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CHAPTER I
INTRODUCTION
the writer. In this chapter there are six subtitles. They are : (1) background of the
study, (2) problem of the study, (3) purpose of the study, (4) research hypothesis,
(5) Significance of the study, (6) scope and limitation of the study, and (7)
definition of key-terms.
person was still a kid. In Indonesia, English is one of foreign languages that is taught
in primary school. It is not only known as a foreign language, but also learnt from
Aini (2017) stated that many native speakers even agreeing about English is a "bad"
language. It is caused not only by its different word construction but also the
pronunciation, the grammar, the writing and the vocabulary mastery. Between all
of them, vocabulary mastery is the most important thing. In the writer personal
experience in primary school, the writer often faced hard time while studied
English. Now, primary school teachers should recognize what kind of teaching
stated that without enough vocabulary, no one will understand each other. Indeed,
people need to use words in order to express themselves in any language. Most
teacher, the writer noticed the fact that students usually find it difficult to speak
English fluently. The students think that speaking and writing activities are tiring
because they use the same expressions and words and very soon their conversation
Another reason that also happened is the problem of forgetting the words
immediately after the teacher tell the meaning or after they read the words in the
dictionary book, and this also a cause of the lack of vocabulary. The more words
something like song is helpful enough because it is familiar in our daily life.
Miranti, Engliana and Hapsari (2015:171) also said that a song as a media is giving
a good impact in developing students' vocabulary mastery. Law (2014) also said
that children ages are active learners not only at home but also at school. Recine
(2015) said that to improve the vocabulary, students have to read transcripts as they
listen. Since listening popular English song is one of students interests, they will
enjoy while reading the transcript and unconsciously improving their vocabulary.
Borisai and Dennis (2016:91-92) already prove this by their conclusion in their
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study that a song could help students to improve their vocabularies, even attracting
Muflihah (2017:372) also states that using English song is profitable for
using songs as learning material is helpful for learn and remember new vocabulary
and idioms. Singing along using popular English songs will help students to
touch, smell, taste, hearing (sound) is the easiest way to learn. By listening to a
popular song, the students are using the sighting sense and hearing sense. They also
can both learn and have fun in the relax atmosphere. The students easily remember
their experiences that connected with physical involvement. These experiences are
the activities happen in the classroom, which involves the senses, what they feel,
what they see and what they hear. They can get these experiences through songs.
So far, to master English skill the students must be able to apply one of the
Alchieri (2017) said that listening to song is a great way to learn English.
When listening to a song, new words that the students never heard before will be
obtained by them. Also, some words that have different context and meaning will
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be noticed by the students. Music in the other hand will help their brain more
Zazulak (2015) stated that between music and memory there is not only have
a strong link but also have a similar areas of the brain that activated when listen or
play music and speaking or processing language. Research from the University of
Edinburgh by Ludke, Ferreira, & Overy (2013:50-51) found that get longer
memories is the benefit of learning foreign languages through songs and the pitch
song, the teacher should appeal to all the physical senses. The students should both
hear and see all new words. However, listening to the music to the students is better
way to attract their interest in English word, because it is important and necessary
mastery.
Based on the explanation above, the writer wants to find the influence of
listening popular English songs to the students’ vocabulary mastery of the fourth
grade students of SDN 005 SAMARINDA in 2018 / 2019 academic year. The writer
chooses the fourth grade students of SDN 005 SAMARINDA as the sample study
The writer choose two English popular song as the media of this study
because a numbers of reasons. The first reason is the students of SDN 005
SAMARINDA have limited vocabulary. Well, as the writer said before it is the first
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time they introduced into English, so it will be a little bit strange for them to learn.
They also like to listen to song so it will be an attraction for them to learn English
much and more. Then these songs are quite popular among the students. After that,
the songs are easy to memorize, simple and limited in number of characters. Also,
these songs are the original soundtrack of Disney Movie, which suitable for all ages.
Last, the vocabulary of the songs has been suitable with the English curriculum of
the school.
Based on the background of the study above, the writer formulates the
problem of the study as follow: “How is the influence of teaching listening by using
popular English songs to the students’ vocabulary mastery of the fourth grade
Based on the problem as mentioned above, the writer would like: To find
out the influence of listening popular English songs to the students’ vocabulary
mastery in form of scores attained by the fourth grade students of SDN 005
D. Research Hypothesis
1. The Null Hypothesis (Ho) “Listening to popular English songs does not
It is expected that this study can give fundamental facts for further
Due to limited time, fund and energy (facilities), the scope of this study is
vocabulary mastery and given listening English popular songs to the students about
SAMARINDA in 2018 / 2019 academic year and the song are Idina Menzel “Let It
Grande featuring John Legend “Beauty and The Beast”, lyrics written by Alan
G. Definition of Key-Terms
1. Influence in this study means the effect or result of listening English popular
2. Listening English popular songs means to only give a media with sounds
but not with any visual media. The teacher also gave the students some
papers that they can fill in and completing the lyrics. This method is used to
3. Mastery means to the scores achieved by the sample of students in given test
on English vocabulary.
