of senior high school while the writer conducted her research in the second grade of junior high school. The research which also discussed about vocabulary had been conducted by Ahmad Subhan entitled “The Effectiveness of Teaching Verbs by Using Cooperative Learning”(A Quasi Experimental Study at the second year Students of SMPN 169 Jakarta). He conducted his research in 2014 and he focused on the verbs. He conducted his research in order to know the students’ mastery of verbs. The research was proven that cooperative learning is effective to mastery of verbs at the second year students of junior high school. The data shown that t-test > ttable or (3,69 higher than 1,99). 28 In this term the writer has the same dependent variable but the researcher above only focused on the verb while the writer on the vocabulary. The writer used song as the media while Mr. Subhan used Jigsaw as the technique that was used in cooperative learning classroom. From all the experiments that ever had, no one of them used Song as media to mastery vocabulary in second grade of junior high school. Thus, the
27
p.23
28
Yoyoh, Using English Song in the Improvement of Students Vocabulary, Jakarta, 2006,
Ahmad Subhan, The Effectiveness of Teaching Verbs by Using Cooperative Learning, Jakarta, 2014, p.55
18
writer chose to conduct the new research with the title “The Effectiveness of Songs to Increase Students’ Vocabulary”. E. The Research Hypothesis The purpose of this study is to find out the empirical evidence for the students in learning vocabulary using songs is effective or not in building students’ mastery of vocabulary. To get the answer of the hypothesis above, the writer proposes alternative hypothesis (Ha) and the null hypothesis (Ho) as follows:
1. Null Hypothesis (Ho) There is no significant difference of students’ achievement between those who were taught by using songs in teaching vocabulary in experiment class and those who were taught without using songs in controlled class. 2. Alternative Hypothesis (Ha) There is a significant difference of students’ achievement between those who were taught by using songs in teaching vocabulary in experiment class and those who were taught without using songs in controlled class.
CHAPTER III RESEARCH METHODOLOGY This chapter is divided into several parts. They are place and time of the study, subject and object of the study, method of study, procedure of inventing, technique of data collecting, technique of data analysis, and the statistical hypotheses. A. Place and Time of the Study The research was conducted at SMP Al Huda, which is located at Jalan Utama, Cengkareng, West-Jakarta. Focus on second grade of Junior high school. The research was held during May 2015. B. Population and Sample of the Study In this research, the writer took the second grade of SMP AL Huda Jakarta as the population. The second grade of this school consists of six classes; namely VIII-1 until VIII-6. The amount of population in that school was about 192 students. The writer took one class to be experimental class and one class to be controlled class. In this term, the writer choose VIII-6 as the experiment class & VIII-2 as controlled class. The consideration of choosing those classes to be experimental and the controlled classes was based on purposive sampling. In purposive sampling, the researcher chooses the sample using his experience and knowledge of the group to be sampled. 1 In this term, their English teacher knew their students’ English ability, and their English teacher judged that those two classes have the same ability. It was also supported by L.R Gay stated in his book that “purposive sampling, referred to as judgment sampling, is the process of selecting a sample that is believed to be representative of a given population”. 2 Therefore, the English
1
L.R Gay, Geoffrey E. Mills and Peter AIrasian, Educational Research: Competencies for Analysis and application, 9th Ed., (New Jersey: Pearson Edation, 2009), P. 134. 2 Ibid.
19
20
teacher of SMP AL Huda, Mrs Rehan suggested the writer to take those classes as the experiment class and controlled class based other judgment or assumptions in both of the two classes. C. Method of the Study In her research, the writer used a quantitative research design and she also used a quasi-experimental design for her research. The writer chose a quasi-experimental design because a quasi experimental designed to determine the cause and effect relationship and there is a direct manipulation of conditions. 3 In a quasi experimental research has characteristic as stated by Nunan that “quasi-experiment research has both pre-test and post-test and has experiment class and controlled class, but no random assignment of subject”. 4 It means that the writer took the sample from the existing class or the intact class to determine which group will be experiment class and which group will be controlled class without giving a random assignment for each student in two classes. Thus, there were two classes that the writer taught to increase vocabulary in different treatment. The group that received treatment was called the experiment class and the group that received a different treatment or is treated as usual was called controlled class. In experiment class the researcher used English songs as media and in control class the researcher didn’t use English Songs. D. Procedure of Inventing 1.
Teaching Vocabulary Through Songs The teaching of vocabulary by using songs was done by the writer in
five meetings. Below are the brief explanations about the teaching and learning process to mastery vocabulary by using song: 3
James H, Mc. Millan and Sally Schumacer, Research in Education, (Boston: Pearson, Education. Inc. , 2006), p.24. 4 David, Nunan, Research Method in Language Teaching, (Cambridge: Cambridge University Press, 1992), p.41.
21
1) First meeting, the writer explained what she is going to do and emphasize on that students that they are going to mastery vocabulary by using song for the next three meetings. Then, the writer gave the pre-test to students in order to know the students’ competence in understanding the vocabulary based on the pretest’s result. 2) Second meeting, the writer played the song by the tittle “Happy”. The writer played the song twice. At first played of the song the writer asked the students to heard and than mention the words that they had just heard. At the second time the writer gave them print out of song’s lyric and asked them to heard again. After hearing the song the writer and students discuss about what the song tell about. Than, the writer asked the students to make group that consist of 6 students and asked them to underline the verb and adjective that provided on the lyric. After that find out the synonym and antonym of the words. 3) Third meeting, before learning, the writer applied a fun activity which was called ‘Crazy Story’. In this game the writer asked the students to make a story using vocabulary that was learnt in previous meeting. In learning activity the writer gave the students missing lyric and asked them to fill in the blank based on the word that they had heard. The title of song that was played is “I Remember”. Next the writer asked students to make group that consist of five people each group, they asked to discuss what the song tell about and than presented it in front of the class. The last the writer gave excercises for students. 4) Fourth meeting, before begin the lesson the writer gave fun activity by asked them to guess the title’s song that was played. Than the writer gave print out lyric “You’re The One” that was miss some words and asked the students to fill in the blank based on the song that was played. Next the writer asked the students to discuss with
22
their friends about content of the song.
After the students
understand and know meaning of the word that was given. The writer asked the students to make a story using vocabulary that was learned. 5) Fifth meeting, the writer reviewed vocabularies that have been given. At the end of meeting, the wrier conducted a test called post test. The post test was designed to know how far students’ mastery in vocabulary that have been given and to know whether the use of Song as media in mastery vocabulary is effective or not. 2.
Teaching Vocabulary without Songs Besides teaching vocabulary using songs, the writer also taught
vocabulary without songs in control class. The teaching of vocabulary without songs was done by the writer in five meetings. Below are the brief explanations about the teaching and learning process in control class: 1) First meeting, the writer explained what she is going to do and emphasize on that students that they are going to mastery vocabulary by using song for the next three meetings. Then, the writer gave the pre-test to students in order to know the students’ competence in understanding the vocabulary based on the pre-test’s result. 2) In second to forth meeting the writer introduced the songs and gave students hand-outs (song lyrics) but the songs read as read a book without with rhymes. The writer wrote the difficult words on the white board and asked students to translate into Indonesian language. The writer asked them to memorize the words. 3) In Fifth meeting, the writer reviewed vocabularies that have been given. At the end of meeting, the wrier conducted a test called post test. The post test was designed to know how far students’ mastery in vocabulary that have been given.
23
4) Technique of Data Collecting the writer used the test to collect the data. The pre-test and post-test waas given in both of the two classes. The pre-test was given before the writer began the teaching and learning process in two classes. Meanwhile, the posttest was given in order to know the students’ improvement in mastery vocabulary. The pre-test and post-test are multiple choice form and it was consists of 20 items. The teacher gave 30 minutes in both of the two classes for finishing pre-test and post-test. 5) Technique of Data Analysis The writer has conducted the test; pre-test and post-test. The data is compared from the mean of the score from pre-test and post-test. After getting the data from the score, then the data was analyzed and processed by using statistic calculation of T-test formula with significance degree 5% and gained scores. T-test in this research used to test the average difference count, was there a significant difference or not between the experimental group and the control group. While the gained score is the difference between pre-test and post-test score of each class of the experimental and the control groups. Gain scores are used to determine the increase or decrease in scores and to determine the effectiveness of the media used. However, prior to the tests the hypothesis necessary analysis prerequisite tests first, namely the distribution normality test and homogeneity test. 1. Pre requisites Test Analysis a) Normality Test Population
24
Normality test data and research using chi squared using the following formula by Riduwan 5
𝑋𝑋 2 = ∑
(𝑓𝑓𝑓𝑓 − 𝑓𝑓𝑓𝑓)2 𝑓𝑓𝑓𝑓
Specification: X2= value of chi-squared Fo= frequency obtained based on the data Fe=
the
expected
frequency
(frequency
theoretical)
Normality testing criteria: If
X2o
≤
X2t,
so
the
data
distribution
are
normal.
