a comparative study on the vocabulary mastery of students …

A COMPARATIVE STUDY ON THE VOCABULARY MASTERY

OF STUDENTS OF ENGLISH EDUCATION DEPARTMENT

THROUGH CLASSICAL SONGS AND MODERN SONGS

A Thesis

Submitted in Partial Fulfillment of the Requirements for the Degree

of Sarjana Pendidikan (S.Pd) of English Education Department

of Education and Teacher Training Faculty of Alauddin

State Islamic University of Makassar

By:

ZULKIFLI

Reg. Number: 20400115041

ENGLISH EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHER TRAINING

ALAUDDIN STATE ISLAMIC UNIVERSITY OF MAKASSAR

2019

ii

PERNYATAAN KEASLIAN SKRIPSI

Dengan penuh kesadaran, penyusun yang bertandatangan di bawah ini:

Nama : Zulkifli

NIM : 20400115041

Tempat/Tgl. Lahir : Talamangape/07 September 1998

Jur/Prodi/Konsentrasi : Pendidikan Bahasa Inggris

Fakultas : Tarbiyah dan Keguruan

Alamat : Bontonompo

Judul : A Comparative Study on the Vocabulary Mastery of

Students of English Education Department through

Classical Songs and Modern Songs

Menyatakan bahwa skripsi ini benar adalah hasil karya penyusun sendiri. Jika di

kemudian hari terbukti bahwa ia merupakan duplikasi, tiruan, atau dibuat oleh

orang lain, sebagian atau seluruhnya, maka skripsi dan gelar yang diperoleh

karenanya dinyatakan batal demi hukum.

Gowa, 05 November 2019

Penyusun,

Zulkifli

NIM: 20400115041

iii

PERSETUJUAN PEMBIMBING

Pembimbing penulisan skripsi Saudara Zulkifli, NIM: 20400115041,

mahasiswa Jurusan Pendidikan Bahasa Inggris pada Fakultas Tarbiyah dan

Keguruan UIN Alauddin Makassar, setelah dengan seksama meneliti dan

mengoreksi skripsi yang bersangkutan dengan judul, “A Comparative Study on the

Vocabulary Mastery of Students of English Department through Classical Songs

and Modern Songs” memandang bahwa skripsi tersebut telah memenuhi syarat-

syarat ilmiah dan dapat disetujui untuk diajukan ke sidang Munaqasyah.

Demikian persetujuan ini diberikan untuk diproses lebih lanjut.


P

v

ACKNOWLEDGMENTS

Alhamdulillahi Robbil Alamin. By the name of Allah the Almighty, the Lord

of the universe, who has given His guidance, mercy, blessing, and health to

complete this academic requirement. Also Sholawat and Salam forever are

delivered to the prophet Muhammad S. A. W who had brought the human beings

from the darkness to the lightness.

Further, the researcher also expresses sincerely unlimited thanks to his

beloved parents (Tajuddin – Nuraeni) for their prayer, affection, financial support

and motivation for her success, and their sincere love. The researcher considers that

in carrying out the research and writing this thesis, many people have also

contributed their valuable guidance, correction, assistance, suggestion and advice

for his completion of this thesis.

Therefore, in this opportunity, the researcher would like to express the great

thanks and appreciation to :

1. Prof. Hamdan Juhannis, M.A, Ph.D, The Rector of Alauddin State Islamic

University (UIN) of Makassar for the words and policies during the researcher

pursued his education at UIN Alauddin Makassar as well as the Ex-Rector,

Prof. Dr. H. Musafir Pababbari, M.Si.

2. Dr. H. Marjuni, S.Ag., M.Pd.I, the Dean of Tarbiyah and Teaching Science

Faculty of Alauddin State Islamic University (UIN) of Makassar for the

vi

supports and kindness during the researcher continued his education at UIN

Alauddin Makassar as well as Dr. H. Muh. Amri, M.Ag, Lc as the Ex-Dean.

3. Dra. Hj. St. Azisah, M.Ed.St., Ph.D. and Dr. Sitti Nurpahmi, S.Pd., M.Pd.,

the Head and the Secretary of English Education of Tarbiyah and Teaching

Science Faculty, Alauddin State Islamic University (UIN) of Makassar as well

as the Ex- Head, Dr. Kamsinah, M.Pd.I. A profound thank to them for the

great lessons, suggestions, guidance, motivations, and everything when the

researcher studied at the university.