4. Vocabulary mastery means the words which have been mastered by the
CHAPTER II
REVIEW OF LITERATURE
this chapter, the writer will explain the relation of the previous study and this study.
There are five subtitles in this chapter. They are : (1) the concept of vocabulary, (2)
clear description of vocabulary, the writer would give the following definition.
conceived. In addition, Lestari (2015:5) said that vocabulary is the first thing to
qualified English vocabulary because without that the teacher cannot using the
connected with the duty of teacher as a mediator and facilitator or someone who
Based on the explanation above, the writer can conclude for the word of
used as the range of word that known to all individual when they used the language.
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With this in mind, it is stated that vocabulary is word that have meaning
after we build them up with the good rules and we can use them to the other as
result, listener can understand what we mean and they give response for our
language. And vocabulary also means words which have meaning when heard or
seen even though not produced by the student to communicate with the others
Words are made up of part of words such as suffixes, prefixes, and stems.
The smallest parts of expression associated with some meaning are called
morpheme. For example, the word “girls” consist of a single morpheme and it
Learning vocabulary is dealing with the lexicon or dictionary that can show
the content words and function words. Content words are word with lexical meaning
that we can find in a dictionary. Function words are word that show the grammatical
relationship or words in sentence. Beare (2017) stated that there are 2 types of
words, which it is called content words and function words. The different is that
content words are giving the important information, while the function word is a
key to understanding the content word. Content words are divided into four classes,
B. Teaching Vocabulary
vocabulary that words used in speaking and receptive vocabulary that words used
as a part of learning languages since learners learn vocabulary first before they
help his students have good understanding on new words being learned. Hunt and
(2002:256) describe three approaches to vocabulary teaching and learning, they are
While vocabulary is the most important thing, the easiest way to teach it
is using listening, especially popular song. Listening is used in this thesis, which
can improve students' vocabulary easier. Andy (2011) write in BBC Teaching
English that there are three way to teach vocabulary through listening. They are
miming verbs, Dictionary work and matching. Borisai and Dennis (2016:91) said
that the students are agreeing to learning vocabulary through pop song. This
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technique could promote the student in learning new vocabulary through the pop
songs that they usually to listen. Furthermore, Cahyaningsari and Saleh (2016:95)
said that one of an effective media is lyrics of the song that can be used to learn
English. Their statement is supported by the result of their research which proves
there is an improvement of student's score before and after learning vocabulary with
and without songs. In this study, the writer uses two popular songs. Popular song is
a song that popular enough, or known to the students. "Let It Go" and "Beauty and
The Beast" are songs the writer use, which are popular among the students. Recine
(2015) also stated that if learners listen to a song while read the transcript, it will
D. Curriculum of Study
Hartati (2014) stated that there are 3 cognitive loads for the 4th grader to learn
English. These cognitive loads are affected by their ages, ability and senses or their
motor activities.
The first thing is they loved to play. They hardly study English in a serious
case like the middle school student do because of their ages that still young. The
second load is they loved to works in group. From the writer experience, works in
group and pair is easier for learn English because the member of pair and group can
help each other. But in the other side, the ability of the students is different. For
example, student A and student B are a pair in works, but student A ability is much
higher that student B. It will be all work of student A if student B does not
understand the material. The third load is they likes to senses and doing something
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like demonstrating and role playing something like dialogues in a fairytale. They
also like to listen to song in this age, based on the writer experience.
Then, from the three loads above, the writer is giving a treatment by using
a song to attract them because the writer sure that they will be happy to listen to the
song as played and have a relax atmosphere in class. They also can sing together
after completing the lyrics so it will also makes them relax. For the words, the
teacher chooses words that included in their curriculum in school, so it will help
them to learn the next material. In the curriculum, the competency standard is
understand very simple instructions with actions in a class context while the basic
competency are (1) Respond by acting in accordance with the instructions gratefully
in the context of the class and (2) Responding to a very simple instruction verbally
They will learn about colors, numbers and greetings according to the
syllabus. The writer already chooses some words for the treatment that connected
to the curriculum they need so the writer can give a proper treatment.