If X2o ≥ X2t, so the data distribution are not normal.
b) Population Variance Homogeneity test
Homogeneity test is conducted to determine whether the both of groups have the same variant or not (homogeneous or not). According to Riduwan 6 test in this research using Barlet test with significance level α = 0.01, with db1= (N1 -1) and db2 = (N2 -1).
𝐹𝐹 =
𝑇𝑇ℎ𝑒𝑒 𝑏𝑏𝑏𝑏𝑏𝑏𝑏𝑏𝑏𝑏𝑏𝑏𝑏𝑏 𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣 𝑇𝑇ℎ𝑒𝑒 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠 𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣
Terms Homogeneous: If Fo ≤ Ft, then Hois accepted (homogeneous) and Ha rejected. If Fo ≥ Ft, then Ho is rejected (not homogeneous) and Ha accepted. 5
Riduwan, Belajar Mudah penelitian unttuk Guru, Karyawan, dan Peneliti Pemula, (Bandung: ALFABETA,2011), p.121. 6 Ibid. P. 119
25
c) T-test According to Sudjiono that the formula is follows:
7
M1 − M 2 tₒ = SEм1 − м2 M1
: Mean of the Difference of Experiment Class
M2
: Mean of the Difference of Control Class
SE M 1 : Standard of Error of Experiment Class SE M 2 : Standard of Error of Control Class In order to get the calculation of T-test, there are several steps to be taken, there are as follows: 1)
Determine mean of variable X with formula:
2)
𝑀𝑀1 =
𝑁𝑁1
Determine mean of variable Y with formula: 𝑀𝑀2 =
3)
∑ 𝑥𝑥 ∑ 𝑦𝑦 𝑁𝑁2
Determine Standard deviation variable X with formula: SD1 = �
𝑁𝑁
4)
Determine Standard deviation of variable Y with formula:
5)
SD2 = �
∑ 𝑦𝑦 2
6)
𝑁𝑁
Determine Standard error of variable X with formula: SE M1 =
𝑆𝑆𝑆𝑆1
√𝑁𝑁−1
Determine standard error of variable Y with formula: SE M2 =
7
∑ 𝑥𝑥 2
𝑆𝑆𝑆𝑆2
√𝑁𝑁−1
Sudjiono, Anas. Pengantar Statistik Pendidikan., (Jakarta: Rajawali Pers, 2010). p.240
26
7)
Determine standard error means of differences mean of variable X and variable Y, with formula:
8)
SEM1-M2 = �𝑆𝑆𝑆𝑆𝑀𝑀1 2 + 𝑆𝑆𝑆𝑆𝑀𝑀2 2
Determining t0 with formula: tₒ =
9)
M₁ − M₂ SEм1 − м2
Determining t-table in significance level 5% with Degree of Freedom (df): df = (N1+N2) – 2
6) The Statistical Hypotheses A hypothesis is a tentative statement about the relationship between two or more variables. This research is designed to find out whether there is a significant progress of cooperative learning specifically using songs in teaching vocabulary. In order to get the answer of that hypothesis, the writer proposed Alternative Hypothesis (Ha) and the Null Hypothesis (H0) which is described to the following statistical hypothesis: a) If ttest (t0) > t-table (tt) in significant degree of 0,05, the alternative hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected b) If ttest (t0) > t-table (tt) in significant degree of 0,05, the alternative hypothesis (Ha) is rejected and the null hypothesis (H 0) is accepted. Meanwhile, the degree of freedom (df) = (N1+N2)-2 = (20+20)-2 = 38. It must be calculated with t-table of df. If df is 38, the value of significance level 5% is 1,686.
CHAPTER IV RESEARCH FINDINGS This chapter describes research findings containing the description of data, data analysis, and interpretation of the data. A. Data Description In the data description, the writer described the data which had been collected from students’ pre-test and post-test scores of vocabulary. The pre-test was given before treatment to the experimental class and the controlled class. The post-test was given after the treatment was conducted. It was given into the experimental class by playing the song to the students while the post-test for the controlled class was by using conventional method. Here are the table descriptions of pre-test and post-test scores: Table 4.1 The Students’ Pre-test and Post test Score in Class VIII-6 (The Experimental Class) Pre-test Post-test Number Students’ X1 X2 45 65 1 S1 2
S2
50
65
3
S3
45
65
4
S4
45
60
5
S5
55
60
6
S6
50
70
7
S7
55
70
8
S8
60
75
9
S9
45
70
27
28
10
S10
55
75
11
S11
65
75
12
S12
55
75
13
S13
65
80
14
S14
65
80
15
S15
70
85
16
S16
70
85
17
S17
60
80
18
S18
70
85
19
S19
75
85
20
S20
60
80
Amount
20
1160
1485
58
74.25
Mean
Based on the table above it is showed that the score of the experimental class between pre-test and post-test were different. The mean of students’ score in the pre-test is 58 with the lowest score of pre-test is 45 and the highest score of pre-test is 70. Meanwhile, the mean of the students’ score in the post-test is 74.25 with the lowest score of post-test is 60 and the highest score of post-test is 85. Here is table of the frequency distribution of pre-test and post-test of controlled class.
29
Table 4.2 The Students’ Pre-test and Post -test Score in Class VIII-2 (The Controlled Class)
S1
Pre-test Y1 45
Post-test Y2 55
2
S2
45
60
3
S3
45
55
4
S4
50
60
5
S5
50
55
6
S6
55
65
7
S7
55
60
8
S8
55
65
9
S9
60
70
10
S10
60
70
11
S11
60
65
12
S12
65
70
13
S13
65
75
14
S14
65
65
15
S15
65
70
16
S16
65
75
17
S17
70
80
18
S18
70
75
19
S19
70
80
20
S20
70
75
Amount Mean
20
1185 59.25
1345 67.25
Number
Students’
1
30
Based on the table above it is showed that the score of the control class between pre-test and post-test were different. The mean of students’ score in the pre-test is 59.25 with the lowest score of pre-test is 45 and the highest score of pre-test is 70. Meanwhile, the mean of the students’ score in the post-test is 67.25 with the lowest score of post-test is 55 and the highest score of post-test is 80. 1. Pre-test score The writer has calculated the result of pre-test in both of the two classes and the description of pre-test scores of experiment class and controlled class will be explained in table 4.3.
31
Table 4.3 The Students Score of Pre-test in Experiment Class and Controlled Class Controlled Class
Number
Students’
Experiment Class
1
S1
45
45
2
S2
50
45
3
S3
45
45
4
S4
45
50
5
S5
55
50
6
S6
50
55
7
S7
55
55
8
S8
60
55
9
S9
45
60
10
S10
55
60
11
S11
65
60
12
S12
55
65
13
S13
65
65
14
S14
65
65
15
S15
70
65
16
S16
70
65
17
S17
60
70
18
S18
70
70
19
S19
75
70
20
S20
60
70
Amount
20
1160
1185
Mean
58
59.25
32
The table showed the pre-test score of experiment class and controlled class. The pre-test was given on the first meeting before giving the treatment class and based on the table 4.3, it can be seen that the average score of pre-test in experiment class was 58, the highest score of experiment class was 75 and the lowest score was 45. Meanwhile, the average score of pre-test of controlled class was 59.25 with the highest score 70 and the lowest score was 45. Seeing the calculation on the table above, it can be concluded that the average score of pre-test in controlled class was higher than the average score of pre-test in experiment class. 2. The Post-test Score The post test was given in both of the two classes after the writer explained the material on third meeting. The following table 4.4. showed the comparison of students’ post test on experiment and controlled class.
