“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 fulfilled one of the requirements for the degree of

S.Pd. (S-1) in English Language Education in the Department of English

Education.

Jakarta, 13 October 2015

CHAIRMAN

SECRETARY

EXAMINERS

THE EXAMINATION COMMITTEE

: Dr. Alek M.Pd.NIP: 19690912 200901 1 008

: Zaharil Anasv. M.Hum.NIP: 19761 007 204710 1 002

1. Drs. Nasifuddin Jalil. M.Ae.NIP: 19560506 199003 1 002

2. Ertin. M.A.TESOL.

cknowledged by:

Dean of Tarbi d Teachers $Faculty

NIP. 19ss 98203 I 007

'THE EFFECTIVENESS OF SONGS TO INCREASESTUDENTS' 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:

SYARlF HIDAYATULL.\H ~lATE lSLAMIC UNiVERSIT'l

M.Ed

~ur ludah Rusydah

JAKARTA

2015

NIM: Ill001411OHU6

~\ppro"ed By the Advisor:

THE DEPARTMENT OF ~:N(;l.JSH El1\JCATION

FACULTY OF TARBIYAH AND TEACHERS' TRAINING

Dr. Fsrida Hamid, .'\1.I'd

KEMENTERIAN AGAMA No. Dokurnen FITK-FR-AKD-089

= UINJAKARTA Tgl. Terbit 1 Maret 2010

Yin FITKFORM{FR)

No. Revisi: 01JI. Ir. H. luanda No 95 CipuraJ 15412 Indonesio Hal III

SURAT PERNYATAAN KARYA SENDIRI

Saya yang bertanda tangan di bawah ini,

N a m a : Nur Indah Rusydah

Tempat/Tgl.Lahir : Jakarta, 10 Juli 1992

NIM : 1110014000116

Pemyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.

Nur Indah RusydahNIM. 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)

Dosen Pembimbing : 1. Dr. Farida Hamid, M.Pd

2. Yenny Rahmawati, M.Ed

Jakarta,6 Oktober 2015Mahasiswa Ybs.M:e'm~~

JrtJm~_lIim,._TGL ,0

5A46BADF4480.1

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

dan saya bertanggung jawab secata akademis atas apa yang saya tulis.

i

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.

ii

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.

iii

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.

iv

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

v

TABLE OF CONTENTS

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

ACKNOWLEDGEMENT .................................................................... ii

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

LIST OF TABLE .................................................................................. vii

LIST OF APENDICES ........................................................................ vii

CHAPTER I INTRODUCTION

A. Background of the Study ........................................ 1 B. Limitation of the Study ........................................... 3 C. Formulation of the Study ........................................ 4 D. Objective of the Study ............................................ 4 E. Significance of the Study........................................ 4 F. 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. Place and Time of The Study ............................... 18 B. Population and Sample of The Study .................. 18 C. Method of the Study ............................................. 19 D. Procedure of Inventing ......................................... 19 E. Technique of Data Collecting .............................. 21 F. Technique of Data Analysis ................................. 21

vi

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

vii

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

vii

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

1

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.

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

5

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.

6

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.

7

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.

8

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.

9

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. 9 Retrieved from Grammar.about.com/od/ab/g/activevocabularyterm.htm on October 20,

2015 at 01.52 a.m. 10 ibid

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

11

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 Winter, N.D. Sing, Sing a Song: How using songs affect productive vocabulary, 2010.

p.15 17 Ibid, p. 16 18 John, M. Purcell, Hispenia, Vol. 75, 1992, p. 194 19 Ibid

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 > t-

table 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 Yoyoh, Using English Song in the Improvement of Students Vocabulary, Jakarta, 2006,

p.23 28 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.

19

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.

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 pre-

test’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 post-

test 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 Riduwan5

𝑋𝑋2 = ∑(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 Riduwan6 test in this research using Barlet test with

significance level α = 0.01, with db1= (N1 -1) and db2 = (N2 -1).