4. Dr. H. Abd. Muis Said, M.Ed.TESOL. and Indah Fadhilah Rahman,

S.Pd.I., M.Hum. the first and the second consultant as professional support

team, who spent much of their time on correcting, helping, advising, and

allowing the writer to conduct the research with enjoyment and easeness.

5. Dr. Sitti Nurpahmi, S.Pd., M.Pd. and Dr. Hj. Mardiana, M.Hum. the first

and the second examiner who spent much of their time on improving the

researcher’s thesis.

6. The researcher’s lecturers and staff, Muthi’ah, M.Pd., Multazam

Abubakar, M.Hum., Annisa Shofa Tsuraya, S.Pd., M.Pd, and Juhdah

Ulwiah, and other lecturers who always support me everytime.

7. All of the lecturers of Tarbiyah and Teaching Science Faculty of Alauddin

State Islamic University of Makassar for the lessons, leads, and motivations

to the researcher.

8. The researcher’s classmates, called “Linguist” who always help and motivate

the researcher to be a professional English lecturer.

vii

9. Superb and true friends, Ary Putra Utama Akmas, Tri Mandala Putra, Nur

Fadilasari, Desy Harfani Hakim, Putri Nurul Ifani, Devi Safitri, Ariana

Amir, and all good outside motivators who lead the researcher to write

English essays well and always motivate the writer to be a professional

English lecturer.

10. Great thank to Soraya Khumaira, who always supports, accompanies,

motivates, and helps the researcher.

11. Thank you for the researcher’s organizations, United English Forum

Makassar and Students Association of English Education Department.

12. The subjects of the research, the first semester students of English Education

of UIN Alauddin Makassar for the academic year 2019/2020 (PBI 1-2 and

PBI 3-4). The researcher thanks very much for them for their available time

for the sake of the success of the study conducted.

Ultimately, the researcher realizes that this thesis is far from being perfect;

therefore, corrections, suggestions, comments, and criticisms will be fully

appreciated for the improvement of this writing. Finally, gladly the researcher

prays; may all the efforts and pains get endless blessings from Allah S.W.T.

Aamiin Ya Allah


The Researcher

Zulkifli

NIM: 20400115041

viii

TABLE OF CONTENTS

TITLE PAGE .................................................................................................................... i

PERNYATAAN KEASLIAN SKRIPSI ......................................................................... ii

PERSETUJUAN PEMBIMBING ................................................................................. iii

PENGESAHAN SKRIPSI .............................................................................................. iv

ACKNOWLEDGMENTS ................................................................................................ v

LIST OF CONTENTS .................................................................................................. viii

LIST OF TABLES ........................................................................................................... x

LIST OF CHARTS ......................................................................................................... xi

LIST OF APPENDICES ............................................................................................... xii

ABSTRACT ................................................................................................................... xiii

CHAPTER I INTRODUCTION

A. Background ............................................................................................... 1

B. Research Problems .................................................................................. 6

C. Research Objectives ................................................................................ 6

D. Research Significances ............................................................................ 6

E. Research Scope ........................................................................................ 7

F. Operational Definition of Terms ............................................................. 7

CHAPTER II LITERATURE REVIEW

A. Related Research Findings ..................................................................... 10

B. Some Pertinent Ideas ............................................................................. 12

1. Concept of Song .......................................................................... 12

a. Description of Classical Song ............................................... 13

b. Description of Modern Song ................................................. 13

c. The Differences between Classical and Modern Song .......... 14

2. Concept of Vocabulary Mastery .................................................. 15

a. Definition of Vocabulary Mastery ........................................ 15

b. Types of Vocabulary ............................................................. 17