33
Table 4.4 The Students Score of Post-test in Experiment Class and Controlled Class Controlled Class
Number
Students’
Experiment Class
1
S1
65
55
2
S2
65
60
3
S3
65
55
4
S4
60
60
5
S5
60
55
6
S6
70
65
7
S7
70
60
8
S8
75
65
9
S9
70
70
10
S10
75
70
11
S11
75
65
12
S12
75
70
13
S13
80
75
14
S14
80
65
15
S15
85
70
16
S16
85
75
17
S17
80
80
18
S18
85
75
19
S19
85
80
20
S20
80
75
Amount
20
1485
1345
Mean
74.25
67.25
34
The table showed the post-test score of experiment class and controlled class. The pre-test was given on the first meeting before giving the treatment class and based on the table 4.4, it can be seen that the average score of post-test in experiment class was 74.25, the highest score of experiment class was 85 and the lowest score was 60. Meanwhile, the average score of post-test of controlled class was 67.25 with the highest score 80 and the lowest score was 55. Seeing the calculation on the table above, it can be concluded that the average score of post-test in experiment class was higher than the average score of post-test in controlled class. B. Data Analysis Based on the data obtained, the writer analyzed the test score of the experimental class and controlled class by calculating the result into the formula ttest. Before using the formula of t-test, the students' score in the experimental and control class were tabulated to calculate the gained score of each class as follows:
35
Table 4.5 The Students’ Gained Score in Class VIII-6 (The Experimental Class)
S1
Pre-test X1 45
Post-test X2 65
Gained Score 20
400
2
S2
50
65
15
225
3
S3
45
65
20
400
4
S4
45
60
15
225
5
S5
55
60
5
25
6
S6
50
70
20
400
7
S7
55
70
15
225
8
S8
60
75
15
225
9
S9
45
70
25
625
10
S10
55
75
20
400
11
S11
65
75
10
100
12
S12
55
75
20
400
13
S13
65
80
15
225
14
S14
65
80
15
225
15
S15
70
85
15
225
16
S16
70
85
15
225
17
S17
60
80
20
400
18
S18
70
85
15
225
19
S19
75
85
10
100
20
S20
60
80
20
400
Amount
ΣN1= 20
ΣX1= 1160
ΣX2= 1485
ΣX= 325
58
74.25
16.25
Number
Students’
1
Mean
X2
ΣX2= 5675 283.75
36
ΣN1= The total students in the experimental class ΣX1 = The total pre-test score of students in the experimental class ΣX2 = The total post-test score of students in the experimental class ΣX = The total gained score of students in the experimental class ΣX2= The square of the total gained score of students in the experimental class Based on the table above, the writer got ΣX1= 1160, ΣX2= 1485, ΣX=325, and ΣX2= 5675 . The result will be used to find out the t-test. Table 4.6 The Students’ Gained Score in Class VIII-2 (The Controlled Class) Number
Students’
1
S1
2
S2
3
S3
4
S4
5
S5
6
S6
7
S7
8
S8
9
S9
10
S10
11
S11
12
S12
13
S13
Pre-test Y1 45
Post-test Y2 55
Gained Score 10
45
60
15
225
45
55
10
100
50
60
10
100
50
55
5
25
55
65
10
100
55
60
5
25
55
65
10
100
60
70
10
100
60
70
10
100
60
65
5
25
65
70
5
25
65
75
10
100
Y^2 100
37
14
S14
15
S15
16
S16
17
S17
18
S18
19
S19
20
S20
Amount
ΣN2= 20
65
65
0
0
65
70
5
25
65
75
10
100
70
80
10
100
70
75
5
25
70
80
10
100
70
75
5
25
ΣY1= 1185
ΣY2= 1345
ΣY= 160
59,25
67,25
8
ΣY2= 1500 75
Mean ΣN2= The total students in the controlled class ΣY1 = The total pre-test score of students in the controlled class ΣY2 = The total post-test score of students in the controlled class ΣY = The total gained score of students in the controlled class ΣY2 = The square of the total gained score of students in the controlled class Based on the table, the writer got ΣY1=1185, ΣY2=1345, ΣY=160 , and ΣY2=1500. The result will be used to find out the t-test. Before calculating the value of t-test to look at the difference of significant level, it is necessary to find out the value of normality and homogeneity of the data. The examination of normality is needed to know whether the data has been normally distributed. Then, after getting the normality, the next step is calculating the homogeneity of data. It is proposed to look at whether the data is homogeneous or not.
38
1. Normality Testing The formula used normality test requirements are chi-square test and homogeneity test using the formula Fisher test with significance level of 5%. a. Data of Experimental Class The result of normality testing for pre-test before giving treatment that X2o is 2.51 with a total sample of 20 students and the critical price table chi-square test with a significant level 5%, so it is obtained X2t is 9.48 it means the data is distributed normally. From the data above it can be concluded that the result of data from pre-test at class VIII-6 of SMP Al Huda distributed normally. Here the table from the data above: Table 4.7 The Result of Normality Test (Pre-test) in Experimental Class 𝛼𝛼 5%
X2o 2.51
X2t 9.48
Conclusion X2o ≤ X2 t (2.51 < 9.48) the data is distributed normally The results calculation of semi-manual using Microsoft office can be seen in appendix. While the result of normality testing for post-test after given treatment that X2o is 6.71 with a total sample of 20 students and the critical price table chi-square test with a significant level 5%, so it is obtained X2t is 9.48 it means the data is distributed normally. From the data above it can be concluded that the result of data from post-test at class VIII-2 of SMP Al Huda by using Song in teaching vocabulary is distributed normally.
39
Here the table from the data above: Table 4.8 The Result of Normality Test (Post-test) in Experimental Class 𝛼𝛼 5%
X2o 6.71
X2t 9.48
Conclusion X o ≤ X t (6.71< 9.48) the data is distributed normally The results calculation of semi-manual using Microsoft office can be 2
2
seen in appendix. b. Data of Control Class The result of normality testing for pre-test before giving treatment that X2o is 6.65 with a total sample of 20 students and the critical price table chi-square test with a significant level 5%, so it is obtained X2t is 9.48 it means the data is distributed normally. From the data above it can be concluded that the result of data from pre-test at class VIII-2 of SMP Al Huda is distributed normally. Here the table from the data above: Table 4.9 The Result of Normality Test (Pre-test) in Control Class 𝛼𝛼 5%
X2o 6.65
X2t 9.48
Conclusion o≤ t (6.65 < 9.48) the data is distributed normally The results calculation of semi-manual using Microsoft office can be X2
X2
seen in appendix. While the result of normality testing for post-test after given treatment that X2o is 4.58 with a total sample of 20 students and the critical price table chi-square test with a significant level 5%, so it is obtained X2t is
40
9.48 it means the data is distributed normally. From the data above it can be concluded that the result of data from post-test at class VIII-2 of SMP Al Huda is distributed normally. Here the table from the data above: Table 4.10 The Result of Normality Test (Post-test) in Control Class 𝛼𝛼 5%
X2o 4.58
X2t 9.48
Conclusion X2o ≤ X2 t (4.58 < 9.48) the data is distributed normally The results calculation of semi-manual using Microsoft office can be seen in appendix. 2. Homogeneity Testing After conducted normality testing and known the data of pre-test and posttest in experimental and control class is distributed normality. So the next it is necessary homogeneity testing. Homogeneity testing in this research is based on the equality of two variance test in both groups (experimental class and control class) by using the formula of Fisher's exact test with significance level of 0.05 (5%). The results are described as follows: a. Pre-test Data Based on the calculation of the homogeneity testing from the results of pre-test groups in learning using Song (experimental class) and teaching with conventional method (control class), obtained the biggest variant is 90.52 and 77.03 in order to obtain the smallest variant Fo (F observe) is
41
1.17 and the Ft (Ftable) with a significance level 5% (0.05), the obtained Ft is 2.15. Based on these data, it can be seen that Fo (1.17) < Ft (2.15), it can be concluded that the data on the pre-test is homogeneous. The conclusion of homogeneity testing can be seen in the following table:
Tabel 4.11 The Result of Homogeneity Testing based on Pre-Test Data in Experimental and Control Class The biggest varians 90.52
The smallest varians 77.03
Fo
Ft
1.17
2.15
Conclusion
Fo< Ft (1.17<2.15) Homogeneous sample data The results calculation of semi-manual using Microsoft office can be seen in appendix. b. Post-test Data Based on the calculation of the homogeneity testing from the results of post-test groups in learning using Song as media in the experimental class and teaching with conventional method in the control class, obtained the biggest variant is 80.19 and 64.40 in order to obtain the smallest variant Fo (F observe) is 1.24 and the Ft (F table) with a significance level5% (0.05), the obtained Ft is 2.15.