𝐹𝐹 =𝑇𝑇ℎ𝑓𝑓 𝑏𝑏𝑏𝑏𝑏𝑏𝑏𝑏𝑓𝑓𝑏𝑏𝑏𝑏 𝑣𝑣𝑣𝑣𝑣𝑣𝑏𝑏𝑣𝑣𝑣𝑣𝑏𝑏𝑇𝑇ℎ𝑓𝑓 𝑏𝑏𝑠𝑠𝑣𝑣𝑠𝑠𝑠𝑠𝑓𝑓𝑏𝑏𝑏𝑏 𝑣𝑣𝑣𝑣𝑣𝑣𝑏𝑏𝑣𝑣𝑣𝑣𝑏𝑏

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

tₒ = M1 − M2

SEм1 − м2

M 1 : Mean of the Difference of Experiment Class

M 2 : 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:

𝑀𝑀1 = ∑𝑥𝑥𝑁𝑁1

2) Determine mean of variable Y with formula:

𝑀𝑀2 = ∑𝑦𝑦𝑁𝑁2

3) Determine Standard deviation variable X with formula:

SD1 = �∑𝑥𝑥2

𝑁𝑁

4) Determine Standard deviation of variable Y with formula:

SD2 = �∑𝑦𝑦2

𝑁𝑁

5) Determine Standard error of variable X with formula:

SE M1 = 𝑆𝑆𝑆𝑆1√𝑁𝑁−1

6) Determine standard error of variable Y with formula:

SE M2 = 𝑆𝑆𝑆𝑆2√𝑁𝑁−1

7 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:

SEM1-M2 = �𝑆𝑆𝑆𝑆𝑀𝑀12 + 𝑆𝑆𝑆𝑆𝑀𝑀22

8) Determining t0 with formula:

tₒ = M₁ − M₂

SEм1 − м2

9) 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 (H0) 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.

27

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)

Number Students’ Pre-test Post-test

X1 X2

1 S1 45 65

2 S2 50 65

3 S3 45 65

4 S4 45 60

5 S5 55 60

6 S6 50 70

7 S7 55 70

8 S8 60 75

9 S9 45 70

28

10 S10 55 75

11 S11 65 75

12 S12 55 75

13 S13 65 80

14 S14 65 80

15 S15 70 85

16 S16 70 85

17 S17 60 80

18 S18 70 85

19 S19 75 85

20 S20 60 80

Amount 20 1160 1485

Mean 58 74.25

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)

Number Students’ Pre-test Post-test Y1 Y2

1 S1 45 55

2 S2 45 60

3 S3 45 55

4 S4 50 60

5 S5 50 55

6 S6 55 65

7 S7 55 60

8 S8 55 65

9 S9 60 70

10 S10 60 70

11 S11 60 65

12 S12 65 70

13 S13 65 75

14 S14 65 65

15 S15 65 70

16 S16 65 75

17 S17 70 80

18 S18 70 75

19 S19 70 80

20 S20 70 75

Amount 20 1185 1345 Mean 59.25 67.25

30

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

Number Students’ Experiment Class

Controlled Class

1 S1 45 45

2 S2 50 45

3 S3 45 45

4 S4 45 50

5 S5 55 50

6 S6 50 55

7 S7 55 55

8 S8 60 55

9 S9 45 60

10 S10 55 60

11 S11 65 60

12 S12 55 65

13 S13 65 65

14 S14 65 65

15 S15 70 65

16 S16 70 65

17 S17 60 70

18 S18 70 70

19 S19 75 70

20 S20 60 70

Amount 20 1160 1185

Mean 58

59.25

32

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

Number Students’ Experiment Class

Controlled Class

1 S1 65 55

2 S2 65 60

3 S3 65 55

4 S4 60 60

5 S5 60 55

6 S6 70 65

7 S7 70 60

8 S8 75 65

9 S9 70 70

10 S10 75 70

11 S11 75 65

12 S12 75 70

13 S13 80 75

14 S14 80 65

15 S15 85 70

16 S16 85 75

17 S17 80 80

18 S18 85 75

19 S19 85 80

20 S20 80 75

Amount 20 1485 1345

Mean 74.25

67.25

34

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

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

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

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

was 60.

