THE EFFECT OF SONGS TO THE STUDENTS RECOUNT TEXT WRITING

QUANTITY
(An Experiment at the Second Semester Class A of English Education Students Unib)

THESIS
Presented as a Partial Requirement for a Sarjana Degree
In English Education Program

By
YUDHA HERDIANSYAH
NPM A1B006050

ENGLISH EDUCATION PROGRAM

FACULTY OF TEACHERS TRAINING AND PEDAGOGY
BENGKULU UNIVERSITY
2010
 THE EFFECT OF SONGS TO THE STUDENTS RECOUNT TEXT WRITING QUANTITY
(An Experiment at the Second Semester Class A of English Education Students Unib)

THESIS

YUDHA HERDIANSYAH

A1B006050

Has been approved on June 2010 in Bengkulu

Approved By :

Supervisor, Co-Supervisor,

Dra.Hilda Puspita,M.A. Drs.Syafrizal Sabarudin, M.A.

NIP.19610429 198702 2 001 NIP. 19550603 198803 1 006

FKIP of UNIB The Departement of Language

and Art
Dean, Chairman,

Prof.Drs. Safnil, M.A. Ph.D. Drs. Bambang Djunaidi, M.Hum. NIP.

19610121 198601 1 002 NIP. 19610112 198603 1 003
 APPROVAL

THE EFFECT OF SONGS TO THE STUDENTS RECOUNT TEXT WRITING QUANTITY

(An Experiment at the Second Semester Class A of English Education Students Unib)

THESIS

YUDHA HERDIANSYAH

A1B006050

Has been examined by the examining board at English Education Study Program of FKIP
building on Tuesday, June 15th 2010

Examined By :

Principal Examiner, Co- Principal Examiner

Dra.Hilda Puspita,M.A Drs.Syafrizal Sabarudin, M.A.

NIP.19610429 198702 2 001 NIP. 19550603 198803 1 006

Examiner I Examiner II

Dra. Elfrida, M.Pd. Drs. Mulyadi, M.A.

NIP. 19610325 198403 2 001 NIP. 19591024 198702 1 002
 ABSTRACT

Herdiansyah,Yudha.2010.TheEffectofSongstotheStudentsProductionofWritingRecountTextat
theSecondSemesterEnglishEducationStudentsBengkuluUniversity(Unib).

Thisstudytriestofoundwhetherornotsongcanimprovethestudentsrecounttextwritingquantity.
Thisquantitymeansthetotalofwordthatwasusedinatext.Thepopulationoftheresearchwasthe
second semester English Education students Unib class A that was 38 students. The class was divided
intotwogroups(group1andgroup2).Thesamplewasthegroup1astheexperimentalgroupandthe
group2asthecomparisonfortheexperimentalgroup.Theinstrumentwasawritingtext.Thepretest
wasdonetofindthequalityofbothgroups.Inthepretestresult,itwasfoundthatTcountwas0,36while
Ttable is 2,093. Its mean was there is no significant difference between the groups. By this result, any
groupcouldbedecidedwhichoneascontrolgrouporexperimentalgroup.Afterthetreatmentswere
done on experimental group and the conventional method on control group, the posttest could be
done.Basedontheanalysisoftheposttest,theTcount(4,85)washigherthatTtable(2,093).Itcouldbe
concludedthattheexperimentwassuccessfulbecauseofsongcanimprovethestudentsrecounttext
writingquantity.

 ABSTRAK

Herdiansyah,Yudha.2010.TheEffectofSongstotheStudentsProductionofWritingRecountTextat
theSecondSemesterEnglishEducationStudentsUniversitasBengkulu(Unib).

Penelitian ini mencoba menemukan apakah lagu dapat meningkatkan kuantitas menulis recount teks
mahasiswa. Kuantitas yang dimaksud adalah total kata yang digunakan. Populasi penelitian ini adalah
mahasiswa Pendidikan Bahasa Inggris Unib semester dua kelas A yang berjumlah 38 orang. Kelasnya
dibagimenjadiduagrup(grup1dangrup2).Sampelnyaadalahgrup1sebagaigrupeksperimentaldan
grup 2 sebagai perbandingan untuk grup eksperimen. Instrumennya adalah tes menulis. Tes awal
dilakukan untuk mengetahui kemampuan mereka. Dalam tes awal, ditemukan bahwa Thitung 0,36 dan
Ttabel2,093.Berartikeduagrouptidaksignifikanberbeda.Denganhasilini,groupmanapunbisadijadikan
sebagaikelompokkontrolataupunkelompokeksperimen.Setelahbeberapatreatmentdilakukanpada
kelompokeksperimendancarabiasapadakelompokkontrol,makatesakhirdapatdilakukan.Darihasil
analisatesakhir,ditemukanbahwaThitung(4,85)lebihtinggidariTtabel(2,093).Makadapatdisimpulkan
bahwa eksperimen berhasil karena lagu dapat meningkatkan produksi mahasiswa dalam menulis teks
recount.

 ACKNOWLEDGEMENT

Firstofall,theresearcherwouldliketopraiseandexpressgratitudetoAllahSWTwhogives

guidanceandspiritthatmaketheresearchercouldmakethisthesis.Theresearcheralsodoesnotforget

togiveshalawattotheprovedMohammedSAW.Thisthesiscouldbemadebyhightechnologybecause

of him. This thesis was presented as a partial requirement for gaining Sarjana Degree (S1) at English

EducationProgram,FacultyofTeachersTrainingandPedagogyBengkuluUniversity.

ThisresearchalsocouldbemadebysomehandsfromtheresearcherssupervisorDra.Hilda

Puspita,M.A. and cosupervisor Drs.Syafrizal S.,M.A. The researcher expresses the deepest thanks and

gratitudeforprovidinghelp,givingassistance,andencouragementespeciallyduringthecompletionof

thisthesisandalsotoallteachingstaffofEnglishEducationPrograminBengkuluUniversitywhoteach

himuntilnow(becausethereisnolimitfortheteacherstoteachtheirstudents).Andthelastbutnot

the less, thank you very much to the students in class A (academic year 2009) of English Education

Program, Faculty of Teachers Training and Pedagogy Bengkulu University for the participation as the

population and sample. The deepest thank you is also launched to the students in Class B (academic

year2009)fortheparticipationintryingoutthetesttogainthevalidityandreliabilityofthetest.

Theresearchersgreatestloveandrespectareexpressedtohisparentsandsistersforthe

love,supports,courage,andpray.TheyfeellikeMr.Hydesbehindmethatpushmetopasseverything

beforetheycatchme.

Researcher

Motto:

Donotputallyoureggsinonebasket

Littlesacrificeforbigvictorycanbegainedbyknowing

yourselfandknowingyourenemies

Thisthesisisdedicatedto:

TheHamids,

MyFuYoh;HerdiantiandRahmadhani,

TheVCDPLAYER;Vivi,Achie,Dhini,Prasetyo,myself,andErmas,

MyentirefriendsinEDSAwholoveme,nomatterinwhichacademicyear,

Mydarkbluesuit.

 LISTOFCONTENTS

COVER.............................................................................................................................i

ABSTRACT........................................................................................................................ii

ABSTRAK..........................................................................................................................iii

ACKNOWLEDGEMENT......................................................................................................iv

LISTOFCONTENTS...........................................................................................................v

CHAPTERI(INTRODUCTION)

1.1Background......................................................................................................2

1.2ResearchProblem.............................................................................................4

1.3TheHypothesis.................................................................................................5

1.4ResearchObjectives.........................................................................................5

1.5LimitationoftheResearch................................................................................5

1.6SignificanceoftheResearch.............................................................................6

1.7OperationalDefinition......................................................................................6

CHAPTERII(LITERATUREREVIEW)

2.1TheDefinitionofWriting..................................................................................7

2.2SongsforWriting..............................................................................................10

2.3RecountTextWriting........................................................................................15

2.5WritingQuantityandLanguageLearning..........................................................16

2.6TheRelevantStudies........................................................................................17

CHAPTERIII(METHODOLOGY)

3.1ResearchDesign...............................................................................................19

3.2Population........................................................................................................20

3.3Sample.............................................................................................................20

3.4Instrument.......................................................................................................21

3.5ResearchProcedures........................................................................................22

3.5.1ProceduresofTeaching.............................................................................22

3.5.1.1ExperimentalGroup........................................................................22

3.4.1.2ControlGroup.................................................................................23

3.5.2TechniqueofDataAnalysis.......................................................................23

3.5.2.1TheScoring.....................................................................................24

CHAPTERIV(RESULTANDDISCUSSION)

4.1TheAnalysisofPreTestandPostTest..............................................................26

4.2Discussion........................................................................................................29

CHAPTERV(CONCLUSIONANDSUGGESTION)

5.1Conclusion........................................................................................................34

5.2Suggestion........................................................................................................35

REFERENCES.....................................................................................................................36

APPENDICES.....................................................................................................................38

 CHAPTER I
INTRODUCTION

1.1 Background

In learning English, there are four skills that have to be learned by the learner, they

are listening, speaking, reading, and writing. They have their own characteristics to learn. It

means that each skill needs appropriate techniques and strategies to gain the goals of the

learning which are written in curriculum.