C. Conceptual Framework .......................................................................... 21

D. Hypothesis .............................................................................................. 22

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CHAPTER III RESEARCH METHOD

A. Research Design ....................................................................... 23

B. Research Variables .................................................................... 24

C. Research Setting ........................................................................ 24

D. Population and Sample .............................................................. 25

1. Population ..................................................................................... 25

2. Sample........................................................................................... 25

E. Research Instrument .................................................................. 25

F. Data Collection Procedure ......................................................... 26

G. Data Analysis Technique ........................................................... 27

CHAPTER IV FINDINGS AND DISCUSSION

A. Findings ..................................................................................... 32

B. Discussion .................................................................................. 44

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ......................................................................................... 47

B. Suggestion .......................................................................................... 47

BIBLIOGRAPHY ........................................................................................................... 49

APPENDICES ................................................................................................................. 52

CURRICULUM VITAE ................................................................................................. 88

x

LIST OF TABLES

Table 2.1 The Differences between Classical and Modern Songs ................................. 14

Table 2.2 The Example form of Regular Verb .............................................................. 19

Table 2.3 The Example form of Irregular Verb .............................................................. 19

Table 4.1 Group Distribution of Classical Song Score in the First Test ........................ 33

Table 4.2 Group Distribution of Modern Song Score in the First Test .......................... 34

Table 4.3 Group Distribution of Classical Song Score in the Second Test ................... 36

Table 4.4 Group Distribution of Modern Song Score in the Second Test ..................... 37

Table 4.5 Group Distribution of Classical Song Score in the Third Test ...................... 38

Table 4.6 Group Distribution of Modern Song Score in the Third Test ........................ 40

Table 4.7 Group Distribution of Classical Song Score .................................................. 41

Table 4.8 Group Distribution of Modern Song Score .................................................... 41

Table 4.9 Frequency distribution of Classical song and Modern Song ......................... 42

Table 4.10 The Result of Classical Song and Modern Song .......................................... 43

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LIST OF CHARTS

Chart 2.1 Conceptual Framework .................................................................................. 21

Chart 4.1 Group Distribution of Classical Song Score in the First Test ........................ 33

Chart 4.2 Group Distribution of Modern Song Score in the First Test .......................... 35

Chart 4.3 Group Distribution of Classical Song Score in the Second Test .................... 36

Chart 4.4 Group Distribution of Modern Song Score in the Second Test ..................... 37

Chart 4.5 Group Distribution of Classical Song Score in the Third Test ....................... 39

Chart 4.6 Group Distribution of Modern Song Score in the Third Test ........................ 40

Chart 4.7 Frequency Distribution of Classical Song and Modern Song ......................... 42

xii

LIST OF APPENDICES

Appendix I Test Instruments ............................................................................ 53

Appendix II List of Vocabulary.......................................................................... 63

Appendix III Test Result and T-test of Try out and Final Test .......................... 65

Appendix IV Data Calculating ............................................................................ 68

Appendix V Statistical Hypothesis Test Calculation (T-test) ........................... 72

Appendix VI Sample of Test Answer Filled Sheet .............................................. 74

Appendix VII Documentation .............................................................................. 84

xiii

ABSTRACT

Name : Zulkifli

Reg. Number : 2040115041

Department : English Education

Title : “A Comparative Study on the Vocabulary Mastery of Students

of English Education Department through Classical Songs

and Modern Songs” Consultant I : Dr. H. Abd. Muis Said, M.Ed.TESOL.

Consultant II : Indah Fadhilah Rahman, S.Pd.I., M.Hum.

This research is aimed to find out whether there is a significant difference

or not on students’ vocabulary mastery who learn through classical songs and

modern songs.

The method used in this research was ex post facto with causal comparative

design. The variable of this research were classical songs and modern songs as

independent variable and vocabulary mastery as dependent variable. This research

was conducted at the English Education Department of Education and teacher

Training Faculty of UIN Alauddin Makassar. The class pointed to be tested using

classical songs was PBI 1-2 which consist of 45 students and tested using modern

songs was PBI 3-4 which consist of 48 students. The researcher chose 15 students

in PBI 1-2 and 15 students in PBI 3-4. The instrument used to gather the data were

tests. The tests were divided into three, namely fill in the blank, verb form, and

translating the meaning.