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 t-

test. Before using the formula of t-test, the students' score in the experimental and

control class were tabulated to calculate the gained score of each class as follows:

35

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

(The Experimental Class)

Number Students’ Pre-test Post-test Gained Score X2

X1 X2

1 S1 45 65 20 400

2 S2 50 65 15 225

3 S3 45 65 20 400

4 S4 45 60 15 225

5 S5 55 60 5 25

6 S6 50 70 20 400

7 S7 55 70 15 225

8 S8 60 75 15 225

9 S9 45 70 25 625

10 S10 55 75 20 400

11 S11 65 75 10 100

12 S12 55 75 20 400

13 S13 65 80 15 225

14 S14 65 80 15 225

15 S15 70 85 15 225

16 S16 70 85 15 225

17 S17 60 80 20 400

18 S18 70 85 15 225

19 S19 75 85 10 100

20 S20 60 80 20 400

Amount ΣN1= 20 ΣX1= 1160 ΣX2= 1485 ΣX= 325 ΣX2= 5675

Mean 58 74.25 16.25 283.75

36

ΣN1= The total students in the experimental class

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

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

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

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

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

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

Table 4.6

The Students’ Gained Score in Class VIII-2

(The Controlled Class)

Number Students’ Pre-test Post-test Gained Score Y^2

Y1 Y2

1 S1 45 55 10 100

2 S2 45 60 15 225

3 S3 45 55 10 100

4 S4 50 60 10 100

5 S5 50 55 5 25

6 S6 55 65 10 100

7 S7 55 60 5 25

8 S8 55 65 10 100

9 S9 60 70 10 100

10 S10 60 70 10 100

11 S11 60 65 5 25

12 S12 65 70 5 25

13 S13 65 75 10 100

37

14 S14 65 65 0 0

15 S15 65 70 5 25

16 S16 65 75 10 100

17 S17 70 80 10 100

18 S18 70 75 5 25

19 S19 70 80 10 100

20 S20 70 75 5 25

Amount ΣN2= 20 ΣY1= 1185 ΣY2= 1345 ΣY= 160 ΣY2= 1500

Mean 59,25 67,25 8 75

ΣN2= The total students in the controlled class

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

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

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

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

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

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

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

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

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

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

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

homogeneous or not.

38

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 X2o X2t Conclusion 5% 2.51 9.48 X2o ≤ X2t (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 X2o X2t Conclusion 5% 6.71 9.48 X2o ≤ X2t (6.71< 9.48) the data is

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

seen in appendix.

b. Data of Control Class

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

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 X2o X2t Conclusion 5% 6.65 9.48 X2o ≤ X2t (6.65 < 9.48) the data is

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

seen in appendix.

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

that 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 X2o X2t Conclusion 5% 4.58 9.48 X2o ≤ X2t (4.58 < 9.48) the data is

distributed normally The results calculation of semi-manual using Microsoft office can be seen in appendix.

2. Homogeneity Testing

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

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

it is necessary homogeneity testing.

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

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

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

results are described as follows:

a. Pre-test Data

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

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

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

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

41

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

is 2.15.

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

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

homogeneity testing can be seen in the following table:

Tabel 4.11

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

Experimental and Control Class

The biggest varians

The smallest varians

Fo Ft Conclusion

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

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

seen in appendix.

b. Post-test Data

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

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

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

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

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

the obtained Ft is 2.15.

42

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

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

homogeneity testing can be seen in the following table:

Tabel 4.12

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

Experimental and Control Class

The biggest varians

The smallest varians

Fo Ft Conclusion

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

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

seen in appendix.

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

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

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

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

1) Determine mean of variable X with formula:

𝑀𝑀1 = ∑𝑥𝑥𝑁𝑁1

= 32520

= 16.25

2) Determine mean of variable Y with formula:

�2 = ∑��2

=16020

= 80

3) 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 = �∑𝑦𝑦2

𝑁𝑁 =�1500

20=√75 = 8.66

5) Determine Standard error of variable X with formula:

SE M1 = ��1

√�−1 = 16.84

√20−1 = 16.84

√19=16.84

4.35 = 3.87

6) Determine standard error of variable Y with formula:

SE M2 = ��2

√�−1 = 8.66

√20−1 = 8.66

√19= 8.66

4.35 =1.99

7) 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

= √18.93= 4.35

8) Determining to with formula:

tₒ = M₁ − M₂

SEм1 − м2

= 16.25 − 8

4.35 = 8.25

4.35= 1.896

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

Freedom (df):

df = (N1+N2) – 2

= (20 + 20) – 2

44

= 40 – 2 = 38

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

1.686

The writer tested the hypothesis based on the statistical hypothesis

as follows:

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

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

learning vocabulary at 8th grade students of 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 t-

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

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

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

difference between the students’ score in learning 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.

47

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 t0 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.