It is said that writing is difficult but however is important. This statement lays on

almost every thesis (about writing in English) in Bengkulu University (Unib). Grammar,

language used, diction are believed as the problem. That is why there are many techniques

such as guessing meaning, peer-correction, collaborative writing, and etc that were

developed for that.

In university level particularly in English Education Program of Unib, there are

many lessons about parts of those writing skill. For example, there is Structure Lesson for

grammar. Then, students language using techniques can be learned from Linguistics

Lessons. After that, Reading Lesson helps students in diction. While the Writing Lesson

itself is very helpful in combining those aspects.

In fact, people face some difficulties in writing. In their minds, they may have this

question: what will I write after this sentence?. This question also appears when the

students are writing something. It causes their writing is little (the writing quantity is low),

so the students may feel not satisfied of what they made.

 Writing quantity has positive relationship with foreign language mastery. It means

that the ability of someone in mastering a new language (such as mastering English as the

second language) can be seen by the total of words that he/she can use. As higher the total of

words that he/she can use, as higher his/her ability in mastery a new language.

Based on S1 curriculum in Writing I Lesson of English Education Program at Unib,

the lesson is focused on sentence level. It means that in this level the accuracy and fluency

are important for the students. Both accuracy and fluency can show that the students

quantity of writing is still free from grammar mistakes. By looking at this curriculum, the

research has found the appropriate place to do.

There are many ways and strategies to increase writing quantity. One of them is

through songs. It is believed that songs give inspiration to people in doing everything, but in

the researchers eyes, it can be used for improving writing quantity too. Logically, why song

can be the choice? It could be explained by this case; Boy is a teenager, he wanted to send a

love letter to Maria, his girlfriend. He did not know how to start his letter with some

romantic words. But, he had already prepared the middle part of his letter. Accidently, he

listened to a song from the radio, titled Lucky by Jason Mraz. After that, he stole some

words from its lyric to his opening of the letter. He wrote, Do you hear me, Im talking to

you? From the water, across the deep blue ocean, under the open sky, oh my honey.

Learning with music has developed and introduced for the first time by Bulgarian

psychotherapist Lozanov (1970s) in his Suggestopedia Method. Lozanov claims that the

atmosphere created by the music and songs enhances the ability of the students to remember

vocabulary words and thus shortens the study period of the foreign language. In line with

him, Shtakser (2001) explained that the good atmosphere is created in the classroom by
 using music and songs technique. Herlina(1998) has proved that songs can help the Senior

High School number 8 students to improve their vocabulary. She concluded that teaching

vocabulary through songs is more effective than teaching vocabulary by explanation.

The researcher felt important to find whether or not songs can also give positive

effect to the students quantity of writing recount text. The researcher also used songs like

what Herlina did, but the effect was directed to recount text writing quantity. This idea also

appears from the teenagers lifestyle. What is the thing that the most of teenagers love?

Exactly, the answer is song. This question was so helpful to find this idea. Based on this

statement, some songs have tried in this research.

1.2 Research Problems

Based on the background above, the problem that was studied was: Can songs

increase the students recount text writing quantity?

1.3 The hypothesis

Based on the background and the research problem about songs to the students

quantity of writing recount text above, the hypotheses were;

H0 : There was no significant difference in writing quantity between the

experimental group and the control groups.

H1 : There was a significant difference in writing quantity between the

experimental group and the control groups.

1.4 Research Objectives

The objective of the research was to find whether there was an effect of the songs

through English Education Program students recount text writing quantity or not.

1.5 Limitation of the Research

This research focused on the students quantity of writing recount text (the number

of words use). The songs that were used were ballad songs. This kind of song is very useful

for helping students in making a recount text. The subject was the second semester students

in class A of English Education Program, Faculty of Teachers Training and Pedagogy who

learn English as foreign language.

1.6 Significance of the Research

This research was expected to give contribution for Educational Literature.

Beside that, the result was also expected to offer a variation in teaching writing, so the

teacher or lecturer should consider this idea for making activities in a classroom.

Furthermore, even a student was expected to get a new learning strategy particularly in

writing. This research was also expected to be a review for the students in English Education

Program to make a further research.

1.7 Operational Definition

To avoid any misunderstanding, some key terms in this research are defined:

Effect : result of an action which was measured by a statistical analysis.

Songs : combination between lyric and music played in the classroom

 before the students were asked to write. The songs were ballad songs

which contain a story inside.

Recount text : a passage that retells event/experiences.

Quantity : a total of words production in recount text writing which was

classified by word forms in English.

 CHAPTER II

LITERATURE REVIEW

2.1. The Definition of writing

Writing is expressing an idea into written language (Brown and Hood in Nunan,

1995). Moreover, they state that it is one way to express idea, opinion, thought, feeling in

written form. While expressing ideas and conveying message to the reader are the purpose

of the writing (Ur: 1988). Why do people need to write? Because writing helps people to

remember, helps people to observe, and even helps people to think (Barras, 1995). But, the

complexity of the writing skill makes the language components (such as mastering spelling,

grammar, vocabulary, and content) difficult to apply, on the other hand, the skill is very

important to achieve.

Jacobson (2010) classified that writing can be seen as having six general types of

purpose, each type of purpose focusing on one of the parts of the communication model.

First, in expressive purposes from the writer; one may write simply to express one's feelings,

attitudes, ideas, and so on. This type of writing doesn't take the reader into consideration;

instead, it focuses on the writer's feelings, experience, and needs. Expressive writing may

take the form of poetry, journals, letters, and, especially, free writing. Often, a person will do

expressive writing and then be disappointed when readers don't respond to it.
 Second, it is conative purposes for the reader. Conative writing seeks to affect the

reader. Persuasive writing is conative; so is writing intended to entertain the reader. Writing

intended to arouse the reader's feelings is conative. Conative writing may take about any

form, so long as its intention to persuade the reader or affect the reader emotionally.

Then, it is informative purposes in the content. Informative writing refers to

something external to the writing itself, with the purpose of informing the reader. For

instance, this page is informative, as are the other components of this Map. In our times,

informative writing is usually prose, although in earlier periods poetry was used for

informative purposes.

After that, the message contains poetic purposes. Poetic (or literary or stylistic)

purposes focus on the message itselfon its language, on the way the elements of language

are used, on structure and pattern both on the level of phrase and of the overall composition.

Poetic writing can be in prose as well as in verse. Fiction has poetic purposes. Anytime one

writes with an emphasis on the way the language is used, one has a poetic purpose.

Phatic purposes can be seen as a contact. Phatic language (and nonverbal

communication) establishes and maintains contacts between speakers or between writer and

reader. In speaking, for instance, we may greet someone by saying, "Howya doin?" or Hozit

goin?" These questions are not requests for information. They are intended to establish and

maintain friendly contact. Phatic purposes are not significant in most writing. The use of

greetings and closings in letters is one example of phatic purpose in writing.

The last is metalinguistic purposes (code). Comments on a piece of writing are

metalinguistic. If a student attaches a note to an essay to explain why the essay is late, the
 note is metalinguistic in relation to the essay. An author's preface to a book is another

example of metalinguistic purpose in writing

Writing is important to the students to learn, because it is a language skill. Writing

skill is complex and difficult to teach as Heaton (1975) believes. Students sometime make so

many mistakes and errors in their writing, so it is important to develop students writing

starting from the very early age in order to accustom them in producing their own writing.

Langan (1981) says, Writing is a skill like driving, typing or even preparing a good meal. It

can be learned with practice because it is an automatic process to master this skill.

