MUH.

IKMAL MINA A 320 090 286

TEACHER TRAINING AND EDUCATION FACULTY MUHAMMADIYAH UNIVERSITY OF SURAKARTA 2011
THE EFFECTIVENESS OF USING ENGLISH SONGS TO INCREASE LISTENING ABILITY FOR SENIOR HIGH SCHOOL STUDENT SECOND GRADE OF SMA N 1 KAYEN IN 2011-2012 ACADEMIC YEAR

A. BACKGROUND

Inspired from some researches about teaching and learning English as a second and foreign language, especially in listening skill, there are some obstacles faced by students and teachers. The obstacles are such as using unsuitable methods by the teachers and lack of motivation from the students. The teachers have to find the suitable methods to motivate the students in order to make them interest in learning English. So, the goal of teaching listening is hoped can be reached. As we know we can speak sensibly only if we understand what is said. In fact, people cannot talk if they cannot hear other peoples talk. That simply means there is not enough language input and there is no output. cannot hear clearly. !isten to English song is felt more interesting from the other activities. English songs are a great language package that bundles culture, vocabulary, listening, grammar and a host of other language skills in "ust a few rhymes. Songs can also provide a rela#ed lesson on a hot boring day. o deaf person can speak clearly because he

It can also form the basis for many lessons. It can be used for a wide variety of English for foreign language learning and teaching activities. It can start discussions on a topic or even become the centre of debate $%utonge, &''(). *sing songs in the classroom is a great way to live up listening activities. It can be added a couple of steps that have been used with success to the process though to make the listening activities more effective. There are many reasons why getting students to listen English songs is an important part of the teachers "ob. !istening is useful for many purpose, any e#posure to English is a good thing for language students. +e know that the most important thing when we have interaction with the foreign people, we should be a good listener. Although our speaking skills are good, but our listening skills are bad, it will be difficult for us to interact with the foreign people. It happened because we could not understand what they mean. So we must increase our listening ability. ,ne of the methods is by listen to the English songs. There are some reasons for teacher to use English songs in the listening class. %irst, listening music is very interesting for the students so they can en"oy the lesson. Secondly, by listen to English songs, automatically they should know the meaning of it. So they must translate it to know its meaning. And the most important it has benefit on increasing their listening ability. !isten to English songs also provides opportunities to study language- vocabulary, grammar, punctuation, and the way we construct sentences. !istening English songs also provides positive effect for our speaking ability. +hile we listen to the English song, usually we sing to the following lyric. It means that we speak English while we listen to the song. So, the students should have a great motivation to increase their ability of listening. They have many option, by English songs is the most interesting way. And absolutely, the students will not be bored with listening lesson because most of them like to the music.

Teacher should know what students e#pect in the teaching and learning process, especially in listening class. Therefore, he should be able to determine teaching strategies and methodologies in order to make the learning more successful and en"oyable. So, the teaching learning process by using English songs in listening class of English lesson will be successful if the students pay attention to the material and do their assignment better. Also, teacher should have appropriate and suitable strategies and methodologies in the teaching learning process by using English songs in listening class of English lesson. So the effectiveness of using English songs in listening class of English lesson to increase students listening ability will be granted.

B. PROBLEM STATEMENT

.ased on the e#planation above, the writer will propose the following problems statement/. +hat are the students opinions of English listening class of English lesson0 &. +hat are the students opinions of English songs in listening class of English lesson0 1. +hat are the factors that make English listening class of English lesson interesting0 2. +hat are the uninteresting post activities for using English songs in listening class of English lesson0 (. +hat are the e#pected activities of using English songs in listening class of English lesson0 3. +hat are the strengths of using English songs in listening class of English lesson0 4. +hat are the weaknesses of using English songs in listening class of English lesson0

C. THE OB ECTIVE OF STUDY

/. To know the students opinions of English listening class of English lesson. &. To know the students opinions of English songs in listening class of English lesson. 1. To find out the factors that make English listening class of English lesson interesting. 2. To identify the uninteresting post activities for using English songs in listening class of English lesson. (. To identify the e#pected activities of using English songs in listening class of English lesson. 3. To identify the strengths of using English songs in listening class of English lesson. 4.To show the weaknesses of using English songs in listening class of English lesson.