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.

49

REFERENCES

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2011.

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

University Journal of Linguistics, 2009.

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

Dubin, Fraida. English Forum, 1974.

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

2004.

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

Michigan: University of Michigan Press, 1945.

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

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

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

Publishing, 1991.

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

Education. Cambridge: Cambridge University Press. 1995.

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

28th September 2015.

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

Pearson, Education. Inc. 2006.

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

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

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

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

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

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

University Press. 1992.

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

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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.

A P P E N D I C E S

51

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

52

E. Langkah-Langkah Kegiatan

No. Langkah-Langkah Kegiatan Waktu

1. Kegiatan Awal / Apersepsi

a. Guru membuka pelajaran dengan mengucapkan salam dan

menanyakan kabar Siswa

b. Guru mengabsen siswa

c. Guru bertanya tentang penyanyi dan lagu kesukaan siswa

d. Guru meminta beberapa siswa menyanyikan lagu berbahasa

Inggris kesukaan mereka

e. Guru menyampaikan tujuan pembelajaran hari ini

20 Menit

2. Kegiatan Inti

a. Guru memutar lagu ‘Happy’ satu kali dan meminta siswa

menyebutkan kata yang telah mereka dengar

b. Guru memberikan print out lirik lagu ‘Happy’ ( *Lirik lagu

terlampir) kepada masing-masing siswa dan memutar lagi lagu

tersebut satu kali

c. Guru dan siswa menyanyikan lagu tersebut secara bersama-

sama

d. Guru meminta mereka untuk menggaris bawahi verbs dan

adjectives yang ada pada lagu tersebut, kemudian menuliskan

artinya

e. Guru dan siswa membahas hasil pekerjaan siswa

f. Guru meminta siswa untuk mencari sinonim dan antonim dari

verbs dan adjectives tersebut

g. Guru dan siswa membahas hasil pekerjaan siswa

h. Guru meminta murid untuk saling berpasangan menebak verbs

dan adjectives yang telah merekaa pelajari hari ini

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

menggunakan kosa kata tersebut.

55 Menit

3. Kegiatan Akhir

53

a. Guru menanyakan kesulitan selama proses KBM

b. Guru menyakan pendapat siswa tentang kesan mereka

selama pelajaran berlangsung

c. Guru mengakhiri pelajaran dengan salam

5 Menit

Total Waktu 80 Menit

F. Alat Pembelajaran 1. Print out Lirik Lagu

2. Laptop

3. Speaker

G. Bentuk Penilaian

Bentuk Instrument

Contoh instrumen

Kunci Jawaban Skor

Making a

Sentence using

verb and

adjective.

(Essay)

Make 5

sentences and

pick the

vocabulary of

verb and

adjective.

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

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

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

4. ................

5. ....................

20 untuk

1 butir

soal

dengan

benar

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.

54

Rumus penilaian : Jumlah Jawaban Benar X 20

Nilai Maximum : 5 X 20 = 100

Guru Bahasa Inggris Guru Peneliti

(Rehan, S.Pd.) (Nur Indah Rusydah)

55

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 Waktu

56

1. Kegiatan Awal / Apersepsi

a. Guru membuka pelajaran dengan mengucapkan salam dan

menanyakan kabar Siswa

b. Guru bertanya tentang kabar siswa dan aktivitasnya tadi pagi

c. Guru menanyakan siswa yang tidak hadir hari ini

d. Guru mengajak siswa untuk bermain “Crazy Story” dengan

menggunakan kosa kata yang kemarin dipelajari

e. Guru memberitahukan tujuan pembelajaran hari ini

20 Menit

2. Kegiatan Inti

a. Guru memberikan print out lirik rumpang lagu “I Remember”

kepada masing-masing siswa

b. Guru memutar lagu dua kali dan meminta siswa untuk

melengkapi lirik lagu yang rumpang

c. Guru dan siswa membahas hasil pekerjaan siswa

d. Guru membagi siswa menjadi 5 kelompok dan meminta mereka

berdiskusi apa isi yang terkandung dalam lagu tersebut

e. Setiap kelompok diminta untuk mempresentasikan hasil

diskusinya di depan kelas

45 Menit

3. Penutup

a. Guru menanyakan kesulitan selama proses KBM

b. Guru memberikan soal kepada siswa dan meminta siswa

mengerjakannya

c. Guru memberikan motivasi kepada siswa untuk belajar lebih

giat lagi

d. Guru mengakhiri pembelajaran dengan salam

15 Menit

Total Waktu 80 Menit

F. Media/Alat Pembelajaran 1. Print out Lirik Lagu dan Latihan

2. Laptop

57

3. Speaker

G. Bentuk Penilaian

Bentuk Instrument

Contoh instrumen

Kunci Jawaban Skor

Completion Test Fill in the blanks

with the words

provided in the

box.