Actually, every human being is capable of learning his or her native language

perfectly (Blass and Pike-Baky, 1985), but it will be different to other language especially in

writing. Students learn to write by writing In addition to formal academic tasks, students

increase fluency and accuracy by frequent informal writing in journals. Furthermore,

students learn from classmates (and from the writing of classmates) as much as they learn

from the teacher. To that end, collaboration, in the forms of pair and group work, peer

feedback and review, and collaborative writing.

Writing is a process that does not just flow. It needs some steps as Segal and Pavlik

(1985) believe. They said that writing is like carrying things up steps. If you try to jump to

the top with everything, you will have trouble. But, if you carry small armfuls up step by

step, you will reach the top.

2.2. Songs for Writing

There is no human society without its poetry. There is no human society without its

music. When put together, they constitute a powerful force for both cultural cohesion and

identify and for individual fulfillment that can be called as a song. In music, a song is a
composition that contains vocal parts (lyrics) that are performed, commonly accompanied by

musical instruments, exception in the case of a cappella songs. The lyrics of songs are

typically of a poetic, rhyming nature, although they may be religious verses or free prose.

There are many reasons to use songs in the classroom. Songs is a very good tool to

motivate the students' learning process, it works also as a break for the routine. Songs could

be an essential part of English teaching. It makes the students more sensitive to the sounds

and the class becomes more interesting and powerful (Firmansyah, an educational mentor on

Blogger: 2008).

Shtakser (2001) explained that teachers use music and songs in Foreign Language

classes for several reasons. The main reason is the good atmosphere it creates in the

classroom. Students relate to songs as part of entertainment rather than work and find

learning vocabulary through songs amusing rather than tedious. This is true especially with

pop songs which are part of youth culture. Better familiarity with these songs improves

students status within the peer group and therefore stimulates learning. These songs also

tend to deal with problems interesting to young people and the students identify with the

singers and want to understand the words. Didactically songs are also useful in teaching the

rhythm of the language and informing the students about the culture of that languages

speakers. The other issue is that even just playing music without words creates a relaxed

atmosphere that enhances learning. The best example for this is the Suggestopedia methods

of Lozanov (1970s) in which foreign texts are read dramatically with the background of

several carefully chosen works of classical music. He claims that the atmosphere created by

the music enhances the ability of the students to remember vocabulary words and thus

shortens the study period of the foreign language.

 In relation to language learning, the use of song offers two major advantages

(Murphey, 1996). They show that songs have their own strengths and benefits. First, music

is highly memorable; whatever the reason, songs and music stick in the head. And the

second, music is highly motivating, especially for children, adolescents, and young adult

learner

It is not only those advantages, Murphey (1996) said that song also appears to

precede and aid the development of language in young children. A growing body research

indicates that the musical babbling produced by infants, and returned by parents, is

extremely important in the development of language in young children.

Schoepp (2001) has divided the reason that songs help students for language

learning into three. They are the affective, cognitive, and linguistic reasons. In the same line

as Schoepp, as the affective reason Eken (1996) stated that songs can be used to present a

topic, to practice a language point, lexis, etc. more over, Eken also stated that songs can be

used to focus on common learner errors in a more direct way, to encourage extensive and

intensive listening, to stimulate discussion of attitudes and feelings, to encourage creativity

and use of imagination, to provide a relaxed classroom atmosphere, and they can be used to

bring variety and fun to learning.

As the Cognitive Reasons, it is explained that songs also present opportunities for

developing automaticity which is the main cognitive reason for using songs in the

classroom. Gatbonton and Segalowitz in Schoepp (2001) define automaticity as "a

component of language fluency which involves both knowing what to say and producing

language rapidly without pauses." Using songs can help automatize the language

development process. Traditionally, it was believed that automatization would occur through
repetitive exercises in a non-communicative environment. However, the major shift towards

the communicative teaching methodology requires that automatization occur in a different

manner.

Besides automatization, there is also a linguistic reason for using songs in the

classroom. Some studies, Domoney, Harris, and Little in Schoepp (2001) investigated the

prevalence of pop music in the lives of EFL students. Both studies found that music is often

the major source of English outside of the classroom. The exposure to authentic English is

an important factor in promoting language learning. It relates directly to both the affective

filter and automaticity. If students are exposed to songs which they enjoy, more learning is

likely to occur since they may seek out the music outside of the classroom. The repetitive

style of songs then helps to promote automatization of colloquial language.

Lynch (2009) added 9 reasons why songs need to be used in teaching foreign

language. First, songs almost always contain authentic, natural language. Second, a variety

of new vocabulary can be introduced to students through songs.Third,songs are usually very

easily obtainable. Forth, songs can be selected to suit the needs and interests of the students.

Fifth, grammar and cultural aspects can be introduced through songs. Sixth, time length is

easily controlled. Seventh, students can experience a wide range of accents. Eighth, song

lyrics can be used in relating to situations of the world around us. And ninth, students think

songs are natural and fun.

Songs make people move their lips to remember what they just heard. The song

stuck in my head phenomenon (the echoing in our minds of the last song we heard after
leaving our car, a restaurant, etc., and which can be both enjoyable and sometimes

unnerving) also seems to reinforce the idea that songs work on our short- and long-term

memory (Murphey, 1990)

Flippo in Cheek (1980: 450) states that the activities which use song as teaching

instrument should be very motivating and the supply of this material is never ended. It is

also believed that song carries high appeal and provides enjoyment, interest, and motivation

for the students. Moreover, Finocchiaro (1889: 146) explains that by using songs, therefore,

language learning can be combined with recreation, interesting appreciation for change or

face in classroom to enhance motivation. Song not only motivates motivate the students

individually but also the whole class, so that the class is stimulated being cheered up because

song also provides a break from textbook.

The songs for teaching are not just picked up from the list of the entire English

songs. There are some criteria that need to be considered when selecting the songs for

appropriateness. Keegan (2010) offered a checklist that need to be considered in picking

up songs for teaching foreign language, they are;

Clear recording? Interesting to learners (will they like it)?

Suitable level of difficulty?

Suitable subject matter?

Useful language content?

What are you going to do with it, before, during and after?

Will it produce a response?

In different point of view, Orlova (2003) believes that appropriate songs for

teaching must hold some predicates. They are; the song must be an example of a particular
 musical trend, there shouldn't be any form of violence in it, the song should contain a certain

artistic image. By considering those criteria, the songs that are used in teaching foreign

language must not randomly be selected from the list of songs in the entire world.

Songs that was used for teaching should have some criteria that have explained

above. The activity must be attractive for the students, so the purpose of teaching could be

gained. The most important thing was the songs must contain a story inside. The purpose is

to make the songs easy to write into a recount text, a passage that retells an event or

experience in the past.

2.3. Recount Text Writing

Recount text tells what happened in the past time. For example someone who

visited a zoo, the text retells a past event. There are three types of recount text; they are

Personal Recount, Factual Recount, and Imaginative Recount (Derewianka, 1990). While

the purposes of them are providing information about what happened, when it happened,

where it happened, who was involved, and to entertain.

There are differences between those three types of recount text. Personal Recount

usually tells funny events in daily life that the writer was involved. While the Factual

Recount notes about and event such as history, scientism report, etc. but imaginative

Recount is more different. This is not real, it is fiction story.

There are parts of a recount text (SACS Library, 2010), they are;
 Orientation, this is in the beginning of the text. It gives to the reader the background

information needed to understand the text, which provides details of who was involved/

what was happened/ when it happened/ where it happened.

A series of paragraph, this retells what was happened. A series of an event which are

ordered in chronological sequences are here.

A reorientation, this is a retelling of the event and the end of the recount text.

Recounts begin by telling the reader about who, what, where, and when of an event

that is called as orientation. Then, the sequences of event are explained in some sort of order

like time. Finally, there is a reorientation at the end, which summaries the event. The

important thing is the recounts language feature, it uses past tenses.

2.4. Writing Quantity and Language Learning

Writing helps us to explore our own experiences and ideas. We write to discover

what we have to say. As you write, always remember that you are a real person with real

ideas and concerns. You are unique, there has never been and will never be anyone exactly

like you (Reynolds and Mixdorf, 1987). As a result, even what you see as common and

ordinary may be new to someone else. Writing is a skill, so the only way to learn any skill is

by doing it.