In the classical song class, the total score of the first, second, and third test

was 1202 with the average was 80. The lowest score was 53 and highest score was

94. However, the result of the pre-test and post-test of classical song class showed

that there was a significant different on students vocabulary mastery. The tvalue was

higher than ttable (4.77 > 2.14). Meanwhile, the total score of modern song from the

first test until the third test was 1416 with the average was 94. The lowest score was

90 and the highest score was 100. Moreover, the result of the pre-test and post-test

of modern song class also showed that there was a significant difference on students

vocabulary mastery. The tvalue was higher than ttable (2.66 > 2.14).

The final test of hypothesis indicated that the tvalue was -5.03 and ttable was

2.14 in level of significant a = 0.05. It meant that tvalue was lower than ttable (-5.03 <

2.14). Moreover, test of significant testing showed that H0 was accepted and Ha was

rejected which meant that there was no significant difference on students

vocabulary mastery between using classical song and modern song. Therefore, it

concluded that both types of song were suitable to use in learning vocabulary

because it could improve students’ vocabulary mastery. The music of the song was

able to bring students to enjoy the class and minimized their boredom, thus they

were motivated to learn vocabulary.

1

CHAPTER I

INTRODUCTION

A. Background

Learning a language is not something new for people who have been

interested in it since a long time ago. It is caused by the main function of language

that is for communication. In the learning process, one of the important parts in

creating and understanding the language is vocabulary mastery. People cannot

express their opinion and ideas in English without knowing their vocabulary. Low

vocabulary mastery also makes them unable to express the opinion properly. This

statement is appropriate with the Qur’an, Allah said:

“And He taught Adam all the names of everything, then He showed them to the

angels and said: Tell Me the names of these if you are truthful”, (Al Baqoroh: 31).

In the verse above, Allah shows that people should learn vocabulary in order

to create their language skill. People can choose appropriate words in spoken or

written language. A good vocabulary is a vital part of effective language

communication.

Vocabulary is an important aspect in learning language, especially in

learning a foreign language. When learners are learning a new language, they

should know enough vocabulary. Wilkins (1972) said that without grammar very

2

little could be conveyed but without vocabulary, nothing can be conveyed. People

are able to understand the language if they do not understand the grammar.

Otherwise, they are not able to understand one simple sentence if they do not know

the meaning of the vocabulary. Vocabulary is the entire words that make up a

language. Before someone studies about the English skill, he should learn about

vocabulary as the first step.

According to Wiriyacitra in Kitiyya (2016: 2), the main reason that English

learning is not very successful is that the students lack of the opportunity to learn

English in real life interaction in an English environment. Similarly, Putri (2018:

129) concluded in her research that one of the students’ problem in learning English

is that they lack of support for the surrounding environment. They only learn

English limited to campus. Therefore, many teachers try their best to find the

strategies and techniques to teach English especially vocabulary to students.

Moreover, in order make the students motivated and enjoy to study vocabulary, the

teacher should be creatively in delivering material (Masning Zahro, 2010: 2).

Inadequate vocabulary is one of the serious problems in learning English, and it

affects language development and learning ability because vocabulary is a basic

component of language use which creates the foundation for learner’ performance

in other skills (Alemi and Tayebi, 2011).

Language is important, thus learning vocabulary is needed to use the

language. As the Qur’an surah Ibrahim verse 4 explained about the language:

وه و العزيز وما أرسلنا من رس ول إل بلسان قومه لي بي ن له م في ضل الل من يشاء ويهدي من يشاء

الحكيم

3

“And we do not send any messenger except in the language of his people to

state clearly for them, and Allah sends astray (thereby) whom He wills and

guides whom He wills. And He is the exalted in might, the wise.”

The verse above shows the language is really important, especially to

communicate with other people. Language cannot be used if we do not recognize

the vocabulary. Therefore, people need to know the vocabulary to make good

communication with other people.

Teaching vocabulary is generally written on the whiteboard, then the

teachers asked the students to read it after them. The teacher thought that the

students memorized it and asked them to write it on their note book. This method

is one of the ways to teach vocabulary to the students.

However, the teacher or lecturer should use varied strategies in teaching

vocabulary. One of the strategies that can be used by teacher is using media to

support the teaching learning process. There are some teaching media available

now. In this case, the researcher chose song as the media to learn vocabulary.