In this study the researcher quotes some studies that have similar topic.
study about teaching English using mixed song lyrics that improved the student
instrument to collecting the data. The result of their study showed that song lyrics
They conducted a study about teaching English vocabulary using English nursery
rhymes that improved the vocabulary of kindergarten students. The design of this
study is qualitative case study. They used a counseling sheet and observation sheet
as instrument to collecting the data. The result of their study showed that a song as
that listening will improved children's vocabulary even without testing. The design
deprivation as instrument to collecting the data. The result of his study showed that
children are active learners and it's not only in their home but also in school.
show how to improved English vocabularies. The design of this study is qualitative
result of his study showed that to build vocabulary, the transcripts can read by the
learners as they listen, then underline or write down vocabulary that is new to them.
The fifth study is conducted by Borisai and Dennis (2016). They conducted
a study about pop songs that promote students’ ability in learning new vocabulary.
The design of this study is quantitative experimental. They used observation sheet,
questionnaire, pre-test and post test as instrument to collecting the data. They
analyze the data using mean and standard deviation of the data. The result of their
study showed that this technique can help students in learning new vocabulary
through the pop songs that they usually to listen. It also motivating them to learn,
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then encouraged their attention and motivating in learning vocabulary because they
were happy to learn with their friends and found it easier to remember the
vocabulary. The study through pop song is creating a fun activity in a relaxed and
having a good attitude in learn English, also they could use English with greater
confidence.
Based on the earlier study above, the writer thinks that it is necessary to
conduct the research with quite similar topic, but at the same time different with the
previous studies above. The title of this thesis is "The Influence of Listening Popular
English Songs to the Students’ Vocabulary Mastery of The Fourth Grade Students
of SDN 005 SAMARINDA in 2018 / 2019 Academic Year". In this research, the
writer is analyzing the student vocabulary mastery using their score in pre-test and
post test. The writer using experimental quantitative in this thesis and will do
observation also giving pre-test and post test to collect the data, which it is the
student's score. The writer also uses a full English song as the treatment. The writer
hopes this thesis can help the teachers to improving student's vocabulary mastery
easier.
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CHAPTER III
RESEARCH METHOD
This chapter will present the method of the study, also the explanation of
the method used in this study. In this chapter there are five sections. They are : (1)
research design, (2) population and sample, (3) research instrument, (4) Data
A. Research Design
before and after treatment, that known as pretest and posttest, and comparing the
measurements (in this study is the score) between the control group and the
which is popular English song and the sample is the student's of SDN 005
Samarinda.
designs is Randomized Pretest-Posttest Control Group Design. The writer uses this
comparing the score of the control group and the experimental group (2012:272).
follow :
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RE O1 X O2
R
RC O3 C O4
Where:
R : Random Sampling
C : Non Treatment
Listening English
Pretest Popular Song Posttest Result of EXP Group
( (
O O2)
1)
Without listening
Pretest popular English Posttest Result of CONT Group
songs Treatment
( (
O (O1) O4)
3)
After getting the sample, the writer divides the sample into two groups by
giving the pretest, Experimental group representing as the group which is given
treatment (listening English Popular Song) and Control group representing as the
Before giving treatment, the writer will give a pretest and use the score as
the basic score. After giving treatment to Experimental group, both groups are given
Posttest which aims to see the influence between Experimental group and Control
group.
The population of this research is the fourth grade students of SDN 005
that Fraenkel, Wallen and Hyun (2012:100) stated it is based on the writer personal
judgment of previous information about the population that will present data that
The procedure in dividing the samples is simple enough. The writer divides
them based on their class in the school, which have lowest mean score in their daily
C. Research Instrument
Fraenkel (2012:113) stated that there are two basic ways to acquire an
instrument. They are using previously existing instrument that already tested and
an instrument the writer makes personally or had been made by someone else. In
complete the sentences. The writer used multiple choices because of two reasons.
First, according to Chun-mei (2007:43) multiple choices test is the most objective
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and easier in scoring. Then, Öztürk (2007:400) also stated that multiple choices test
can be managed quickly, easier in scoring, can be applied in a short time even it is
The test is arranged based on the word that they have to mastered based on
the competency. The numbers of test items are 50, divides into 2 for pre-test and
posttest with duration 35 minutes, using the rules from the English teacher in the
school, and will use 4 choices each number. The test will be divided as follows:
a. Noun : Numbers
b. Adjective : Colors
c. Adverb : Greetings
S = R X wt
Where:
S : Score Obtain
wt : Weight
And only the correct answer are calculated and scored, while the wrong
Before the test is given to the sample of this study, it will try out to students
of SDN 005 SAMARINDA in two high-grade classes with the total test 35 items.