The first step to write is to identify the idea, and then do this by brainstorming.

There are many ways that can be inspiration in brainstorming, one of them is by songs. Song

is believed as source of inspiration to do everything. Besides that, Herlina (1998) stated that

some songs can give some new vocabularies for people who take English as foreign

language.
 Some people can write a lot and some people cannot. It depends on their

intelligence and competence. Blass and Pike-Baky (1985) defined intelligence and

competence in an example. An intelligent person is more flexible, for example in fixing a

car engine. One can learn how to fix it, but an intelligent person can apply those concepts to

another type of engine. So, if we compare this to writing, a competent person can write

based on what they learnt while the other one can make more of writing quantity.

Someones ability in writing quantity (in learning English process) can be a

reflection of his/her achievement of learning process. It can be concluded that the

achievement of a learning English as foreign language can be measured by someones

ability in writing quantity. If the writing quantity is high, it means that the ability of

mastering a foreign language is high too.

This research is only focused on the students recount text writing quantity (the

total of word use), not the grammar. Can songs help the students in increasing recount text

writing quantity? The result hopefully can show the increasing of the writing quantity of

group which the songs are given and compare the result to the other one (which the songs

are not given). The text type that was used is recount text, because this text is so easy to

connect to the ballad songs (which have decided for this research).
2.5. The Relevant Studies

According to Syamsidar (2004) in his thesis entitled The Use of Pictures Series

in Improving Students Writing Quantity has proved that picture series can improve the

students writing quantity. In line with this, Pelanis thesis (2007) entitled The Effect of

Personal Photograph on Students Writing Quantity in Descriptive text, It has also proved

that personal photograph can also improve the students writing quantity.

Before Syamsidar and Pelani, Herlina (1998) has done her thesis. By title

Teaching Vocabulary through Songs, it was found that there was a significant effect of

songs on students vocabulary. She concluded that teaching vocabulary through songs is

more effective than teaching vocabulary by explanation.

After some researches were done in previous, the researcher tried to combine

those researches into a different one. The treatment was songs which Herlina have ever

done, but the result was focused on writing quantity like Syamsidars and Pelanis.
 CHAPTER III

METHODOLOGY

3.1 RESEARCH DESIGN

The design of this research was experiment research. This research used two

variables. Song is independent variables, and students recount text writing quantity is

dependent variable.

In this research, the samples were divided into two groups and randomly the

researcher chosen the experimental group and the other one after the pre-test. Each group

will be treated by using different techniques. The first one is experimental group, this

group will be taught by using songs and the control group will be taught by applying

conventional method.

There was a pre-test given to both of groups. After the treatments were done in the

experimental group while conventional technique in control group, there was a post-test.

And the aspect that will be analyzed is only the quantity of writing recount text.

The design of this research can be figured out by using the following formula:

Experimental group Y1 -> X1 -> X2

Controlled group Y1 -> Xo -> X2

Where Yl: Pre-test, X2: Post-test

X1: Experimental treatment

Xo: Teacher's method (Conventional method)

3.2 Population
 The population of this research was the second semester students in class A of

English Education Program, Faculty of Teachers Training and Pedagogy at Bengkulu

University. This class was chosen because it was believed that they are still fresh in

English Education Program. There was SNMPTN to classify them into the students in class

A and this reason is enough to start an experimental research. They got Writing I in this

second semester where they are expected to be fluent and accurate in writing. The class

contains 38 students both male and female.

3.3 Sample

The students in class A (second semester) of English Education Program at

Bengkulu University was divided into two group, group 1 and group 2. Group 1 was chosen

as the sample for the treatments while the group 2 was chosen as the group as the

comparison for the experimental group. Both groups are not significantly different. Each

group consists of 19 students. According to Sugiyono (1996) this sampling named Purposive

Sampling Technique, because the researcher considered these students have heterogenic

ability. The heterogeneity of this class could be explained by the SNMPTN which selected

them based on their ability.

3.4 Instrument

The instrument of this research was a writing test. In previous, the try out of the

instrument on twenty students of class B showed the validity and reliability was very high

(see appendix 1 for more details). For the test, the students were asked to write a recount text

in both pre test and post test. The total of words that are written by the students is the key for

the researcher to count the quantity of the recount text writing.

The Pre-Test and Post-Test items were the same and simple, they were;

Pre-Test and Post-Test items

Recount text:
Purpose : provide information about what happened, when it happened,
where it happened, and who was involved.
Tenses : use past tenses
Parts : orientation, events, and re-orientation

Instructions:
1. Write your name on the provided space!
2. In the theme of 1st time experience, chose your own topic about your first time about
doing something!
3. Write a composition of one of the topics above into paragraphs in a recount text in 30
minutes!
4. Check your writing before collected!
3.5 RESEARCH PROCEDURES

3.5.1 Procedures of teaching

In this research, the data has gotten from two groups; experimental and control

group. First, the pre test gave to both of groups which asked them to make a recount text.

Then, the treatments were 6 times per each group in different techniques. In a control group,

the teaching was conventional while in the other one used songs for teaching. For the post-

test, both of groups made the other recount text. The theme was same between both groups.

3.5.1.1 Experimental Group

The procedures were:

1. The researcher explained to the students about recount text,

2. The researcher asked them to write their own text (one topic) as the pre test,

3. The researcher treated them by songs to improve their quantity of writing, this was 6

times,

4. For the post test, the students were asked to write the other one text with the same topic in

pre test.

In every treatment, a song was given as the media to gain its purpose. There were many activities

in treatments such as difficult word finding, blanks filling, song evaluating, and even a song

retelling. The songs were; Perfect (Simple Plan), Bizarre Love Triangle (Frente), Crush (David

Archueletta), Still Believe in Love (Ost.Twilight), Butterfly fly away (Miley Cyrus), and Open

Your Eyes to Love (LMNT).

3.5.1.2 Control Group

The pre test and post test were the same as in the Experimental Group, but there

were some difference. In details, the procedures were:

1. The researcher explained to the students about recount text,

2. The researcher asked them to write their own text (one topic) as the pre test,

3. The teaching process was conventional technique as usual teaching process,

4. For the post test, the students asked to write the other one text with the same topic in pre

test.

There are many ways in teaching recount text through conventional technique. An

explanation technique can be a choice. Another activity, the students are asked to divide a

paragraph based on the parts of a recount text (orientation, events, and re-orientation). In

this case, the researcher was helped by a partner who is the researcher classmate. She is

experienced in teaching recount text, she taught recount text in SMAN Bengkulu City in

PPL 2009-2010.

3.5.2 Technique of data analysis

The increasing of their words in writing recount text was the key to get the score.

It means that the increasing of both groups was compared. But to gain its strength as a

research, the T-Test was used to prove the hypothesis in the result of an experimental

research.
3.5.2.1 The Scoring

The scoring was calculated based on the total of words in a recount text. There

are eight categories word forms in English, they are: nouns, verbs, pronouns,

prepositions, adjectives, adverbs, conjunctions, and interjection.

1. Noun

A noun is the name of something, somebody, or a place. It can be subject or object

in a sentence, such as: Amir, Washington, rabbit, cat, I, she, we, them, you, and

etc.

2. Verb

A verb expresses action or state of being in a sentence such as: listen, speak, read,

write, and so on.

3. Pronoun

A pronoun is a replacing word of a noun. For examples: a dog is replaced by it,

John is replaced by he/him, book and pen are replaced by they/them, and etc.

4. Preposition

Preposition relates noun or noun phrases to other words in a sentence, such as; at,

in, on, above, before, under, and so on

5. Adjective

An adjective describe a noun or pronoun, such as; brave, happy, sad, angry, lazy,

etc.

6. Adverb

An adverb describes a verb, such as; easily, lucky, nicely, etc

7. Conjunction

A conjunction is a joining word such as; but, and, or, like, since, although, etc.

8. Interjection

Interjections are expressing or emphasizing word of emotion like wow, oh, oops.

They stand outside of grammar.

 CHAPTER IV

RESULT AND DISCUSSION

4.1. The Analysis of Pre-Test and Post-Test

The score was gained by the total of words in the pre-test and post-test based on

the word forms in English. After the treatments of the experimental group and the control

group, the result could be distributed into distribution table and divide them based on the

word forms (noun, verb, pronoun, preposition, adjective, adverb, conjunction, and

interjection).