1. Never ______ if you get bad score in the exam. (Give up, Keep)

2. While their parents are away, Aisha will ______ the children. (Keep)

*Soal terlampir

10 untuk

1 butir

soal

dengan

benar

Ada 10 soal pertanyaan dalam bentuk fill in the blank dimana bobot nilai

benr semua ialah 10 point. Siswa diminta melengkapi kalimat rumpang

dengan mencari kosa kata yang tepat.

1. Nilai 100 : Apabila siswa benar semua

2. Nilai 90 : Apabila Siswa salah satu. Dan seterusnya

Rumus penilaian : Jumlah benar X 10 = 100

Guru Bahasa Inggris Guru Peneliti

(Rehan, S.Pd.) (Nur Indah Rusydah)

58

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

59

E. Langkah-Langkah Kegiatan

No. Langkah-Langkah Kegiatan Waktu

1. Kegiatan Awal / Apersepsi

a. Guru membuka pelajaran dengan mengucapkan salam dan

menanyakan kabar Siswa

b. Guru mengadakan apersepsi berupa games, dimana siswa

dibagi menjadi empat kelompok berdasarkan barisan tempat

duduk

c. Guru meminta siswa menebak judul lagu yang diputar,

kelompok yang berhasil menebak judul lagu dengan benar

berkesempatan untuk meminta kelompok lain untuk

menebak arti / sinonim / antonim kosaka yang telah

dipelajari kemarin.

15 Menit

2. Kegiatan Inti

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

One” kepada masing-masing siswa

b. Guru memutar lagu dua kali dan meminta siswa untuk

melengkapi lirik lagu yang rumpang

c. Guru dan siswa membahas hasil pekerjaan siswa

d. Guru meminta siswa menggaris bawahi verbs dan adjective

yang ada dalam lirik lagu kemudian mencari sinonim dan

antonim kata tersebut

e. Guru dan siswa berdiskusi membahas isi lagu tersebut

45 Menit

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

20 Menit

60

c. Guru mengakhiri pembelajaran dengan salam

Total Waktu 80 menit

F. Media/Alat Pembelajaran

1. Print out Lirik Lagu dan Latihan 2. Laptop 3. Speaker

G. Bentuk Penilaian

Bentuk Instrument

Contoh instrumen

Kunci Jawaban Skor

Make a paragraph Make a paragraph

using the words

that provided

100

Guru Bahasa Inggris Guru Peneliti

(Rehan, S.Pd.) (Nur Indah Rusydah)

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

61

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 Waktu

62

1. Kegiatan Awal / Apersepsi

a. Guru membuka pelajaran dengan mengucapkan salam dan

menanyakan kabar Siswa

b. Guru mengabsen siswa

c. Guru bertanya tentang penyanyi dan lagu kesukaan siswa

d. Guru meminta beberapa siswa menyanyikan lagu berbahasa

Inggris kesukaan mereka

e. Guru menyampaikan tujuan pembelajaran hari ini

20 Menit

2. Kegiatan Inti

a. Guru menuliskan beberapa kosakata di papan tulis

b. Guru meminta siswa untuk menerjemahkan kata tersebut

c. Guru meminta siswa untuk menghafalnya

d. Guru meminta siswa untuk mencari sinonim dan antonim dari

kata tersebut

e. Guru dan siswa membahas hasil pekerjaan siswa

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

menggunakan kosa kata tersebut.

55 Menit

3. Kegiatan Akhir

a. Guru menanyakan kesulitan selama proses KBM

b. Guru menyakan pendapat siswa tentang kesan mereka

selama pelajaran berlangsung

c. Guru mengakhiri pelajaran dengan salam

5 Menit

Total Waktu 80 Menit

F. Bentuk Penilaian

Bentuk Instrument

Contoh instrumen

Kunci Jawaban Skor

Making a

Sentence using

verb and

Make 5

sentences and

pick the

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

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

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

20 untuk

1 butir

soal

63

adjective.