42
Based on these data, it can be seen that Fo (1.24)
Tabel 4.12 The Result of Homogeneity Testing based on Post-Test Data in Experimental and Control Class The biggest varians 80.19
The smallest varians 64.40
Fo
Ft
1.24
2.15
Conclusion
Fo< Ft (1.24< 2.15) Homogeneous sample data The results calculation of semi-manual using Microsoft office can be seen in appendix. After analyzing the data, the next procedure of this research is analyzing the data of students’ scores, from the result of pre-test and post-test of both experimental and control classes. The writer calculated the data by using t-test formula with significance level 5% in some steps as follows: 1)
2)
Determine mean of variable X with formula: 𝑀𝑀1 =
∑ 𝑥𝑥 𝑁𝑁1
325 20
= 16.25
Determine mean of variable Y with formula: �2 =
3)
=
∑� �2
=
160 20
= 80
Determine Standard deviation variable X with formula: SD1 = �
∑ �2 �
=�
5675 20
= √283.75= 16.84
43
4)
Determine Standard deviation of variable Y with formula: SD2 = �
5)
∑ 𝑦𝑦 2
=√75 = 8.66
��1
16.84
= √�−1
√20−1
=
16.84 16.84 √19
=
4.35
= 3.87
Determine standard error of variable Y with formula: SE M2 =
7)
20
Determine Standard error of variable X with formula: SE M1 =
6)
𝑁𝑁
1500
=�
��2 √�−1
8.66
=
√20−1
=
8.66
8.66
√19
4.35
=
=1.99
Determine standard error means of differences mean of variable X and variable Y, with formula: SEM1-M2 = ����12 + ���2 2 =�(3.87) 2 + (1.99)2 =√14.97 + 3.96
8)
= √18.93= 4.35
Determining to with formula: tₒ = =
9)
M₁ − M₂ SEм1 − м2
16.25 − 8 4.35
=
8.25
= 1.896
4.35
Determining t-table in significance level 5% with Degree of Freedom (df): df = (N1+N2) – 2 = (20 + 20) – 2
44
= 40 – 2 = 38 The value of df is 38 at degrees of significance 5% or t-table is 1.686 The writer tested the hypothesis based on the statistical hypothesis as follows: 1. If to > tt: The null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. So, there is effectiveness of using Song in learning vocabulary at 8th grade students of SMP Al Huda. 2. to < tt: The null hypothesis (Ho) is accepted and the alternative hypothesis (Ha) is rejected. So, there is no effectiveness of using Song in learning vocabulary at 8th grade students of SMP Al Huda. 10) The testing of hypothesis Ha = to>tt = 1.896> 1.686 From the calculated above, the writer assumed a hypothesis of the research that “Media Song is effective in teaching Vocabulary.” The result from calculating the data is to= 1.896 and tt= 1.686. It means, to is higher than tt in significant 5%. So, the null hypothesis is rejected and the alternative hypothesis is accepted. C. Interpretation of the Data Based on the data collected that was taken from 20 students in experimental class, it could be explained that the mean of pre-test before using
45
media song in vocabulary is 58 with the lowest score of pre-test is 45 and the highest score of pre-test is 75. Meanwhile the mean of post-test after giving treatments using song in learning vocabulary is 74.25 with the lowest score of post-test is 60 and the highest score of post-test is 85. So the writer got the mean of gained score is 16.25. Meanwhile, the description of students’ score in control class that was taken from 20 students, it could be explained that the mean of pre-test is 59.25 with the lowest score of pre-test is 45 and the highest score of pre-test is 70. Meanwhile the mean of post-test after teaching vocabulary text with conventional method is 67.25 with the lowest score of post-test is 55 and the highest score of post-test is 80. So the writer got the mean of gained score is 8. Based on the result of the mean score in each class (the experimental and the controlled class), it is obtained the t-observation (to) is 1.896, meanwhile the ttable(tt) of df is 38 in significance 5% is 1.686 It means t-observation (to) is higher than t-table (tt). So, the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected because to>tt (1.896 > 1.686). So, there is significant difference between the students’ score in learning vocabulary by using song and the students’ score in learning vocabulary without using song at the eighth grade students of SMP Al Huda. It means that the using Song in teaching vocabulary to the eighth grade students of SMP Al Huda are effective. Based on the data description, it can be observed that the scores of students who have been taught by using Song as media in mastery vocabulary is
46
higher than the scores of students who have been taught without song as media. It proves that song as media is effective in mastery vocabulary. There are benefits of media Song in teaching learning process that is an as alternative media, that helps the students memorize new words. The fun activities which had been implemented in experiment class were successful to help students in increasing vocabulary. Furthermore, the students admitted that material that the teacher was made can help students to memorize new word easily. Thus, most of the students in experiment class increased in mastery vocabulary. It can be seen from their result in post test that most of the students in experimental class got the higher score in post-test than their score in the pre-test. Based on this research, the writer can conclude that Song is simple, fun, and easy media in mastery vocabulary which gained students motivation in mastery vocabulary. It is also effective to increase students’ vocabulary at eighth grade students of SMP Al Huda Jakarta.
CHAPTER V CONCLUSION AND SUGGESTION In this chapter, the writer present conclusion of the research and suggestion for teacher. A. Conclusion Teaching vocabulary using songs is one of the alternative solutions that the teacher can use to teach vocabulary to their students. It makes students more relax in learning new words, thus they can memorize them easily. After conducted the research, the writer concluded that t0 is 1.896 ttable of degree of significance 5% is 1.686. It means that alternative hypothesis is accepted and the null hypothesis is rejected because the t 0 is higher that tt ( t0 > tt ) or 1.896 > 1.686. Therefore, it can be inferred that teaching vocabulary using songs is more effective than teaching vocabulary without using songs. B. Suggestion From the conclusion above, the writer could give some suggestions for the English teacher who wants to teach vocabulary: a) The teacher should be well prepared, it means that before entering the classroom, the teacher should prepare the material that is going to be taught to the students. b) The English teacher should be more creative in applying teaching and learning activities especially in learning new vocabulary. c) The English teacher should be more understanding the condition of their pupils, if the pupils in the classroom are bored with the teacher’s technique, the teacher has to find out the appropriate method or the technique.
47
48
d) The teacher can selects songs in teaching vocabulary as the alternative ways in teaching, because using songs can motivate the students to mastery vocabulary. It has been proved by the technique that the writer used by using English songs in teaching vocabulary to improve students’ vocabulary. e) For further research, the teacher also should well prepare in loudspeaker that will be used as tool to play the songs. Before teaching and learning process make sure the speaker can work well.
REFERENCES Abidin, Mohamad Jafre Zainal, et. Al. Theory and Practie in Language Studies, 2011. Ara, Shaheen. Use of songs, Rhymes and games in teaching learning. The Dhaka University Journal of Linguistics, 2009. Anas, Sudjiono, Pengantar Statistik Pendidikan. Jakarta: Rajawali Pers, 2010. Dubin, Fraida. English Forum, 1974. Folse, Keith S. Vocabulary Myths. Florida: The University of Michigan Press. 2004. Fries, Charles C. Teaching and Learning English as a Foreign Language. Michigan: University of Michigan Press, 1945. Gay, L.R, Geoffrey E. Mills and Peter AIrasian, Competencies for Analysis and application, 9th Ed.. New Jersey: Pearson Edition, 2009. Harmer, Jeremy. The Practice of English Language Teaching. London: Longman Publishing, 1991. Hatch, Evelyn and Cheryl Brown. Vocabulary, Semantics, and Language Education. Cambridge: Cambridge University Press. 1995. Https://www.englishclub.com/teaching-tips/music-classroom.htm.
accessed
on
28th September 2015. James H, Mc. Millan and Sally Schumacer, Research in Education. Boston: Pearson, Education. Inc. 2006. Jolly, Yukiko, S. The Modern Language Journal, Vol. 59. 1975 Lynch, Larry M. Using Popular Songs to Improve Language Listening Comprehension Skill, http://esl4free.blogspot.com/2008/02/can-musicimprove-your-students. Accessed on 10th September 2015. Nation, Paul. New Ways in Teaching Vocabulary. USA. 1994. Nunan, David. Research Method in Language Teaching. Cambridge: Cambridge University Press. 1992. Phillips, Sarah. Young Learners, Oxford University Press. 1993.
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Pyles, Thomas and John Algeo. English an Introduction to Language. New York: Harcourt Brace Jovanovich,INC. 1968. Purcell, John, M. Hispenia, Vol. 75. 1992. Richards, Jack, C. and Theodore S. Rodgers. Approches and Method in Language Teaching. New York: Cambridge University Press. 1986. Riduwan. Belajar Mudah penelitian unttuk Guru, Karyawan, dan Peneliti Pemula. Bandung: ALFABETA,2011. Schoepp, Kevin. Reasons for Using Songs in the ESL/EFL Classroom. http://iteslj.org/Articles/Schoepp-Songs.html. Accessed on 4th September 2014. Subhan, Ahmad. The Effectiveness of Teaching Verbs by Using Cooperative Learning, Jakarta. 2014. Winter, N.D. Sing, Sing a Song: How using songs affect productive vocabulary. Yoyoh, Using English Song in the Improvement of Students Vocabulary, Jakarta. 2006 Zainuri, A.M. Vocabulary I. Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Jakarta: UIN Jakarta. 2003. Zuckerman, Marvin S. Words,Words,Words. Glencoe Publishing CO., INC.Encino, California. 1974.
50
A P P E N D I C E S
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Pertemuan Pertama Treatment Class
Nama Sekolah
: SMP Al Huda
Mata Pelajaran
: Bahasa Inggris
Kelas
: VIII-6
Ketrampilan
: Menulis (Writing)
Tema
: List of Verbs and Adjectives
Materi Pokok
: Recount text
Alokasi waktu
: 2 x 40 Menit
A. Standar Kompetensi 12. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek
berbentuk recount, dan narrative untuk berinteraksi dengan lingkungan sekitar.