PRETEST POSTTEST

EXPERIMENTAL CONTROL EXPERIMENTAL CONTROL

GROUP GROUP GROUP GROUP

Nouns 768 704 1099 764
Verbs 297 343 651 399
Pronouns 72 74 246 115
Prepositions 100 119 181 81
Adjectives 219 162 412 248
Adverbs 12 18 49 29
Conjunctions 109 100 269 151
Interjections 3 2 19 4
Total 1580 1522 2926 1791
The table states that the increasing of each forms of word that was gained from

the experimental group and the control group. The most increase in the experimental group

was happened to nouns and verbs which are about 331 and 354 from the pre-test, and the

lowest was on the interjection which is only 16 words. The different result was shown by

the other group, the control group. The most increase was gained by adjective, it was 86

words. But, the preposition was decreased 38 words from the pre-test.
 In analyzing pre-test and post test result, the scores (in general, not per each word

forms) of both groups were compared to find out whether or not the treatments gave

positive effect. From the pre-test and post-test result (see the following table), it was found

that songs could improve their writing quantity. Before the T-Test was done, the difference

of the result between the experimental group and control group could also be seen by the

following table;

Total Words
Groups Increase
Pre-Test Post-Test

Experimental Group 1.580 2.926 1.346

Control Group 1.522 1.791 269

The comparison may be more clearly in this chart;

 From the picture above, it was found that the score of both groups were improved.

The score of the experimental group got the most increasing from 1.580 in the pre-test to

2.926 in the post test. The difference score was 1.346 or raised 85,2% from the first score.

While the score of the control group got different increasing from 1.522 in the pre-test to

1.791 in the post test or it was improved 269 words or raised 18% in the post-test.

In analyzing whether or not there is significant difference in the post test result,

the researcher used T-test where the result is served in this following table (see appendix 3

and 4 for more details);

Pre-Test Post-Test
Tcount 0,36 4,85

Ttable 2,042 2,042

The table proved that there is no significant difference between both groups in the

pre-test, but it proved there is significant difference between both groups in the post test.

Finally, it could be concluded that H1 was accepted.

4.2 Discussion

There are many ways that can be used to motivate and develop students positive

attitudes towards writing. One of them is the technique used by teachers. The teacher can

apply many techniques. One of techniques that can be used is by using songs as media to

increase students writing quantity.

In researcher's observation at the Writing I Lesson in English Education Program

Unib, where the students are still free of grammar mistakes based on the curriculum. It was

the reason why the researcher could take the writing quantity as the topic in his thesis.
Increasing students writing quantity exactly needs something that highly memorable of

vocabulary and also motivates students to do writing. This statement was supported by

Murphey (1996) who stated that songs have some advantages for this research as the

treatment. And then, recount text type was chosen to limit this research.

The songs were not given in one type of activites, as Monreals request to give

variety in using songs as materials. By varieties, the new vocabulary from a song is easy to

remember as Murphey explained the song stuck in my head in a book titled Music and

Song.

The treatments were begun by dividing a class into two groups, first group and

second group. The dividing was very randomly, based on their name list that was written by

them. Then, the pre-test was done on both groups. In both two groups (first group and

second group), the pre-test was conducted before giving the treatments in order to see the

equivalence of their ability. The instrument was a recount writing test where the students

were asked to write a composition based on certain topics.

In average, the students in the first group could write about 83 words in the pre-

test and the students in the second group could write about 80 words. However, the

calculation of T-Test on both group proved that Tcount was lower than Ttable. It showed that

there was no significant difference between first group and second group (see appendix 3).

The T-Test result (see appendix 3) showed that the both group were almost

equivalent. Based on the result it can be concluded that their writing quantity was nearly the

same or not significant different. It can be also concluded their ability of writing quantity

was in the same level. In this case, the researcher could choose any group as the
experimental group and the other as the control group. The researcher determined the first

group as experimental group and the second group as control group.

After the groups were divided into two groups (experimental group and control

group), the treatments were given based on the groups. There were about six times of

treatments in the experimental group and control group. Some songs were used for the

treatment in the experimental group. For the treatments of the control group, the researcher

was helped by a partner. She had responsibility of this group. The teaching method that was

used was a conventional method where the students were not given any song as the

treatment.

In the last meeting, the researcher gave post-test to the students of both groups.

The test was the writing test (the same as in the pre-test). They were asked to make a

recount text. There were no treatment or conventional technique on both groups before the

test, they just did the post-test as they did the pre-test.

The result showed that the experimental group produced 2.926 words in the post-

test, while the control group could gain 1.791 words. The difference was so surprised where

there were 1.135 words between two groups. The students in experimental group could

write 154 words in average as their post test result, while the other group, the students wrote

94 words in average (see appendix 2).

Furthermore, the calculation of T-Test on both group showed that Tcount was

higher than Ttable (see appendix 4) where was explained that there was significant difference

between experimental group and control group. From the result of T-Test calculation, it said

that H1 was accepted where there is a significant difference in writing quantity between the

experimental group and the control group.

 It was assumed that the significant difference between two groups was caused by

the type of teaching method in the previous treatments. The classroom activity in the

experimental group could attract them to be more active to involve. It could be seen by each

ending after the treatments. The students always asked the song for the next meeting,

sometime they requested a song for the next treatment.

This phenomenon has relationship with Firmansyah. Songs is a very good tool to

motivate the stundents' learning process, it works also as a break for the routine. This could

mean that the activity can be a break between the students learning process in the campus.

Beside that, songs also make the students more sensitive to the sounds and the class

becomes more interesting and powerful.

The students in the experimental group are also easy to remember any new word

in the songs that were heard in the classroom. The songs must be echoing in the students

head after the class. In the same line, Murphey (1990) stated that the last song we heard

after leaving our car, a restaurant, and etc. stuck in your head. For example, if you heard the

sound track of FIFA World Cup 2010 in a public transportation that you get on to the

campus, you may move your lips without your awareness to remember the lyric of the song

when you arrived in the campus. This phenomenon is called as echoing songs.

Many factors could be assumed for the increasing of the recount text writing

quantity. First, the students mood in experimental class was better than the students in the

other group. This caused their mind open for new entries of new words. Then, the

attractive activity in the experimental group raised the students motivations to learn. So that

they were excited to involve in the activity until they do the post test. Beside those factors,

the experience of the students that same or almost the same with the story in the songs has
opened their minds to write much. The students might want to express their story more in

their writing, and it is so satisfied if you can show your emotion into a piece of paper.

The conventional method in the control group is not as interesting as the songs.

Flippo (1998) in Cheek (1980: 450) believed that the activities which are used as teaching

instrument should be very motivating. One of the teaching techniques is the song. It is also

believed that song carries high appeal and provides enjoyment, interest, and motivation for

the students and the supply of this material is never ended. Some students sometime cut the

class during the treatments. But, the relationship between the teacher and the students in the

class might make most of them still stayed in the class. They were close very early before

the research begun.

 Chapter V

Conclusion and Suggestion

5.1 Conclusion

It could be concluded from the result on the previous chapter that there was a significant

effect of using songs to the students quantity of writing recount text on the second semester

class A of English Education Program Unib. This statement could also explain that the

experiment was successful and the use of songs as media for teaching was more effective to be

applied in improving the students writing quantity than the conventional technique. In details,

the part of word forms that gained the most increase was the using of noun and verb. If the result

of this research is compared with Herlinas, it could be concluded that songs do not only increase

the students vocabulary mastery but also can improve the students quantity of writing recount

text.

Based on theory of Suggestopedia from Lozanov and the result of the research, the

positive atmosphere in the classroom, the relaxation, and without under pressure can increase the

students recount text writing quantity. In writing itself, there are many steps to make a good

writing. The first is making a draft and then editing process which contains more aspects such as

grammar and writing technique. So, the result of this research was still not yet the final of the

writing process but it was a good starting to make a good writing to help the language learning

process.
5.2 Suggestion

This research had proved that the use of songs could improve the students writing

quantity of English Education Program students (class A of the second semester) of UNIB.

Based on conclusion above, the researcher would like to offer some suggestion dealing with

teaching writing in the classroom:

1. Teaching English through songs could give positive effect for learning process. It was

proved by this research that songs can improve students quantity of writing text. The

teacher should consider this technique as the variation for teaching English in the

classroom.