(Essay)

vocabulary that

is verbs and

adjectives

4. ................

5. ....................

dengan

benar

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

64

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. Langkah-Langkah Kegiatan Waktu

1. Kegiatan Awal / Apersepsi

a. Guru membuka pelajaran dengan mengucapkan salam dan

65

menanyakan kabar Siswa

b. Guru bertanya tentang kabar siswa dan aktivitasnya tadi pagi

c. Guru menanyakan siswa yang tidak hadir hari ini

d. Guru mengajak siswa untuk bermain “Crazy Story” dengan

menggunakan kosa kata yang kemarin dipelajari

e. Guru memberitahukan tujuan pembelajaran hari ini

20 Menit

2. Kegiatan Inti

a. Guru menuliskan beberapa kosakata di papan tulis

b. Guru meminta siswa untuk menerjemahkan kata tersebut

c. Guru meminta siswa untuk menghafalnya

d. Guru meminta siswa untuk mencari sinonim dan antonim dari

kata tersebut

e. Guru dan siswa membahas hasil pekerjaan siswa

45 Menit

3. Penutup

a. Guru menanyakan kesulitan selama proses KBM

b. Guru memberikan soal kepada siswa dan meminta siswa

mengerjakannya

c. Guru memberikan motivasi kepada siswa untuk belajar lebih

giat lagi

d. Guru mengakhiri pembelajaran dengan salam

15 Menit

Total Waktu 80 Menit

F. Bentuk Penilaian

Bentuk Instrument

Contoh instrumen

Kunci Jawaban Skor

Completion Test Fill in the blanks

with the words

provided in the

box.

1. Never ______ if you get bad score in the exam. (Give up, Keep)

2. While their parents are away, Aisha will

10 untuk

1 butir

soal

dengan

66

______ the children. (Keep)

*Soal terlampir

benar

Ada 10 soal pertanyaan dalam bentuk fill in the blank dimana bobot nilai

benr semua ialah 10 point. Siswa diminta melengkapi kalimat rumpang

dengan mencari kosa kata yang tepat.

1. Nilai 100 : Apabila siswa benar semua

2. Nilai 90 : Apabila Siswa salah satu. Dan seterusnya

Rumus penilaian : Jumlah benar X 10 = 100

Guru Bahasa Inggris Guru Peneliti

(Rehan, S.Pd.) (Nur Indah Rusydah)

67

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. Langkah-Langkah Kegiatan Waktu

1. Kegiatan Awal / Apersepsi

68

a. Guru membuka pelajaran dengan mengucapkan salam dan

menanyakan kabar Siswa

b. Guru mengadakan apersepsi berupa games, dimana siswa

dibagi menjadi empat kelompok berdasarkan barisan tempat

duduk

c. Guru meminta siswa menebak judul lagu yang diputar,

kelompok yang berhasil menebak judul lagu dengan benar

berkesempatan untuk meminta kelompok lain untuk

menebak arti / sinonim / antonim kosaka yang telah

dipelajari kemarin.

15 Menit

2. Kegiatan Inti

a. Guru menuliskan beberapa kosakata di papan tulis

b. Guru meminta siswa untuk menerjemahkan kata tersebut

c. Guru meminta siswa untuk menghafalnya

d. Guru meminta siswa untuk mencari sinonim dan antonim

dari kata tersebut

e. Guru dan siswa membahas hasil pekerjaan siswa

45 Menit

3. Penutup

a. Guru menanyakan kesulitan selama proses KBM

b. Guru meminta siswa untuk membuaat sebuah paragraf

dengan menggunakan kosa kata yang baru saja diberikan

c. Guru mengakhiri pembelajaran dengan salam

20 Menit

Total Waktu 80 menit

69

F. Bentuk Penilaian

Bentuk Instrument

Contoh instrumen

Kunci Jawaban Skor

Make a paragraph Make a paragraph

using the words

that provided

100

Guru Bahasa Inggris Guru Peneliti

(Rehan, S.Pd.) (Nur Indah Rusydah)

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

KOMPETENSI DASAR INDIKATOR JENIS SOAL

NO. SOAL JUMLAH

11. Memahami makna dalam

esai pendek berbentuk

recount, dan narrative untuk

berinteraksi dengan

lingkungan sekitar.