B. Kompetensi Dasar 12.1 Mengungkapkan makna dalam teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar.
C. Indikator 1. Siswa mampu mengidentifikasi kosa kata verbs dan adjectives 2. Siswa mampu menyebutkan arti kosa kata yang ada dalam lirik lagu 3. Siswa mampu menulis sinonim atau antonym dari verbs dan adjectives 4. Siswa mampu menulis kalimat yang di dalamnya terdapat verbs dan adjectives
D. Metode pembelajaran: 1. Komunikatif 2. Audiolingual method
51
E. Langkah-Langkah Kegiatan No. 1.
Langkah-Langkah Kegiatan
Waktu
Kegiatan Awal / Apersepsi a. Guru membuka pelajaran dengan mengucapkan salam dan menanyakan kabar Siswa b. Guru mengabsen siswa c. Guru bertanya tentang penyanyi dan lagu kesukaan siswa d. Guru meminta beberapa siswa menyanyikan lagu berbahasa
20 Menit
Inggris kesukaan mereka e. Guru menyampaikan tujuan pembelajaran hari ini 2.
Kegiatan Inti a. Guru memutar lagu ‘Happy’ satu kali dan meminta siswa menyebutkan kata yang telah mereka dengar b. Guru memberikan print out lirik lagu ‘Happy’ ( *Lirik lagu terlampir) kepada masing-masing siswa dan memutar lagi lagu tersebut satu kali c. Guru dan siswa menyanyikan lagu tersebut secara bersamasama d. Guru meminta mereka untuk menggaris bawahi verbs dan adjectives yang ada pada lagu tersebut, kemudian menuliskan artinya
55 Menit
e. Guru dan siswa membahas hasil pekerjaan siswa f. Guru meminta siswa untuk mencari sinonim dan antonim dari verbs dan adjectives tersebut g. Guru dan siswa membahas hasil pekerjaan siswa h. Guru meminta murid untuk saling berpasangan menebak verbs dan adjectives yang telah merekaa pelajari hari ini i. Guru meminta masing-masing siswa untuk membuat 5 kalimat menggunakan kosa kata tersebut. 3.
Kegiatan Akhir
52
a. Guru menanyakan kesulitan selama proses KBM b. Guru menyakan pendapat siswa tentang kesan mereka
5 Menit
selama pelajaran berlangsung c. Guru mengakhiri pelajaran dengan salam 80 Menit
Total Waktu
F. Alat Pembelajaran 1. Print out Lirik Lagu 2. Laptop 3. Speaker
G. Bentuk Penilaian Bentuk Instrument
Contoh instrumen
Kunci Jawaban
Skor
Making a
Make 5
1. ....................
20 untuk
Sentence using
sentences and
2. .......................
1 butir
verb and
pick the
3. ...............
soal
adjective.
vocabulary of
4. ................
dengan
(Essay)
verb and
5. ....................
benar
adjective.
Siswa diminta untuk membuat 5 kalimat yang mengandung verb and adjective di atas: 1. Nilai 100
: Apabila siswa benar dalam membuat kalimat
2. Nilai 80
: Apabila siswa terdapat 1 nomor kesalahan mengenai
vocabulary yang digunakan dan terdapat kesalahan dalam penulisan 3. Nilai 60
: Apabila siswa benar membuat 3 kalimat. Dan seterusnya.
53
Rumus penilaian
: Jumlah Jawaban Benar X 20
Nilai Maximum
: 5 X 20 = 100
Guru Bahasa Inggris
Guru Peneliti
(Rehan, S.Pd.)
(Nur Indah Rusydah)
54
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Pertemuan Kedua Treatment Class
Nama Sekolah
: SMP Al Huda
Mata Pelajaran
: Bahasa Inggris
Kelas
: VIII-6
Ketrampilan
: Reading
Materi Pokok
: Recount text
Alokasi waktu
: 2 x 40 Menit
A. Standar Kompetensi 11. Memahami makna dalam esai pendek berbentuk recount, dan narrative
untuk berinteraksi dengan lingkungan sekitar.
B. Kompetensi Dasar 11.2 Merespon makna dalam teks tulis fungsional pendek sederhana secara akurat, lancar, dan berterima yang berkaitan dengan lingkungan sekitar.
C. Indikator 1. Siswa mampu mengidentifikasi kosa kata verbs dan adjectives 2. Siswa mampu menerjemahkan kosa kata yang ada dalam lirik lagu 3. Siswa mampu melengkapi bentuk test completion test / kalimat rumpang dalam suatu kalimat
D. Metode pembelajaran: 1. Komunikatif 2. Audiolingual method
E. Langkah-Langkah Kegiatan No.
Langkah-Langkah Kegiatan
55
Waktu
1.
Kegiatan Awal / Apersepsi a. Guru membuka pelajaran dengan mengucapkan salam dan menanyakan kabar Siswa b. Guru bertanya tentang kabar siswa dan aktivitasnya tadi pagi c. Guru menanyakan siswa yang tidak hadir hari ini d. Guru mengajak siswa untuk bermain “Crazy Story” dengan
20 Menit
menggunakan kosa kata yang kemarin dipelajari e. Guru memberitahukan tujuan pembelajaran hari ini 2.
Kegiatan Inti a. Guru memberikan print out lirik rumpang lagu “I Remember” kepada masing-masing siswa b. Guru memutar lagu dua kali dan meminta siswa untuk melengkapi lirik lagu yang rumpang c. Guru dan siswa membahas hasil pekerjaan siswa d. Guru membagi siswa menjadi 5 kelompok dan meminta mereka
45 Menit
berdiskusi apa isi yang terkandung dalam lagu tersebut e. Setiap kelompok diminta untuk mempresentasikan hasil diskusinya di depan kelas 3.
Penutup a. Guru menanyakan kesulitan selama proses KBM b. Guru memberikan soal kepada siswa dan meminta siswa
15 Menit
mengerjakannya c. Guru memberikan motivasi kepada siswa untuk belajar lebih giat lagi d. Guru mengakhiri pembelajaran dengan salam Total Waktu
F. Media/Alat Pembelajaran 1. Print out Lirik Lagu dan Latihan 2. Laptop 56
80 Menit
3. Speaker
G.
Bentuk Penilaian Bentuk Instrument
Contoh instrumen
Kunci Jawaban
Completion Test
Fill in the blanks with the words provided in the box.
Skor
1. Never ______ if you get bad score in the exam. (Give up, Keep)
10 untuk
2. While their parents are away, Aisha will ______ the children. (Keep)
dengan
1 butir soal
benar
*Soal terlampir
Ada 10 soal pertanyaan dalam bentuk fill in the blank dimana bobot nilai benr semua ialah 10 point. Siswa diminta melengkapi kalimat rumpang dengan mencari kosa kata yang tepat. 1. Nilai 100 : Apabila siswa benar semua 2. Nilai 90
: Apabila Siswa salah satu. Dan seterusnya
Rumus penilaian : Jumlah benar X 10 = 100
Guru Bahasa Inggris
Guru Peneliti
(Rehan, S.Pd.)
(Nur Indah Rusydah)
57
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Pertemuan Ketiga Treatment Class
Nama Sekolah
: SMP Al Huda
Mata Pelajaran
: Bahasa Inggris
Kelas
: VIII-6
Ketrampilan
: Reading
Materi Pokok
: Recount text
Alokasi waktu
: 2 x 40 Menit
A. Standar Kompetensi 11. Memahami makna dalam esai pendek berbentuk recount, dan narrative
untuk berinteraksi dengan lingkungan sekitar.
B. Kompetensi Dasar 11.2 Merespon makna dalam teks tulis fungsional pendek sederhana secara akurat, lancar, dan berterima yang berkaitan dengan lingkungan sekitar.
C. Indikator 1. Siswa mampu mengidentifikasi kosa kata verbs dan adjectives 2. Siswa mampu menerjemahkan kosa kata yang ada dalam lirik lagu 3. Siswa mampu menulis sinonim atau antonym dari verbs dan adjectives 4. Siswa mampu mengungkapkan isi yang terkandung dalam lagu tersebut 5. Siswa mampu membuat sebuah paragraf menggunakan kosa kata yang ada pada lirik lagu D. Metode pembelajaran: 1. Komunikatif 2. Audiolingual method 3. Cooperative Learnning
58
E. Langkah-Langkah Kegiatan No. 1.
Langkah-Langkah Kegiatan
Waktu
Kegiatan Awal / Apersepsi a.
Guru membuka pelajaran dengan mengucapkan salam dan menanyakan kabar Siswa
b.
Guru mengadakan apersepsi berupa games, dimana siswa dibagi menjadi empat kelompok berdasarkan barisan tempat duduk
c.
15 Menit
Guru meminta siswa menebak judul lagu yang diputar, kelompok yang berhasil menebak judul lagu dengan benar berkesempatan untuk meminta kelompok lain untuk menebak arti / sinonim / antonim kosaka yang telah dipelajari kemarin.
2.