2. Students are expected can be independent students in learning English. It means that this

research offers a learning strategy for learning English especially in improving writing

quantity.

3. For further research, it is expected that the further research can follow up the result of this

research. It means that there is the next step in writing which is editing process. So it is

important to find a way or strategy for the editing process to produce a good writing.
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 APPENDICES

APPENDIX 1

Table 1. The Validity and Reliability of Instrument

subject x y x2 y2 crossproduct
1 48 48 2304 2304 2304
2 100 100 10000 10000 10000
3 52 50 2704 2500 2602
4 84 83 7056 6889 6972,5
5 55 57 3025 3249 3137
6 95 94 9025 8836 8930,5
7 67 66 4489 4356 4422,5
8 100 98 10000 9604 9802
9 51 53 2601 2809 2705
10 45 45 2025 2025 2025
11 43 44 1849 1936 1892,5
12 37 38 1369 1444 1406,5
13 49 48 2401 2304 2352,5
14 37 36 1369 1296 1332,5
15 53 55 2809 3025 2917
16 45 45 2025 2025 2025
17 58 58 3364 3364 3364
18 57 58 3249 3364 3306,5
19 78 77 6084 5929 6006,5
20 85 86 7225 7396 7310,5
1239 1239 84973 84655 84814

From the table, it could be seen that;

N = 20 y =1239

x = 1239 y2 =84655

x2 = 84973 (y) 2 =1535121

(x) 2 = 1535121 xy =84814

To know the both validity and reliability of the instrument, the following formula was used;

r=

r=

r=

r=

r=

r= 1,0001

Where;

X= Score calculated by researcher

Y= Score calculated by co researcher

r calculation: 1,0001

r table: 0,396

r calculation > r table = significant

1,0001 > 0,396

Thus, the value of the xy (coefficient correlation between x and y)

1,0001 > 0,396

It means that the validity and reliability of the test are high.
APPENDIX2

DISTRIBUTIONTABLE

PRETEST POSTTEST
EXPERIMENTALGROUP CONTROLGROUP EXPERIMENTALGROUP CONTROLGROUP

X1 X12 X1 X12 X1 X12 X1 X12

1 115 13225 1 86 7396 1 230 52900 1 98 9604
2 64 4096 2 67 4489 2 158 24964 2 88 7744
3 63 3969 3 92 8464 3 132 17424 3 117 13689
4 47 2209 4 90 8100 4 111 12321 4 100 10000
5 102 10404 5 113 12769 5 170 28900 5 145 21025
6 114 12996 6 91 8281 6 217 47089 6 111 12321
7 64 4096 7 43 1849 7 142 20164 7 69 4761
8 79 6241 8 65 4225 8 110 12100 8 113 12769
9 50 2500 9 146 21316 9 131 17161 9 143 20449
10 67 4489 10 39 1521 10 115 13225 10 54 2916
11 121 14641 11 53 2809 11 242 58564 11 92 8464
12 62 3844 12 83 6889 12 92 8464 12 119 14161
13 85 7225 13 45 2025 13 116 13456 13 68 4624
14 92 8464 14 94 8836 14 122 14884 14 94 8836
15 123 15129 15 86 7396 15 211 44521 15 75 5625
16 93 8649 16 68 4624 16 165 27225 16 66 4356
17 86 7396 17 117 13689 17 140 19600 17 110 12100
18 77 5929 18 78 6084 18 129 16641 18 66 4356
19 76 5776 19 66 4356 19 193 37249 19 63 3969
1580 141278 1522 135118 2926 486852 1791 181769

THETOTALPRODUCTIONOFWRITINGRECOUNTTEXTBASEDONWORDFORMSINENGLISH

PRETEST POSTTEST
EXPERIMENTAL CONTROL EXPERIMENTAL CONTROL
GROUP GROUP GROUP GROUP

Nouns 768 704 1099 764
Verbs 297 343 651 399
Pronouns 72 74 246 115
Prepositions 100 119 181 81
Adjectives 219 162 412 248
Adverbs 12 18 49 29
Conjunctions 109 100 269 151
Interjections 3 2 19 4
Total 1580 1522 2926 1791

THEINCREASEOFWORDSFROMTHEPRETESTTOTHEPOSTTEST

EXPERIMENTALGROUP CONTROLGROUP
Nouns 331 60
Verbs 354 56
Pronouns 174 41
Prepositions 81 38
Adjectives 193 86
Adverbs 37 11
Conjunctions 160 51
Interjections 16 2
total 1346 269

MEANOFWORDSPRODUCTIONINEACHTEST

ST EXPERIMENTALGROUP 83.15789
RE TE
P CONTROLGROUP 80.10526
ST EXPERIMENTALGROUP 154
S TTE
PO CONTROLGROUP 94.26316





APPENDIX3

ThePreTestCalculation

FTest
a) H0 S12=S22, H1 S12S22

S12 =

=
=
=
S12 =549,36 S1=23,44

S22 =

=
=
=
S22 =733,21 S2=27,08

S22>S12

b) Fcount = =

Fc =1,35
c) Ftable
d.f =n11=18(numerator)
=n21=18(denominator)
So,Ft=2,34
d) CompareFc><Ft
Fc=1,35
Ft=2,34
Fc<Ft thismeansthatH0wasaccepted,theresnosignificantdifferencebetweenM1and
M2(bothvariantsarenotsignificantdifferent)


TTest(AProcedure)
a) Hypotheses; H0M1 M2

H1M1 M2

M1 = M2 =

= =
M1 =83,16 M2 =80,11

M1>M2

b) Tcount
Tc =

=
T c =0,36
c) Ttable
Alpha =0,05(twotailedexperiment)
d.f =n1+n22=36
So,Tt=2,093
d) CompareTc><Tt
Tc=0,36

Tt=2,093
thismeansthatH0wasaccepted,theresnosignificantdifferencebetween
Tc<Tt
M1andM2(bothvariantsarenotsignificantdifferent)

ThePostTestCalculation
FTest
e) H0 S12=S22, H1 S12S22

S12 =

=
=
=
S12 =2013,78 S1=44,88

S22 =

=
=
=
S22 =719,09 S2=26,82

S12>S22

f) Fcount = =

Fc =2,8
g) Ftable
d.f =n11=18(numerator)
=n21=18(denominator)
So,Ft=2,34
h) CompareFc><Ft
Fc=2,8
Ft=2,34
Ft<Fc thismeansthatH1wasaccepted,theressignificantdifferencebetweenM1andM2
(bothvariantsaresignificantdifferent)

TTest(BProcedure)
e) Hypotheses; H0M1 M2

H1M1 M2

M1 = M2 =

= =
M1 =154 M2 =94,26
M1>M2

f) Tcount
Tc =

=
T c =4,85
g) Ttable
Alpha =0,05(twotailedexperiment)
d.f =n1+n22=36
So,Tt=2,093
h) CompareTc><Tt
Tc=4,85
Tt=2,093
thismeansthatH1wasaccepted,theressignificantdifferencebetweenM1
Tc>Tt
andM2(bothvariantsarenotsignificantdifferent)

Afterthetreatmentsaregiventotheexperimentalgroup,experimentalgroupandcontrolgroupare
differentintheirability.Thetreatmentwaseffectiveoftheexperimentwassuccessful.

APPENDIX4

ACTIVITIESINCONTROLGROUP
ACTIVITYI
ExplanationofRecountText
Purpose : provide information about what happened, when it happened,
where it happened, and who was involved.
Tenses : use past tenses
Parts : orientation, events, and re-orientation

ACTIVITYII
Dividetheseparagraphsintoeachpartsofarecounttext!
Text1
Mrs.Greenwasanoldlady.Shetraveledoftenandshewasn'tafraidofflying.Onedayshewasgoing
fromChicagotoSanFranciscoinabigplane.Therewerealotofemptyseatsonit.
Mrs.Green'sseatwasnearawindow.Therewasayoungmanontheothersideoftheaisle.Hewas
nearawindow,too.Mrs.Greenlookedattheyoungmanseveraltimes.
"He'salwayslookingattheengineoutsidehiswindow/'shethought.Shegotupandwalkedaroundin
theplaneforafewminutes.Thenshesatdownandlookedattheyoungmanagain.
"Yes/'shethought,"he'slookingatthatengineallthetime."
AfterhalfanhourMrs.Greenwentovertohimandsaid,"Takeawalkaroundtheplane,youngman.I'm
goingtowatchthatengineforyouforafewminutes."