Based on the interview, teaching vocabulary not only supposes to deal with

presenting new words but also requires the students’ ability to understand and use

the words correctly. Sometimes, teachers think that teaching vocabulary is simple,

they ‘just’ give a list of vocabulary, and then ask the students to memorize it and

next they test it. Murphy in Fadrulrohman (2017: 14) said that songs can be useful

tools in the learning of vocabulary, sentence structure, and sentence patterns, not to

mention their reflectivity of mother tongue culture. Song as a media is easy to

remember the vocabulary because it is familiar to them. Media provides an

4

enjoyable atmosphere for the students, hopefully the students will master the

vocabulary better.

Wallace (1982: 144) stated that learning foreign vocabulary is not only

memorizing the words. It requires the ability to recognize words, recall, pronounce,

spell and use them appropriately. Teaching vocabulary in the class usually happens

in a way that create boredom both for the teacher and the students because there is

lack of variation. Therefore, the use of songs in vocabulary teaching can be chosen

as one of the variations in the teaching in order to eliminate boredom among the

students and the teacher.

In order to help the students to succeed in learning language they need to

learn vocabulary that is used in daily life. One tool that can interest students in

learning vocabulary is the use of song, which introduces students to new vocabulary

and phrases in a lively way. Many schools have used songs to help students in

learning and improving their behavior. Music allows students to learn vocabulary

more rapidly (Salcedo, 2010).

Music is powerful stimulus for students’ engagement precisely because it

speaks directly to our emotions while still allowing to us to use our brains to

analyze it and its effect if we so wish (Harmer, 2002). Music and song are included

in teaching media, the use of music and song in the classroom can stimulate very

positive associations to someone who study language. In addition, Harmer also

stated that a piece of music can change and prepare students for a new activity, it

can amuse and entertain and it can make a satisfactory connection between the

world of leisure and the world of learning.

5

Lecturers at State Islamic University of Alauddin Makassar especially in the

Department of English Education apply the use of song in learning English because

it is an interesting way to learn English. Using song to learn English give more

motivation to the students and help them to achieve the learning goals (Hidayat,

2013). It is also supported by the research of Valianti (2017) that teaching

vocabulary through listening to English song is more effective to improve students’

vocabulary mastery.

According to Murphey (1992), using the students’ favorite songs can help

them learn vocabulary over the long term; this is called the song-stuck-in-my –head

phenomenon. Related to this, Alipour, et.al (2012) state that popular song can

promote a wide variety of useful words. Popular songs nowadays are modern songs.

People like to listen the modern songs because the songs are followed by the good

listened music.

On the other hand, classical songs are also good to use in teaching English

especially in teaching vocabulary. Students at the first and second semester in the

Department of English Education of UIN Alauddin Makassar learn the listening

subject through song. The use of classical song is believed that the it could be

effective to use in learning English either for students’ listening ability or

vocabulary mastery. The melodies and rhymes help students to use good

pronunciation like native speaker (Siskova, 2008).

The researcher believed that using song in teaching vocabulary is more

interesting and fun. Learning a foreign language with something familiar such

songs are helpful because songs are familiar in our daily life. Many students listen

6

to songs. The teacher used songs to make English vocabulary learning better which

students are required to repeat the same words or the same structure without

boring them. Thus, it encourages the students to learn new words and memorize

them easily.

Based on the explanation above, the researcher was interested in comparing

between the use of classical songs and modern song in purpose to find out the better

type of song to be used in learning vocabulary.

B. Research Problem

Based on the background above, the researcher formulates the research

question as follows:

1. Is there any the significant difference between the use of classical songs

and modern songs toward the students’ vocabulary mastery?

C. Research Objective

Related to the problem statements above, the objectives of the research is:

1. To find out the significant difference between the use of classical songs and

modern songs toward the students’ vocabulary mastery

D. Research Significances

1. Theoretical Significance

The result of this research is expected to give information about the better

media between classical songs and modern songs on the students’ vocabulary

mastery.

7

2. Practical Significance

a) For the Lecturer/Teacher

The result of this research is useful for additional information to teach

vocabulary innovatively and to find out the appropriate way to teach vocabulary.

b) For the Students

The use of classical songs and modern songs in mastering vocabulary can help

students to learn vocabulary better. However, the students were very excited to learn

English through song.

c) For next Researcher

This research is expected to be a useful reference for the other researcher to

conduct research in the future dealing with similar problem by using another

comparison.