D. BENEFIT OF STUDY

Theoretical .enefit

The main benefit of using songs in the classroom is that students understand the content of singing. .y listening to music and performing songs, students will have confident on English. .y using songs in the classroom, students can practice their listening skills and increase their cultural knowledge. Almost any song can be used in the ES! classroom. The pronunciation and rhythm lessons are the same as for the children5s songs and the lessons may help students become more interested in different types of songs. 6racticing lyric reading, studying the vocabulary, and listening to various songs can help students become more familiar with popular

songs and make them more confident in their ability to listen and understand the world around them $.rown, &''3) 6ractice-

/. Teacher Teachers can use some kinds of musical styles to teach students. Also, teachers may want to consider using songs that are easy to learn and follow. &. Students Students can en"oy the teaching learning process, so they will understand about the materials. If they understand the materials, automatically their listening ability will increase. 1. ,ther 7esearcher It will be used for the reference and comparison for them on doing their research.

E. UNDERLYING THEORY

6revious Study

The first researcher of the previous study is Ahmad 8uhammad 8ashum 8uhibbaddin 9Ainul :a;in at &''<. The title is Improving Students Listening Skill by Using Songs (An Action Research at the Second Year Students of A !ancasila "engkulu #$$% . The problem which

discussed is about how to improve students listening skill by using song. =e give so many method or strategy when classroom activities in teaching listening the

method was a classroom action research that consisted of pre>test, two cycles, and post>test. The results of this study are showed that in pre>test, the students got mean

score 22,(( $low). In cycle /, they got 2<,( $low). In cycle &, they got 3' $moderate). In post>test, they got 4(,1< $good). So, it can be concluded that the use of songs improved the second year students listening skill at 8A 6ancasila .engkulu.

?escription of Theory

/. English Song

English is a +est @ermanic language that arose in the Anglo>Sa#on kingdoms of England and spread into what was to become south>east Scotland under the influence of the Anglian medieval kingdom of orthumbria.+hile in music, a song is a composition for voice or voices, performed by singing. According to =ornby $/AA'- //11), song is a piece of music with words that is sung. Song is also a great language package that bundles culture, vocabulary, listening, grammar and a host of other language skills in "ust a few rhymes. Songs can also provide a rela#ed lesson on a hot boring day.

They

can

also

form

the

basis

for

many

lessons

$%utonge,

&''().

Almost everyone loves songs. It is a part of our language and life from before birth onwards. As a baby, we often hear our mother and father sing a song to deliver us sleep in the bedroom. +hen young children, we play, sing, and dance to a rhymes. As adolescents, we are consumes by the beat of popular songs artist in the world. As adults, we often hear song on television, movies, theater, and even nightly news. +hen we work, when we play, song is there to reinforce or every mood and emotion.

%rom e#planation above, we are suggested to include songs in language learning as well. Songs had heard by the people in the world since they are born until died. So, listening to the songs has been a habitual and liked by everybody. .eside of that, by songs we can provide a rela#ed lesson on a hot boring day. So, English song is the voices which are performed by singing with English.

&. !istening Skill

As defined by o#ford $/AA1- &'3), listening is a comple# problem solving skill and it is more than "ust perception of the sounds. !istening includes comprehension of meaning words, phrases, clauses, sentences, and connected discourse. %urthermore, according to .ulletin in Saricoban $/AAA), listening is one of the fundamental language skills. It is a medium through which children, young people and adults gain a large portion of their information, their understanding of the world and of human affairs, their ideals, sense of values, and their appreciation. !istening skills focuses on the hearing. !istening skills make someone able to feels and grasp other peoples saying. Several years back there was a public service announcement that ran on television. It talked about the importance of good listening skills and the difference between hearing and listening. =earing is a physical ability while listening is a skill. !istening skills allow one to make sense of and understand what another person is saying. In other words, listening skills allow you to understand what someone is Btalking aboutB. !istening skill can be meant as ability to pay attention or to hear something. .ut, listening is not same as hearing. =earing is essentially an automatic, passive activity. It is possible to hear sounds without consciously engaging in the process. +hile, in listening the brain doesnt automatically translate the words into the message they are conveying. That is essentially what

listening is determining the meaning and the message of the sounds or words. It is active process that involves much more than assigning labels to sounds or words.