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The aims of giving try-out test are to find the difficulty index, the discrimination
The writer used difficulty index to qualify how good or bad the item is. It
is to identify whether each item is easy, fair or difficulty ones. A good test item is
the item that is not too easy or too difficult. The formula applied to find the difficulty
H+L
DIF = × 100
T
Where:
Difficulty. Then, the result of index difficulty is classified into the followings:
Therefore, the good item is the item which has the D = 50% – 60%.
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between high capability students and low capability students. A test item which can
or not be answered by both high and low capability students, is said not good
because it does not have discrimination power. A good test is a test which can be
All of the students divided into two groups, upper and lower group. The
(2017:311) as follows:
𝐻−𝐿
DI = 2 × × 100
𝑇
Where:
DI : Discrimination Index
H : Number of the student in upper group who answer correctly
L : Number of the student in lower group who answer correctly
T : Number of all students
Therefore, the good item is the item which has discrimination power
3. Validity
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For validating the test, the writer use criterion-related evidence of validity
evidence of validity, the writer comparing the performance on one instrument that
criterion is a second assessment procedure that used to measure the same variable.
Because the instrument has been designed to measure academic ability, student
scores on the instrument is compared with their grade-point averages, as the external
criterion. If the instrument does indeed measure academic ability, then students who
score high on the test would also be expected to have high grade-point averages.
The key index for the validity is the correlation coefficient. It is symbolized
by the letter r, that indicates the degree of relationship that exists between the scores
measure the correlation, the formula applied is product moment correlation by Carl
Pearson, or usually called Pearson Product-Moment correlation. When the data for
both variables are expressed in terms of quantitative scores, the Pearson r is the
𝑛 ∑ 𝑥𝑦 − ∑ 𝑥 ∑ 𝑦
r =
√[𝑛 ∑ 𝑥 2 − (∑ 𝑥 )2 ][𝑛 ∑ 𝑦 2 − (𝑦)2 ]
Where:
y : Range between try out test score and the student grade-
point score,
4. Reliability
Reliability refers to how consistent they are for each individual from an
instrument to another and from one set of items to another. It is said that the more
similar the scores would have been, the more reliable the test is said to be. A test is
reliable if we get the similar scores from the same students with the same ability but
a different time.
𝐾 𝑀(𝐾 − 𝑀)
𝐾𝑅21 = [1 − ]
𝐾−1 𝐾(𝑆𝐷2 )
Where:
The procedures used to collect the data will be the following steps:
3. Giving the same test (Posttest) to Experimental and Control group and the
mean score of the two groups are compared to see the significant influence
by using t-test.
4. The instrument that is used to collect the data is multiple choices testing
which has been tried out to the fourth grade students of SDN 005
SAMARINDA.
In analyzing the data, to find out the significant influence between listening
English popular songs and without listening English popular songs, the writer uses
English popular songs to the fourth grade students of SDN 005 SAMARINDA.
𝑀𝑎 − 𝑀𝑏
𝑡=
2 2
√ 𝑆𝑎 + 𝑆𝑏
𝑁𝑎 𝑁𝑏
Where:
From the formula above, the formulas of Mean score and Standard
1. Mean Score
∑𝑋
𝑀=
𝑁
Where:
M : Mean score
∑ 𝑋2
𝑆𝐷 = √
𝑁
Where:
SD : Standard deviation
3. df(Degree of Freedom)
𝑑𝑓 = 𝑁1 + 𝑁2 − 2
Where:
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𝑑𝑓 : Degree of freedom
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Aini, Fera Nur. 2017. Ternyata Ini Alasan Sulit Belajar Bahasa Inggris.
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lancar-belajar-bahasa-inggris-ternyata-bahasanya-memang-buruk-kok/
Alchieri, Alberto. 2017. How Does Listening To Music Help You Learn English.
https://www.kaplaninternational.com/blog/using-music-to-learn-english
Borisai, Thippawan and Nutprapha K. Dennis. 2016. A Study Of Using Pop Songs
To Promote New Vocabulary Learning For Secondary School Students.
International Journal of Research -GRANTHAALAYAH.
Cahyaningsari, Vinta and Mursid Saleh. 2016. Developing English Materials Using
English-Indonesian Mixed Song Lyrics To Teach Vocabulary. Journal of
Language and Literature XI/1.
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Sekolah D. https://prezi.com/2uc_9tsaeqxo/mata-pelajaran-bahasa-
inggris-dalam-kurikulum-2013-sekolah-d
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