E. Research Scope

The scope of this research was focused to compare the use of classical songs

and modern songs as media to teach vocabulary for the students of English

Education Department in the first semester. The researcher focused to evaluate

students’ vocabulary mastery especially on verbs and nouns.

F. Operational Definition of Terms

To give clear clarification and to prevent misunderstanding or different

interpretation between the researcher and the reader, the researcher clarifies the

terms are used in this study as follows:

8

1. Classical Song

The researcher uses the word “classical” to replace “old”. Thus, the

meaning of Classical song is the old song that is accompanied by slow tempo

of music and rhyme. The classical song is close related to the classical music

which is the music of any genre or style that is born from a pure and sincere

motivation, empowered not by the energies of one's self, but rather by

something greater, which exists beyond time, history or culture.

The researcher chose two songs as the classical songs, such as we could

have it all by Maureen McGovern and hurt by Christina Aguilera. Both of the

songs are very pleasant to hear and easy to understand the pronunciation of the

singer.

2. Modern Song

The word “modern” is used to replace the word “new”. Therefore, the

modern song means the new song that is popular nowadays. Modern song is

close related to modern music which was born because of the modern culture

such as bands, marching bands, symphony orchestras, and concerts that are

generally oriented to popular culture.

The researcher chose two songs as the modern songs, such as Something

Just Like This by The Chainsmoker Feat Coldplay and One Call Away by

Charlie Puth. These songs are very popular in nowadays especially for

teenagers.

9

3. Vocabulary Mastery

Vocabulary mastery is the total number of words, a list or set of words in a

particular language that a person knows or uses. Vocabulary mastery is always

being an essential part of English. English vocabulary is very important for the

English learner. It is more than grammar for communication purpose,

particularly in the early stage when students are motivated to learn the basic

words.

10

CHAPTER II

LITERATURE REVIEW

This part provides an overview of some previous findings about the use of

verb technique, pertinent ideas, theoretical framework, and hypothesis.

A. Some Preview of Related Research Findings

Kustiana Dewi (2010) conducted the research: Improving Students’

Vocabulary Mastery Through Listening English Song of the Eighth Year Students of

SMPN 25 Semarang 2009/ 2010. She found that using song in learning vocabulary

could give students more motivation to learn. However, students’ score of

vocabulary mastery test improved after they have been taught using Listening

English Song.

Sri Wahyuni (2012) in her thesis entitled Improving Students’ Vocabulary

Mastery through Popular Songs found that using song in teaching vocabulary can

increase the student’s vocabulary mastery. The students tend to be cooperative,

active, enjoyed and have motivated in Learning English. They also enrich and

memorize vocabulary well. The students very enjoyed the class and they often shout

each other, and it made the class crowded. Therefore, she needed much energy to

handle the class.

Dyan Alviana Safitri and Indah Fadhilah R. (2016) conducted the research

about: The Use of RAP Music to Improve Students’ Vocabulary Mastery. They

concluded that using this technique in teaching vocabulary to the English Student

Learner is very helpful because when students listened to the song and sang along,

11

they felt enjoy and stress-free, it can help second language learner to acquire the

language more naturally and effectively.

Muh Fadrulrohman Al Ihsani (2017) in his thesis: Improving Students’

Vocabulary Mastery Using Song Lyric. He found that the implementation of Lyric

Song can improve the student’s vocabulary mastery. There were several

improvements reached by the students, not only on their academic score, but also

on their behavior to the lesson. Dealing with the score that the students got, there

was a significant improvement. The use of lyric song improved the students’

achievement in learning English especially in vocabulary mastery.

Meanwhile, Tatik Muflihah (2017) conducted the research entitled Úsing

Song to Improve Students’ Vocabulary Mastery. She concluded that teaching

learning process by using English song is more effective. There were several

improvements of the students who were being taught by using songs and students

who are not taught using song. Another interesting aspect was found that the

students had higher motivation in learning English vocabularies. This can be seen

from their enthusiasm after having the class, they requested to have the next

teaching learning program.