Kegiatan Inti a. Guru memberikan print out lirik rumpang lagu “You’re the One” kepada masing-masing siswa b. Guru memutar lagu dua kali dan meminta siswa untuk melengkapi lirik lagu yang rumpang c. Guru dan siswa membahas hasil pekerjaan siswa d. Guru meminta siswa menggaris bawahi verbs dan adjective
45 Menit
yang ada dalam lirik lagu kemudian mencari sinonim dan antonim kata tersebut e. Guru dan siswa berdiskusi membahas isi lagu tersebut 3.
Penutup a. Guru menanyakan kesulitan selama proses KBM b. Guru meminta siswa untuk membuaat sebuah paragraf dengan menggunakan kosa kata yang baru saja diberikan
59
20 Menit
c. Guru mengakhiri pembelajaran dengan salam 80 menit
Total Waktu
F. Media/Alat Pembelajaran 1. Print out Lirik Lagu dan Latihan 2. Laptop 3. Speaker G. Bentuk Penilaian
Bentuk Instrument
Contoh instrumen
Kunci Jawaban
Make a paragraph
Make a paragraph
Skor 100
using the words that provided
Guru Bahasa Inggris
Guru Peneliti
(Rehan, S.Pd.)
(Nur Indah Rusydah)
60
You’re the one (Raef) I thought of this before over a milion times Who would’ve ever thought that it would be our time? I just know it, cause you’re the one It ain’t a selfish love, when I’m with you You remind me of Allah, and so I know it’s true I’ll just say it: you are the one
Won’t you be my BFF (Best friend forever) and ever? Won’t you be my partner after this world? We’ll see it, when we believe it together Dreams are meant to be, cause you’re the one for me
I never thought that I would ever feel this way I ask Allah to bless you every single day I’ll just it, cause you’re the one And when times are tough, and we’ve got the world to see Standing right beside you is where I want to be I just know it: you are the one
Won’t you be my BFF and ever? Won’t you be my partner after this world? We’ll see it, when we believe it together Dreams are meant to be, cause you’re the one for me
I prayed about this just over a million times Who would ever though that I call you mine
I just know it, cause you ‘re the one
And when there’s gray in our hair and we’ve not much to do I want to spend the rest of my days with you Oh don’t you know it? You are the one, you are the one Oh won’t you be the one
Happy (Mocca) Life is just a bowl of cherries Sometimes it’s afraid with worries Don’t be afraid, when things go wrong, just be strong
When thing seems up in the air And everything is unfair And you stumble and fall Just pick yourself up and sing
If one day you lose your way, Just remember one thing, my friend When you’re under a cloud Just visit music and sing
If one day you lose your way, Just remember that I’m here to stay. Don’t be give up, keep your chin up, And be happy!
I Remember (Mocca) I remember... The way you glanced at me, yes I remember I remember... When we caught a shoooting star, yes I remember I remember All the things that we shared and the promise we made just you and I I remember... All the laughter we shared, all the wishes we made, upon the roof at dawn
Do you remember...? When we were dancing in the rain in that december And I remember... When my father thought you were a burglar I remember... All the things that we shared, and the promise we made just you and I I remember .... All the laughter we shared, all the wishes we made, upon the roof at dawn (2x) Pap.. pap... pap pappp...
I remember... The way you read your books Yes I remember The way you tied your shoes, Yes I remember
The cake you loved the most, Yes I remember The way you drank your coffee I remember The way you glanced at me, yes I remember When we caught a shooting star Yes I remember When we were dancing in the rain in that Desember Yes I remember
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Pertemuan Pertama Controlled Class
Nama Sekolah
: SMP Al Huda
Mata Pelajaran
: Bahasa Inggris
Kelas
: VIII-2
Ketrampilan
: Menulis (Writing)
Tema
: List of Verbs and Adjectives
Materi Pokok
: Recount text
Alokasi waktu
: 2 x 40 Menit
A. Standar Kompetensi 12. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek
berbentuk recount, dan narrative untuk berinteraksi dengan lingkungan sekitar.
B. Kompetensi Dasar 12.1 Mengungkapkan makna dalam teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar.
C. Indikator 1. Siswa mampu menerjemahkan kosakata yang diberikan 2. Siswa mampu menulis sinonim atau antonym dari verbs dan adjectives 3. Siswa mampu menulis kalimat yang di dalamnya terdapat verbs dan adjectives
D. Metode pembelajaran: 1. Conventional Method
E. Langkah-Langkah Kegiatan No.
Langkah-Langkah Kegiatan
61
Waktu
1.
Kegiatan Awal / Apersepsi a. Guru membuka pelajaran dengan mengucapkan salam dan menanyakan kabar Siswa b. Guru mengabsen siswa c. Guru bertanya tentang penyanyi dan lagu kesukaan siswa d. Guru meminta beberapa siswa menyanyikan lagu berbahasa
20 Menit
Inggris kesukaan mereka e. Guru menyampaikan tujuan pembelajaran hari ini 2.
Kegiatan Inti a. Guru menuliskan beberapa kosakata di papan tulis b. Guru meminta siswa untuk menerjemahkan kata tersebut c. Guru meminta siswa untuk menghafalnya d. Guru meminta siswa untuk mencari sinonim dan antonim dari
55 Menit
kata tersebut e. Guru dan siswa membahas hasil pekerjaan siswa f. Guru meminta masing-masing siswa untuk membuat 5 kalimat menggunakan kosa kata tersebut. 3.
Kegiatan Akhir a. Guru menanyakan kesulitan selama proses KBM 5 Menit
b. Guru menyakan pendapat siswa tentang kesan mereka selama pelajaran berlangsung c. Guru mengakhiri pelajaran dengan salam
80 Menit
Total Waktu
F. Bentuk Penilaian Bentuk Instrument
Contoh instrumen
Kunci Jawaban
Skor
Making a
Make 5
1. ....................
20 untuk
Sentence using
sentences and
2. .......................
1 butir
verb and
pick the
3. ...............
soal
62
adjective.
vocabulary that
4. ................
dengan
(Essay)
is verbs and
5. ....................
benar
adjectives
Siswa diminta untuk membuat 5 kalimat yang mengandung verb and adjective di atas: 1. Nilai 100
: Apabila siswa benar dalam membuat kalimat
2. Nilai 80
: Apabila siswa terdapat 1 nomor kesalahan mengenai
vocabulary yang digunakan dan terdapat kesalahan dalam penulisan 3. Nilai 60
: Apabila siswa benar membuat 3 kalimat. Dan seterusnya.
Rumus penilaian
: Jumlah Jawaban Benar X 20
Nilai Maximum
: 5 X 20 = 100
Guru Bahasa Inggris
Guru Peneliti
(Rehan, S.Pd.)
(Nur Indah Rusydah
63
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Pertemuan Kedua Controlled Class
Nama Sekolah
: SMP Al Huda
Mata Pelajaran
: Bahasa Inggris
Kelas
: VIII-2
Ketrampilan
: Reading
Materi Pokok
: Recount text
Alokasi waktu
: 2 x 40 Menit
A. Standar Kompetensi 11. Memahami makna dalam esai pendek berbentuk recount, dan narrative
untuk berinteraksi dengan lingkungan sekitar.
B. Kompetensi Dasar 11.2 Merespon makna dalam teks tulis fungsional pendek sederhana secara akurat, lancar, dan berterima yang berkaitan dengan lingkungan sekitar.
C. Indikator 1. Siswa mampu menerjemahkan kosa kata yang diberikan 2. Siswa mampu melengkapi bentuk test completion test / kalimat rumpang dalam suatu kalimat
D. Metode pembelajaran: 1. Conventional Method
E. Langkah-Langkah Kegiatan No. 1.
Langkah-Langkah Kegiatan Kegiatan Awal / Apersepsi a. Guru membuka pelajaran dengan mengucapkan salam dan
64
Waktu
menanyakan kabar Siswa b. Guru bertanya tentang kabar siswa dan aktivitasnya tadi pagi c. Guru menanyakan siswa yang tidak hadir hari ini d. Guru mengajak siswa untuk bermain “Crazy Story” dengan
20 Menit
menggunakan kosa kata yang kemarin dipelajari e. Guru memberitahukan tujuan pembelajaran hari ini 2.
Kegiatan Inti a.
Guru menuliskan beberapa kosakata di papan tulis
b.
Guru meminta siswa untuk menerjemahkan kata tersebut
c.
Guru meminta siswa untuk menghafalnya
d.
Guru meminta siswa untuk mencari sinonim dan antonim dari kata tersebut
e. 3.
45 Menit
Guru dan siswa membahas hasil pekerjaan siswa
Penutup a. Guru menanyakan kesulitan selama proses KBM 15 Menit
b. Guru memberikan soal kepada siswa dan meminta siswa mengerjakannya c. Guru memberikan motivasi kepada siswa untuk belajar lebih giat lagi d. Guru mengakhiri pembelajaran dengan salam
80 Menit
Total Waktu
F. Bentuk Penilaian Bentuk Instrument
Contoh instrumen
Kunci Jawaban
Completion Test
Fill in the blanks with the words provided in the box.