Text2
JeanwastravelingaroundNewEnglandbycar.Onedayshestoppedinasmallvillagetolookata
beautifuloldchurch.Therewasacemeteryinfrontofit,andanoldmanwasrakingthegrassaround
thegraves.
Jeangotoutofhercar,wentintothecemeteryandlookedatsomeofthegraves.Thenshewentoverto
theoldmanandsaidtohim,"Goodmorning.Dopeopleoftendieinthisvillage?"
Theoldmanstoppedworkingforafewseconds,lookedatJeancarefullyandsaid,"No,theydieonce."
Jeanlaughedwhensheheardthis,andthensaidtotheoldman,"I'msorry.Ididn'tsaythatcorrectly.I'll
askitdifferently:'Doalotofpeopledieinthisvillage?'"
Theoldmanstoppedhisworkagain."Yes,"hesaid."Allofthemdo."Thenhebeganrakingthegrass
again.

 ACTIVITYIII

Clozeexercise

ItwasaSaturday()inMay.WhenMrs.Edwardsopenedhercurtainsand
lookedout,shesmiledandsaid,Itsgoingtobea()dayShewokehersmall
son up at eigfatthirty and said to him, Get up, Teddy. Were going to go to the zoo
today.Washyourhandsandface,brushyourteethandeatyourbreakfast().
WeregoingtogotoNewYorkby().
Teddywassixyearsold.Hewasveryhappynow,becausehelikedgoingtothezoo
verymuch,andhealsolikedgoingbytrain.Hesaid,Idreamedaboutthezoolast
(),Mommy.
Hismotherwasina(),butshestoppedandsmiledather()son.You
did,Teddy?shesaid.Andwhatdidyoudointhe()inyour
()?
Teddy()andanswered,Youknow,Mommy!Youwerethereinmydream
too.

(zoo,morning,train,hurry,small,night,laugh,beautiful,quickly,dream)

Answerthesequestions:

1. WhatdidMrs.Edwardssaywhenshelookedoutofthewindow?

2. WhywasTeddyhappy?

3. WhatdidTeddydreamabout?

4. WhatdidMrs.EdwardsaskTeddy?

5. WhatdidTeddyAnswer?

 ACTIVITYIV

Arrangetheseparagraphsintoagoodstory

1. That'sallright.Bill,"Fredsaid."Illputthesesmallpiecesofbreadontheroofofthetrailer
tonightandthey'llwakeusupinthemorning."

2. Fredwasright.Assoonasitbegantogetlight,smallbirdscamedowntoeatthebread,and
theirnoiseontheroofofthetrailerwokeBillandFredupveryquickly.

3. Theywantedtogetupearlythenextdaytogofishing,buttheydidn'thaveanalarmclock.

4. Billwasverysurprised,buthedidn'tsayanything.

5. BillandFredwerestudentsatauniversityandtheywerefriends.Theydidn'thavemuchmoney,
sowhenitwastimefortheirsummervacation.Billsaid,"Let'stakeourvacationinatrailer,
Fred.It'scheaperthanahotel.Icanborrowmyfather'strailer."Fredwasveryhappy,sothey
gotintothetrailerandbegantheirvacation.

WriteHere!

 ACTIVITYV

Answerthefollowingquestions!

WhenGeorgewasthirtyfive/heboughtasmallplaneandlearnedtoflyit.Hesoonbecameverygood
andmadehisplanedoallkindsoftricks.

Georgehadafriend.HisnamewasMark.OnedayGeorgeofferedtotakeMarkupinhisplane,Mark
thought,"I'vetraveledinabigplaneseveraltimes,butI'veneverbeeninasmallone,so"Illgo."

Theywentup,andGeorgeflewaroundforhalfanhouranddidallkindsoftricksintheair.

Whentheycamedownagain,Markwasverygladtobebacksafely,andhesaidtohisfriendinashaking
voice,"Well,George,thankyouverymuchforthosetwotripsinyourplane."

Georgewasverysurprisedandsaid,"Twotrips?""Yes,myfirstandmylast,"answeredMark.

1. WhatdidGeorgelearntodowhenhewas35?
2. Whowentupwithhiminhissmallplane?
3. WhatdidGeorgedowhiletheywereintheair?
4. HowwereMarksfeelingthere?
5. WhywereGeorgefeltconfusedbyMarkscommentafterthat?
6. WhatwillyousayifyouareMark?
7. WritealettertoafriendthattellsyourexperienceasMark!


THISISALYRICOFASONG
(JasonMrazfeat.Colby)
Doyouhearme,
Imtalkingtoyou
Acrossthewateracrossthedeepblueocean
Undertheopensky,ohmy,babyImtrying
BoyIhearyouinmydreams
Ifeelyourwhisperacrossthesea
Ikeepyouwithmeinmyheart
Youmakeiteasierwhenlifegetshard
ImluckyIminlovewithmybestfriend
LuckytohavebeenwhereIhavebeen
Luckytobecominghomeagain
Theydontknowhowlongittakes
Waitingforalovelikethis
Everytimewesaygoodbye
Iwishwehadonemorekiss
IllwaitforyouIpromiseyou,Iwill
ImluckyIminlovewithmybestfriend
LuckytohavebeenwhereIhavebeen
Luckytobecominghomeagain
THISLYRICCONTAINSASTORYINSIDE,TRANSFORMTHELYRICTOBEYOURRECOUNTTEXT!
ACTIVITYVI
Lucky
Luckywereinloveeveryway
Luckytohavestayedwherewehavestayed
Luckytobecominghomesomeday
AndsoImsailingthroughthesea
Toanislandwherewellmeet
Youllhearthemusicfilltheair
Illputaflowerinyourhair
Thoughthebreezesthroughtrees
MovesoprettyyoureallIsee
Astheworldkeepsspinninground
Youholdmerighthererightnow
ImluckyIminlovewithmybestfriend
LuckytohavebeenwhereIhavebeen
Luckytobecominghomeagain
Imluckywereinloveeveryway
Luckytohavestayedwherewehavestayed
Luckytobecominghomesomeday

APPENDIX5
THETREATMENTSINEXPERIMENTALGROUP

TREATMENTI
Listenandenjoythissong!

OPENYOUREYESTOLOVE
(LMNT)

You'vebeensearchingtheworldtofindtruelove
Lookinginallthewrongplaces
Whenallofthetimeyou'vebeenblindtolove
Asplainasthenoseonyourfaceis

(Chorus)
It'shere,it'snow
Openyoureyesandseeit
Righthere,rightnow
Openyoureyestolove

You'vebeendownonyourselfthinkingsomethingsarewrong
Wonderingwhylovehasneverfoundyou
Don'tyouknowit'sbeenrighthereallalong
Ifonlyyou'dlookaroundyou

It'shere,it'snow
Openyoureyesandseeit
Righthere,rightnow
Openyoureyestolove

Lovehasbeenrightbyyoursideoh,soclosethatyoucouldn'tsee
Iflovecouldspeakitwouldshouttothesky,
"I'vealwaysbeenhere,Ialwayswillbe"

I'mhere,Imnow
Openyoureyesandsee
Righthere,rightnow
Openyoureyestolove

Openyoureyes.....
Openyourmindtolove
Openyourhearttolove.

Afterthat,writedownthedifficultwordsbehindthepaper!