11.2 Merespon makna dalam teks tulis fungsional pendek sederhana secara akurat, lancar, dan berterima yang berkaitan dengan lingkungan sekitar.

1. Melengkapi paragraf rumpang dengan kosa kata yang tepat

2. Melengkapi kalimat rumpang dengan kosa kata yang tepat

3. Menentukan antonim kata

4. Menentukan sinonim kata

MC

1-8

9-13

14-17

18-20

8

5

4

3

70

Soal Pre & post Test Nama : Kelas : Text for number 1-5.

My busy Holiday

On April 16th, 2010, I (1) ... this would be a great holiday for me because that was the holy day for Hindhu people . I was so tired about the study, so I guessed this time I could get full refresh anyway. However, the fact said the other way. First like an ordinary daughter, I had to get up early morning helping my mother, of course after I prayed. Then I did my chores, cleaned up my room, and spread out my bed under the sun ray. I was really in danger if my mom (2) ... that my room was messy. So, I made it as soon as possible. Second, my aunts (3) ... me in the afternoon. I did not meet them for a long time, that was the way I kept for hours to talk with them. After that, unpredictable my neighbor (4) ... me. She asked my help finishing her homework. At last, the time was running and I just (5) ... that I had a lot of homework. I got mad, confused and regretful why I did not check my homework before. Therefore, I did my homework until 2:00 a.m. the next morning. I did not feel this was holiday instead of I had to work hard and got a long ship with my homework. (source: http://www.englishindo.com/2012/01/9)

1. a. Sing b. Give up c. Thought d. Call 2. a. Sing b. Dance c. lose d. Knew 3. a. Called b. Lost c. Danced d. Sang 4. a. Sang b. Visited c. Danced d. Moved 5. a. Kept b. Remembered c. Visited d. Shared

Text for number 6 - 8.

My family and I went on a recreation to Solo. We went there on Monday by car. We (6) ... at grandparents’ house.

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.

71

On Thursday morning, we (7) ... goodbye to our grandparents and went home. We (8) ... will visit them again next holiday. I really enjoyed my holiday. It was fun.

6. a. Went b. Stayed c. Blessed d. Believed 7. a. Said b. Shared c. Saw d. Shared 8. a. Sang b. Drank c. Caused d. Promised 9. I had a very odd ... about you last night.

a. Dream b. Get c. Keep d. Stay 10. I think we need to ... more time together.

a. Dream b. Spend c. Feel d. Stay 11. You’ll never guess the answer. Do you ... ?

a. Seem up b. Give up c. Chin up d. Glanced at 12. The way you ... me, yes I remember

a. Seemed up b. Gave up c. Chinned up d. Glanced at 13. He pulled on his clothes and ... into the kitchen.

a. Shared b. Stumbled c. made d. lose 14. We shouldn’t be weak, we should be ...

a. Happy b. Strong c. Selfish d. Worry 15. Don’t be... we should understand each other.

a. Nice b. Strong c. Selfish d. Sad 16. The antonym of “Give” is...

a. Dream b.Ask c. Answer d. Any 17. My father hates his job very much. The opposite meaning of the underlined word

is ... a. Admires b. dislike c. Loves d. Afraid

18. She doesn’t like tall buildings because she is afraid of heights. The synonym of the bold word is... a. Brave b. Worry c. Love d. Strong

19. I’m glad to see you. The synonym of the underlined word is... a. Happy b. Strong 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

73

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 = 𝑅𝑅𝐾𝐾

P = 305

= 6

74

TABLE OF NORMALITY DATA

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

KELAS F li (batas bwh kls) zi fz sz fe (f-fe)2/fe

44,5 -1,41888 0,077967 45 51 6 51,5 -0,68317 0,247251 0,169284 3,385689 2,01868 52 58 4 58,5 0,052551 0,520955 0,273704 5,474082 0,396947 59 65 6 65,5 0,788268 0,78473 0,263775 5,275495 0,099499 66 72 3 72,5 1,523985 0,936244 0,151514 3,030275 0,000302 73 79 1 79,5 2,259701 0,98808 0,051836 1,036728 0,001301

Jumlah 20 Total Nilai 1160 rata-rata 58 Varians 90,52632 SD 9,514532 c2 hit 2,516729 c2 tab