65
Skor
1. Never ______ if you get bad score in the exam. (Give up, Keep)
10 untuk
2. While their parents are away, Aisha will
dengan
1 butir soal
______ the children. (Keep)
benar
*Soal terlampir
Ada 10 soal pertanyaan dalam bentuk fill in the blank dimana bobot nilai benr semua ialah 10 point. Siswa diminta melengkapi kalimat rumpang dengan mencari kosa kata yang tepat. 1. Nilai 100 : Apabila siswa benar semua 2. Nilai 90
: Apabila Siswa salah satu. Dan seterusnya
Rumus penilaian : Jumlah benar X 10 = 100
Guru Bahasa Inggris
Guru Peneliti
(Rehan, S.Pd.)
(Nur Indah Rusydah)
66
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Pertemuan Ketiga Controlled Class
Nama Sekolah
: SMP Al Huda
Mata Pelajaran
: Bahasa Inggris
Kelas
: VIII-2
Ketrampilan
: Writing
Materi Pokok
: Recount text
Alokasi waktu
: 2 x 40 Menit
A. Standar Kompetensi 11. Memahami makna dalam esai pendek berbentuk recount, dan narrative
untuk berinteraksi dengan lingkungan sekitar.
B. Kompetensi Dasar 11.2 Merespon makna dalam teks tulis fungsional pendek sederhana secara akurat, lancar, dan berterima yang berkaitan dengan lingkungan sekitar.
C. Indikator 1. Siswa mampu menerjemahkan kosa kata yang diberikan oleh guru 2. Siswa mampu menulis sinonim atau antonym dari verbs dan adjectives 3. Siswa mampu membuat sebuah paragraf menggunakan kosa kata yang ada pada lirik lagu D. Metode pembelajaran: 1. Conventional Metho
E. Langkah-Langkah Kegiatan No. 1.
Langkah-Langkah Kegiatan Kegiatan Awal / Apersepsi
67
Waktu
a.
Guru membuka pelajaran dengan mengucapkan salam dan menanyakan kabar Siswa
b.
Guru mengadakan apersepsi berupa games, dimana siswa dibagi menjadi empat kelompok berdasarkan barisan tempat 15 Menit
duduk c.
Guru meminta siswa menebak judul lagu yang diputar, kelompok yang berhasil menebak judul lagu dengan benar berkesempatan untuk meminta kelompok lain untuk menebak arti / sinonim / antonim kosaka yang telah dipelajari kemarin.
2.
Kegiatan Inti a. Guru menuliskan beberapa kosakata di papan tulis b. Guru meminta siswa untuk menerjemahkan kata tersebut c. Guru meminta siswa untuk menghafalnya d. Guru meminta siswa untuk mencari sinonim dan antonim dari kata tersebut e. Guru dan siswa membahas hasil pekerjaan siswa
3.
45 Menit
Penutup a. Guru menanyakan kesulitan selama proses KBM b. Guru meminta siswa untuk membuaat sebuah paragraf
20 Menit
dengan menggunakan kosa kata yang baru saja diberikan c. Guru mengakhiri pembelajaran dengan salam Total Waktu
68
80 menit
F. Bentuk Penilaian
Bentuk Instrument
Contoh instrumen
Kunci Jawaban
Make a paragraph
Make a paragraph
Skor 100
using the words that provided
Guru Bahasa Inggris
Guru Peneliti
(Rehan, S.Pd.)
(Nur Indah Rusydah)
69
KISI-KISI PENULISAN SOAL PRE-TEST & POST TEST TAHUN PELAJARAN 2014-2015
Nama Sekolah
: SMP Al Huda
Alokasi Waktu
: 30 Menit
Mata Pelajaran
: Bahasa Inggris
Jumlah Soal
: 20
Kurikulum Acuan
: KTSP
Semester
: Genap
STANDAR KOMPETENSI 11. Memahami makna dalam esai pendek berbentuk recount, dan narrative untuk berinteraksi dengan lingkungan sekitar.
KOMPETENSI DASAR
11.2 Merespon makna dalam teks tulis fungsional pendek sederhana secara akurat, lancar, dan berterima yang berkaitan dengan lingkungan sekitar.
INDIKATOR
1. Melengkapi paragraf rumpang dengan kosa kata yang tepat 2. Melengkapi kalimat rumpang dengan kosa kata yang tepat 3. Menentukan antonim kata 4. Menentukan sinonim kata
JENIS SOAL
MC
NO. SOAL
JUMLAH
1-8
8
9-13
5
14-17
4
18-20 3
Soal Pre & post Test Nama
:
Kelas
:
Text for number 1-5.
My busy Holiday
On April 16th, 2010, I (1) ... this would be a great holiday for me because that was the holy day for Hindhu people . I was so tired about the study, so I guessed this time I could get full refresh anyway. However, the fact said the other way. First like an ordinary daughter, I had to get up early morning helping my mother, of course after I prayed. Then I did my chores, cleaned up my room, and spread out my bed under the sun ray. I was really in danger if my mom (2) ... that my room was messy. So, I made it as soon as possible. Second, my aunts (3) ... me in the afternoon. I did not meet them for a long time, that was the way I kept for hours to talk with them. After that, unpredictable my neighbor (4) ... me. She asked my help finishing her homework. At last, the time was running and I just (5) ... that I had a lot of homework. I got mad, confused and regretful why I did not check my homework before. Therefore, I did my homework until 2:00 a.m. the next morning. I did not feel this was holiday instead of I had to work hard and got a long ship with my homework. (source: http://www.englishindo.com/2012/01/9) 1. 2. 3. 4. 5.
a. Sing a. Sing a. Called a. Sang a. Kept
b. Give up b. Dance b. Lost b. Visited b. Remembered
c. Thought c. lose c. Danced c. Danced c. Visited
d. Call d. Knew d. Sang d. Moved d. Shared
Text for number 6 - 8. My family and I went on a recreation to Solo. We went there on Monday by car. We (6) ... at grandparents’ house. On Tuesday we interested went to Tawangmangu. We enjoyed the scenic view with its waterfall and had lunch there. We had traditional foods like gudangan, tempe bacem, fried fish and fried chicken. Then we continued our trip to Taman Jurug. The next day, we went to Kasunanan Palace. We saw many kinds of historical heritage of the palace. After that we had shopping at Solo Grand Mall. I bought some souvenirs for my cousins. In the evening, we went sightseeing the town. 70
On Thursday morning, we (7) ... goodbye to our grandparents and went home. We (8) ... will visit them again next holiday. I really enjoyed my holiday. It was fun. 6. 7. 8. 9.