F. THE METHOD OF STUDY

Cind of 7esearch

Descriptive Qualitative research (case studies) Ultimate goal is to improve practice. This presupposes a cause/effect relationship between behavior and outcome; however, this method will only let you hypothesize about variables and describe them. Qualitative-descriptive method is a necessary precursor to quantitative research: you always need to operationalize variablesdefine them.

Sub"ect selection criteria-

a.

.egin

with

theory,

which

already

has

construct

validity

Din *E?, a te#t for this would be Universal !rinciples of &esign, since it is ripe for application to pro"ectsF b. Sub"ects need to be representative of the thing under study so that it becomes possible to generaliGe findings to a wider community.

?ata collection techni;ues-

a.

Hontent analysis- coding for patterns $i.e. pattern recognition) across sub"ects

b. Think or talk aloud protocol

The success of this methodology hinges on inter>rater reliability, that measure of agreement between coders.DThe best e#ample of how to do inter>rater reliability in composition is BThe 6regnant 6ause- An In;uiry Into the =ayes.F +hen theres low inter>rater reliability, it could be because of the following reason/. &. All else being e;ual, the raters werent well trained :our categories were not operationally defined to a sufficient degree. Hategories should be as concrete as possible. 1. The raters themselves are flawed- they are not e#pertsJ they are ideologically opposed to the study or to potential findingsJ they are fatigued. +hen criti;uing a coding study, its apt to ;uestion who the raters are. ature of 6lanningB by !inda %lower and Iohn 7.

7esearch ,b"ect Strategy to teaching listening or the methodological purposes with songs are used in the class it is possible to rank the followinga. 6racticing the rhythm, stress and the intonation patterns of the English language.

b. Teaching vocabulary, especially in the vocabulary reinforcement stage

c.

Teaching grammar. In this respect songs are especially favored by teachers while investigating the use of the tenses.

d. Teaching speaking. %or this purpose, songs and mainly their lyrics are employed as a stimulus for class discussion. e. f. Teaching listening comprehension. ?eveloping writing skills. %or this purpose a song can be used in a variety of ways

?ata and ?ata Source All of data are founded in this research Senior =igh School- Students, and other research

Techni;ue to Hollect ?ata Interview The data are collected by ;uestionnaires and interviews, which identified different variables that may influence students e#pectation on listening learning and the benefits of using English songs to increase listening ability. Techni;ue Analysis ?ata Interactive Analysis In this research the analysis data using interactive analysis

G. REFERENCES

:a;in, Ahmad 8uhammad 8ashum 8uhibbaddin 9Ainul' Improving Students Skill by Using Songs (An Action Research at the Second Year Students of "engkulu #$$%( The Hlasses. Importance of *sing Songs +hile Teaching

Listening

A !ancasila

English

http-KKconnected.waldenu.eduK. +alden *niversity. (th &'//

English !anguage>+ikipedia, the free encyclopedia. www.wikipedia.com. 8ay 2-21 68. =igh School>+ikipedia, the free encyclopedia. www.wikipedia.com. 8ay (th

&'// 2-21 68. The

.rown, Ioy !. 8. $April &''3). Rhymes) Stories and Songs in the *SL +lassroom' Internet TES! Iournal. http-KKitesl".orgKArticlesK.rown>7hymes.html .rown, Steven $&''3). Teaching !istening. ew :ork- Hambridge *niversity 6ress.