Listenthissongcarefullyandfillinthefollowingblanks!
Itwasaclear()day
WhenIsawthetearsinyourface
Iknewthatourtimewasuponus
Our()ofendwassofast
Butthekissofgoobyealwayslasts
Noteventimecouldfadeitaway
Eventhoughyouarenolongerhere
Thereisstillsomethingbetweenus
Eventhoughlifeisn't()
I'dneverlosemytrust
Chorus:
Justanotherlessontobelearned
Gottamoveonandnotlose()
Justanotherobstacletotake
Livemylifebeforeitgetstoolate
Iwon'tgiveup
Iwon'tstaydown
Thisiswhatlife'sworthlivingfor
(Life's()livingfor)
Istillbelieveinlove
I'mholdingthewarmthofyourlips
Itfeelslikethetimewefirstkissed
Whenallofthestars()upforus
Butlikethewindyousaidgoodye
Andleftme()heretocry
Weshouldn'thavegoneourseparateways
Afterthat,writedownthedifficultwordsbehindthepaper!
TREATMENTII
StillBelieveinLove
(Ost.Twilight)
Eventhoughyouarenolongerhere
Thereisstillsomethingbetweenus
Eventhoughlifeisn't()
I'dneverlosemytrust
Chorus:
Justanotherlessontobelearned
Gottamoveonandnotlose()
Justanotherobstacletotake
Livemylifebeforeitgetstoolate
Iwon'tgiveup
Iwon'tstaydown
Thisiswhatlife's()livingfor
(Life'sworthlivingfor)
Istillbelieveinlove
Chorus:
Justanotherlessontobelearned
Gottamoveonandnotlose()
Justanotherobstacletotake
Livemylifebeforeitgetstoolate
Iwon'tgiveup
Iwon'tstaydown
Thisiswhatlife's()livingfor
(Life'sworthlivingfor)
Istillbelieveinlove
***

 TREATMENTIII

Eachblankcontainsonephrase,solistencarefullytofillintheblanks!

Perfect
(SimplePlan)

Heydadlookatme 'Cuzwelostitall
Thinkbackandtalktome Nothinglastsforever
DidI()accordingtoplan? I'msorry
AnddoyouthinkI'mwastingmytimedoing Ican'tbeperfect
thingsIwannado? Nowit'sjusttoolateand
Butithurtswhenyoudisapproveallalong Wecan'tgoback
I'msorry
AndnowItryhardtomakeit Ican'tbeperfect
Ijust()makeyouproud
I'mnevergonnabegoodenoughforyou Nothing'sgonnachangethethingsthatyousaid
Ican'tpretendthat Nothing'sgonna()rightagain
() Pleasedon'tturnyourback
Andyoucan'tchangeme Ican'tbelieve()
Justtotalktoyou
'Cuzwelostitall Butyoudon'tunderstand
Nothinglastsforever
I'msorry 'Cuzwelostitall
Ican'tbeperfect Nothinglastsforever
Nowit'sjust()and I'msorry
Wecan'tgoback Ican'tbeperfect
I'msorry Nowit'sjust()and
Ican'tbeperfect Wecan'tgoback
I'msorry
Itrynottothink Ican'tbeperfect
AboutthepainIfeelinside
Didyouknowyouusedtobemyhero? 'Cuzwelostitall
Allthedaysyou()me Nothinglastsforever
Nowseemso() I'msorry
Anditfeelslikeyoudon'tcareanymore Ican'tbeperfect
Nowit'sjusttoolateand
AndnowItryhardtomakeit Wecan'tgoback
Ijustwanttomakeyouproud I'msorry
I'mnevergonnabe()foryou Ican'tbeperfect
Ican'tstand()
Andnothing'salright

Afterthat,writedownthedifficultwordsbehindthepaper!

 TREATMENTIV

Listenthissongcarefullyandfillinthefollowingblanks!Eachblankscontainsalineofwords.

ButterflyFlyaway
(MileyCyrus)

Youtuckedmein,turnedoutthelight
Keptmesafeandsoundatnight
()

Brushedmyteethandcombedmyhair
Hadtodrivemeeverywhere
YouwerealwaystherewhenIlookedback

()
Makealiving,makeahome
Musthavebeenashardasitcouldbe

AndwhenIcouldn'tsleepatnight
Scaredthingswouldn'tturnoutright
()

()
Howyouwonderwhoyou'llbe
Can'tgofarbutyoucanalwaysdream

Wishyoumayandwishyoumight
()
Ipromiseyoutherewillcomeaday
Butterflyflyaway

Butterflyflyaway,butterflyflyaway
()
Takethosedreamsandmakethemallcometrue

Butterflyflyaway,butterflyflyaway
We'vebeenwaitingforthisday
()
Butterfly,butterfly,butterfly,butterflyflyaway

Afterthat,writedownthedifficultwordsbehindthepaper!


Listenandenjoythissong!
(JasonMrazfeat.Colby)
(Jason)
Doyouhearme,
Imtalkingtoyou
Acrossthewateracrossthedeepblueocean
Undertheopensky,ohmy,babyImtrying
(Colbie)
BoyIhearyouinmydreams
Ifeelyourwhisperacrossthesea
Ikeepyouwithmeinmyheart
Youmakeiteasierwhenlifegetshard
(Both)
ImluckyIminlovewithmybestfriend
LuckytohavebeenwhereIhavebeen
Luckytobecominghomeagain
Ooohh,ooooh,oooh,oooh,
Ooohoohoohooh
(Both)
Theydontknowhowlongittakes
Waitingforalovelikethis
Everytimewesaygoodbye
Iwishwehadonemorekiss
IllwaitforyouIpromiseyou,Iwill
(Goonthenextpage.)
TREATMENTV
Lucky
(Both)
ImluckyIminlovewithmybestfriend
LuckytohavebeenwhereIhavebeen
Luckytobecominghomeagain
Luckywereinloveeveryway
Luckytohavestayedwherewehavestayed
Luckytobecominghomesomeday
(Jason)
AndsoImsailingthroughthesea
Toanislandwherewellmeet
Youllhearthemusicfilltheair
Illputaflowerinyourhair
(Colbie)
Thoughthebreezesthroughtrees
MovesoprettyyoureallIsee
Astheworldkeepsspinninground
Youholdmerighthererightnow
(Both)
ImluckyIminlovewithmybestfriend
LuckytohavebeenwhereIhavebeen
Luckytobecominghomeagain
Imluckywereinloveeveryway
Luckytohavestayedwherewehavestayed
Luckytobecominghomesomeday


HOWWOULDYOUDESCRIBETHISSONG?

1=notatall,6=verymuch
Circlethenumberofyourchoice!

Warm 1 2 3 4 5 6 inspiring 1 2 3 4 5 6
Gentle 1 2 3 4 5 6 soothing 1 2 3 4 5 6
Lively 1 2 3 4 5 6 Iwanttohearitagain 1 2 3 4 5 6
Soft 1 2 3 4 5 6 Iwouldgiveittoafriend 1 2 3 4 5 6
Boring 1 2 3 4 5 6 Ithinkthesingersare:
Yellow 1 2 3 4 5 6 sincere 1 2 3 4 5 6
Simple 1 2 3 4 5 6 inlove 1 2 3 4 5 6
Fun 1 2 3 4 5 6 excited 1 2 3 4 5 6
Repetitive 1 2 3 4 5 6 angry 1 2 3 4 5 6
goodbeat 1 2 3 4 5 6 bored 1 2 3 4 5 6
goodinstrument 1 2 3 4 5 6 boring 1 2 3 4 5 6
goodlyric 1 2 3 4 5 6 Iwouldliketomeetthesingers
sociopoliticallyengaged 1 2 3 4 5 6 1 2 3 4 5 6
disorganized 1 2 3 4 5 6 Canyouimaginesayingthewordstosomeone?
toolong 1 2 3 4 5 6 1 2 3 4 5 6
makesmewanttodance 1 2 3 4 5 6


TREATMENTVI

Feelthissongwithyourheart!

"BizarreLoveTriangle"
(Frente)

EverytimeIthinkofyou
Ifeelshotrightthroughwithaboltofblue
It'snoproblemofmine
Butit'saproblemIfind
LivingalifethatIcan'tleavebehind
Butthere'snosenseintellingme
Thewisdomofthefoolwon'tsetyoufree
Butthat'sthewaythatitgoes
Andit'swhatnobodyknows
welleverydaymyconfusiongrows

EverytimeIseeyoufalling
Igetdownonmykneesandpray
I'mwaitingforthatfinalmoment
YousaythewordsthatIcan'tsay

IfeelfineandIfeelgood
I'mfeelinglikeInevershould
WheneverIgetthisway
Ijustdon'tknowwhattosay
Whycan'twebeourselveslikewewereyesterday
I'mnotsurewhatthiscouldmean
Idon'tthinkyou'rewhatyouseem
Idoadmittomyself
ThatifIhurtsomeoneelse
ThenI'llneverseejustwhatwe'remeanttobe

EverytimeIseeyoufalling
Igetdownonmykneesandpray
I'mwaitingforthatfinalmoment
YousaythewordsthatIcan'tsay

Basedonthestoryofthesong,makesomeparagraphtoretelltheexperienceinside!