a. Went b. Stayed c. Blessed d. Believed a. Said b. Shared c. Saw d. Shared a. Sang b. Drank c. Caused d. Promised I had a very odd ... about you last night. a. Dream b. Get c. Keep d. Stay 10. I think we need to ... more time together. a. Dream b. Spend c. Feel d. Stay 11. You’ll never guess the answer. Do you ... ? a. Seem up b. Give up c. Chin up d. Glanced at 12. The way you ... me, yes I remember a. Seemed up b. Gave up c. Chinned up d. Glanced at 13. He pulled on his clothes and ... into the kitchen. a. Shared b. Stumbled c. made d. lose 14. We shouldn’t be weak, we should be ... a. Happy b. Strong c. Selfish d. Worry 15. Don’t be... we should understand each other. a. Nice b. Strong c. Selfish d. Sad 16. The antonym of “Give” is... a. Dream b.Ask c. Answer d. Any 17. My father hates his job very much. The opposite meaning of the underlined word is ... a. Admires b. dislike c. Loves d. Afraid 18. She doesn’t like tall buildings because she is afraid of heights. The synonym of the bold word is... a. Brave b. Worry c. Love d. Strong 19. I’m glad to see you. The synonym of the underlined word is... a. Happy b. Strong c. Selfish d. worry 20. In your birthday, I wish the best for you. The synonym of the italic word is... a. Pray b. Sing c. Remember d. Promise
71
FREQUENCY DISTRIBUTION OF PRE-TEST NORMALITY TESTING
A. The Calculation of Frequency Distribution, Mean, Variance, and Standard Deviation of the Pre-Test of the Experimental Class 1. The total of sample (n) = 20 2. Score distribution 45
45
45
45
50
50
55
55
55
55
60
60
60
65
65
65
70
70
70
75
3. Class Range (R) R = Xmax – Xmin = 75 – 45 = 30 4. The Number of Class (K) Using Sturgess Rule K = 1 + 3.3* log (n) = 1 + 3.3* log (20) = 1 + 3.3* (1.301) = 1 + 4.293 = 5.293 5 (lower integration) 5. The Length of Interval (P) P = P =
𝑅𝑅
𝐾𝐾
30 5
=6
73
TABLE OF NORMALITY DATA KELAS 45 51 52 58 59 65 66 72 73 79 Jumlah Total Nilai rata-rata Varians SD c2 hit c2
tab
Keputusan
li (batas bwh kls) 44,5 51,5 58,5 65,5 72,5 79,5
F 6 4 6 3 1 20 1160
zi -1,41888 -0,68317 0,052551 0,788268 1,523985 2,259701
fz 0,077967 0,247251 0,520955 0,78473 0,936244 0,98808
sz
fe
(f-fe)2/fe
0,169284 0,273704 0,263775 0,151514 0,051836
3,385689 5,474082 5,275495 3,030275 1,036728
2,01868 0,396947 0,099499 0,000302 0,001301
58 90,52632 9,514532 2,516729 9,488 NORMAL
B. The Calculation of Frequency Distribution, Mean, Variance, and Standard Deviation of the Pre-Test of the Controlled Class 1. The total of sample (n) = 20 2. Score distribution 45
45
45
50
50
55
55
55
60
60
60
65
65
65
65
65
60
70
70
70
3. Class Range (R) R = Xmax – Xmin = 70 – 45 = 25
74
4. The Number of Class (K) Using Sturgess Rule K = 1 + 3.3* log (n) = 1 + 3.3* log (20) = 1 + 3.3* (1.301) = 1 + 4.293 = 5.293 5 (lower integration) 5. The Length of Interval (P) P = P =
𝑅𝑅
𝐾𝐾
25 5
=5
TABLE OF NORMALITY DATA
KELAS
45 50 51 56 57 62 63 68 69 74 Jumlah Total Nilai rata-rata varians SD c2 hit c2
tab
Keputusan
f 5 3 3 5 4 20 1185
li (batas bwh kls) 44,5 50,5 56,5 62,5 68,5 74,5
zi -1,68049 -0,9969 -0,31331 0,370277 1,053865 1,737453
59,25 77,03947 8,777213 6,658978 9,488 NORMAL
75
fz 0,046431 0,159407 0,377022 0,644412 0,854028 0,958846
sz
fe
(f-fe)2/fe
0,112975 0,217615 0,26739 0,209616 0,104819
2,259508 4,352309 5,347797 4,192315 2,096375
3,323863 0,420177 1,030733 0,155607 1,728598
FREQUENCY DISTRIBUTION OF POST-TEST NORMALITY TESTING
A. The Calculation of Frequency Distribution, Mean, Variance, and Standard Deviation of the Post-Test of the Experimental Class 1. The total of sample (n) = 20 2. Score distribution 60
60
65
65
65
70
70
70
75
75
75
75
80
80
80
80
85
85
85
85
2. Class Range (R) R = Xmax – Xmin = 85 – 60 = 25 3. The Number of Class (K) Using Sturgess Rule K = 1 + 3.3* log (n) = 1 + 3.3* log (20) = 1 + 3.3* (1.301) = 1 + 4.293 = 5.293 5 (lower integration) 4. The Length of Interval (P) P = P =
𝑅𝑅
𝐾𝐾
25 5
=5
76
TABLE OF NORMALITY DATA
KELAS
f
fz
sz
59,5
-1,77383
0,038045
fe
65
5
65,5
-1,05227
0,146337 0,108292 2,165833 3,708737
66
71
3
71,5
-0,33071
0,37043
72
77
4
77,5
0,390844 0,652044 0,281614 5,632275 0,473045
78
83
83,5
1,112403 0,867018 0,214974 4,299474 0,020859
84
89
4 4
89,5
1,833962
20
0,96667
0,224093
4,48186
0,099653 1,993052
1485
Total Nilai rata-rata
74,25
Varians
69,14474
SD
8,315331
χ2 hit χ
zi
(ffe)2/fe
60
Jumlah
2
li (batas bwh kls)
6,713536
tab
9,488
Keputusan
NORMAL
B. The Calculation of Frequency Distribution, Mean, Variance, and Standard Deviation of the Post-Test of the Controlled Class 1. The total of sample (n) = 20 2. Score distribution 55
55
55
60
60
60
65
65
65
65
70
70
70
70
75
75
75
75
80
80
3. Class Range (R) R = Xmax – Xmin = 80 – 55 = 25
77
0,489955
2,02094
4. The Number of Class (K) Using Sturgess Rule K = 1 + 3.3* log (n) = 1 + 3.3* log (20) = 1 + 3.3* (1.301) = 1 + 4.293 = 5.293 5 5. The Length of Interval (P) P = P =
𝑅𝑅
𝐾𝐾
25 5
=5 TABLE OF NORMALITY DATA
KELAS
zi
fz
54,5
-1,5887
0,056065
sz
fe
(ffe)2/fe
55
60
6
60,5
-0,84107
0,200153 0,144089 2,881773 3,374083
61
66
4
66,5
-0,09345
0,462772 0,262619 5,252375 0,298616
67
72
4
72,5
0,654169 0,743498 0,280726 5,614529 0,464278
73
78
78,5
1,40179
79
84
4 2
84,5
2,149411 0,984199 0,064688 1,293762 0,385521
Jumlah Total Nilai rata-rata varians SD χ2
f
li (batas bwh kls)
20 1345 67,25 64,40789 8,025453
hit
χ2 tab Keputusan
4,58788 9,488 NORMAL
78
0,919511 0,176013 3,520252 0,065381
HOMOGENITY TESTING OF PRE-TEST Number
Experiment
Control
45
45
45
45
45
45
45
50
50
50
50
55
55
55
55
55
55
60
55
60
60
60
60
65
60
65
65
65
65
65
65
65
70
70
70
70
70
70
75
70
90.52632
70.03947
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Variance
1.175064 F-HIT F-TABEL 2.15 KEPUTUSAN HOMOGEN
*NB: The result calculation of semi-manual using Microsoft Office (Excel). 79
HOMOGENITY TESTING OF POST-TEST Number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
Experimental
Control
60
55
60
55
60
55
60
60
65
60
65
60
65
65
70
65
70
65
70
65
75
70
75
70
75
70
80
70
80
75
80
75
80
75
85
75
85
80
85
80
20 Variance 80.19737 64.40789 F-HIT 1.245148 F-TABEL 2.15 KEPUTUSAN HOMOGEN *NB: The result calculation of semi-manual using Microsoft Office (Excel). 80
^G
I r .r-
{{t!l
KEMENTERIAN AGAMA r ilN TaKAPTA I
Fl
i,',,
I I\
i)rr*,
*oruciputar
No.
FORM (FR)
1s412 tndon*ia
Dokumen
:
FITK-FR-AKD-082
:
02
Terbit .
Tgl. No. Revisi: Hal
1 Maret 2013 1t1
SURAT PERMOHONAN IZIN PENELITIAN Nomor : Un.01/F. l/I(M.01.3W.W.12015 Hal :PermohoninlzinPenelitian
Jakarta" 19 Maret 2015
KepadaYth. Kepala SMP AL Huda di Tempat Assalam u' a laikum wr.w b.
Dengan hormat kami sampaikan bahwa,
Nama
Nur Indah Rusydah
NIM
1
Jurusan'
Pendidikan Bahasa Inggris
Semester
x
Judul Skripsi
I 100140001 16
:The Effectiveness of Song to Increase Students' Vocabulary
adalah benar mahasiswa/i Fakultas Ilmu Tarbiyah dan Keguruan UIN Jakarta yang sedang menyusun skripsi, dan akan mengadakan penelitian (riset) di instansi/sekolah/madrasah yang Saudara pimpin.
Untuk itu kami mohon Saudara dapat mengizinkan mahasiswa tersebut melaksanakan penelitian dimaksud. Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih. Vl/as s al amu' alaikum wr. w b.
ikan Bahasa Inggris .Pd
2 199103
Tembusan:
1. Dekan FITK
2. 3.
Pembantu Dekan Bidang Akademik Mahasiswa yangbersangkutan
1 AA2
AL.HUDA ISLAMIC EDUCATION CENTER METROPOTITAN SEKOLAII MENENGAH PERTAMA
(sMt,#*;F#DAl
Jl. Utama Raya No.2 Cengkareng Jakarta Barat 11730 Telp : (021)29406205, 6198595, 5441722
SURAT KETERANGAN Nomor : 1 10/SMP'AIECM/V/2015
- lGugtertandalangandlbawahini -:
nama
: Muhamad IJmar, M.Pd
jabatan
: Kepala Sekolah
Menindak lanjuti Surat Pengantar dari Universitas UIN Jakarta mengenai tugas penelitian untuk keperluan penyusunan skripsi atas nama
ruIma
:
nopokok
: 1110014000116
:
Nur Indah Rusydah
Pada prinsipnya kami tidak keberatan menerima mahasiswa diatas melakukan penelitian di sekolah kami.
Demikian Surat Keterangan ini dibuat agar dapat dipergunakan sebaik-baiknya.
i 20ls Al Huda IECM