9,488 Keputusan NORMAL

75

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 = 𝑅𝑅𝐾𝐾

P = 255

= 5

TABLE OF NORMALITY DATA

KELAS f li (batas bwh kls) zi fz sz fe (f-fe)2/fe

44,5 -1,68049 0,046431 45 50 5 50,5 -0,9969 0,159407 0,112975 2,259508 3,323863 51 56 3 56,5 -0,31331 0,377022 0,217615 4,352309 0,420177 57 62 3 62,5 0,370277 0,644412 0,26739 5,347797 1,030733 63 68 5 68,5 1,053865 0,854028 0,209616 4,192315 0,155607 69 74 4 74,5 1,737453 0,958846 0,104819 2,096375 1,728598

Jumlah 20 Total Nilai 1185 rata-rata 59,25 varians 77,03947 SD 8,777213 c2 hit 6,658978 c2 tab

9,488 Keputusan NORMAL

76

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 = 𝑅𝑅𝐾𝐾

P = 255

= 5

77

TABLE OF NORMALITY DATA

KELAS f

li (batas bwh kls) zi fz sz fe

(f-fe)2/fe

59,5 -1,77383 0,038045 60 65 5 65,5 -1,05227 0,146337 0,108292 2,165833 3,708737 66 71 3 71,5 -0,33071 0,37043 0,224093 4,48186 0,489955 72 77 4 77,5 0,390844 0,652044 0,281614 5,632275 0,473045 78 83 4 83,5 1,112403 0,867018 0,214974 4,299474 0,020859 84 89 4 89,5 1,833962 0,96667 0,099653 1,993052 2,02094

Jumlah 20 Total Nilai 1485 rata-rata 74,25 Varians 69,14474 SD 8,315331 χ2 hit 6,713536 χ2 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

78

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 = 𝑅𝑅𝐾𝐾

P = 255

= 5

TABLE OF NORMALITY DATA

KELAS f

li (batas bwh kls) zi fz sz fe

(f-fe)2/fe

54,5 -1,5887 0,056065 55 60 6 60,5 -0,84107 0,200153 0,144089 2,881773 3,374083 61 66 4 66,5 -0,09345 0,462772 0,262619 5,252375 0,298616 67 72 4 72,5 0,654169 0,743498 0,280726 5,614529 0,464278 73 78 4 78,5 1,40179 0,919511 0,176013 3,520252 0,065381 79 84 2 84,5 2,149411 0,984199 0,064688 1,293762 0,385521

Jumlah 20 Total Nilai 1345 rata-rata 67,25 varians 64,40789 SD 8,025453 χ2 hit 4,58788 χ2 tab 9,488 Keputusan NORMAL

79

HOMOGENITY TESTING OF PRE-TEST

Number Experiment Control

1 45 45

2 45 45

3 45 45

4 45 50

5 50 50

6 50 55

7 55 55

8 55 55

9 55 60

10 55 60

11 60 60

12 60 65

13 60 65

14 65 65

15 65 65

16 65 65

17 70 70

18 70 70

19 70 70

20 75 70

Variance 90.52632 70.03947

F-HIT 1.175064

F-TABEL 2.15 KEPUTUSAN HOMOGEN

*NB: The result calculation of semi-manual using Microsoft Office (Excel).

80

HOMOGENITY TESTING OF POST-TEST

Number Experimental Control

1 60 55

2 60 55

3 60 55

4 60 60

5 65 60

6 65 60

7 65 65

8 70 65

9 70 65

10 70 65

11 75 70

12 75 70

13 75 70

14 80 70

15 80 75

16 80 75

17 80 75

18 85 75

19 85 80

20 85 80

Variance 80.19737 64.40789 F-HIT 1.245148

F-TABEL 2.15 KEPUTUSAN HOMOGEN

*NB: The result calculation of semi-manual using Microsoft Office (Excel).

KEMENTERIAN AGAMA

^G r ilN TaKAPTA

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{{t!l i,',, i)rr*, *oruciputar 1s412 tndon*ia

FORM (FR)

No. Dokumen : FITK-FR-AKD-082

Tgl. Terbit . 1 Maret 2013

No. Revisi: : 02

1t1Hal

SURAT PERMOHONAN IZIN PENELITIAN

Nomor : Un.01/F. l/I(M.01.3W.W.12015Hal :PermohoninlzinPenelitian

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