Based on the previous findings research above, it can be concluded that song

is effective to use in teaching English especially for teaching vocabulary mastery.

The use of song could make the class more fun and enjoyable. All the researches

above showed the result that students’ vocabulary mastery could be increased if

they learn it through songs. The classical song with its slow tempo and rhyme can

make the students enjoy and relax while in the learning process. Meanwhile, the

12

modern song could enhance students’ motivation because the popularity of the

songs are familiar to them. The researcher interested to handle a research in

comparing the better type of songs as a media to learn vocabulary for students in

the department of English education.

B. Some Pertinent Ideas

The researcher in this point presents a further concept about both classical

and modern songs which bring the students to learn vocabulary in a relaxed and

comfortable way.

1. Concept of Song

Song is a musical composition intended to be sung by the human voice. This

is often to be done at distinct and fixed pitches using pattern of sound and silence.

Songs contain various form, such as those including the repetition of sections.

Through semantic widening, a boarder sense of the word “song” may refer to

instrumental.

Songs are often a welcome change from the routine classroom activity in

learning a language. Songs also make experience of learning English and enjoyable.

The song lyrics provide a target vocabulary, grammar, and patterns for students to

study. By listening to English songs, students can listen to the native pronunciation

and also develop their listening ability. Melodies and rhymes help students to use

good pronunciation like a native speaker (Stansell in Kittiya, 2008).

Singing is the most common musical expression. Betsy B. Lee, the author

of Learning Abilities Books, states that by singing a song someone can develop their

ability to learn something and also at the same time can build their creativity. It

13

gives students a degree of ‘fluency before they have succeeded in speaking. Words

usually occur in context in lyrics; the sound of new words is easily remembered

through the melody of the song.

a) Description of Classical Song

Classical song is an old song that released a long time ago. In this case,

it is a song that released around 1980 to 2006. Therefore the classical songs are

not really popular especially for teenagers because those songs might release

before they born. However, there are only a few repetitions of the same lyric in

the song and the words used are also uncommon and quite difficult to

understand the meaning. At least it presented more new vocabularies to learn.

This could be a worthy way for the students to learn vocabulary.

Slow tempo and rhyme become one of the characteristics of classical

songs. Using classical song as a media to learn vocabulary could make students

to feel enjoyable and relax while in the learning process.

b) Description of Modern Song

Modern song is a new song that released in the near time from now. In

this case, it is the song that released around 2015 to 2019. People nowadays

especially teenagers, they love listening to the modern songs such as popular

songs. Besides it is pleasant to hear, it also provides a common words that

usually used in daily life. Since it is not really difficult to understand the

meaning. In addition, there are a quite number of repetitions of the same lyric

in the song. It makes the songs easy to memorize.

14

The tempo and rhyme of modern songs are faster than classical song, but

people love it. However, Using modern song as a media to learn vocabulary

could make students more motivated and excited.

c) The differences between Classical song and Modern song

The researcher compared between two songs as media for students to

learn vocabulary. He categorized the differences of both medias based on the

songs that have been chosen in the following table:

Table 2.1. The differences between Classical and Modern song

Classical Song Modern Song

The released date is a long time ago,

around 1980 to 2006

The released date is around 2015 to

2019

Classical song is not really popular

especially for teenagers

Modern song is quite popular

especially for teenagers

The words used in the song lyric are

uncommon and quite difficult to

understand the meaning

The word used in the song lyric is

commonly used in daily life, therefore

it is not really difficult to understand

the meaning.

There are only a few repetitions of the

same lyric in the song

There are a quite number of repetitions

of the same lyric in the song.

The music tempo and rhyme is

generally slow

The music tempo and rhyme tends to

be fast

Song has a role in language learning. Song can be useful for teaching

vocabulary to the English students because song is close related to their daily life.

Based on the world book dictionary, song is something to sing; short poem set to

music. Song can make students learn English more fun. Song is not just for

15

enjoyment but also an art that is setting of a poem to music, especially conceived

to enhance the meaning of text.

2. Concept of Vocabulary Mastery

a) Definition of Vocabulary Mastery

There are many definitions of vocabulary proposed by some experts. It is

very important for one to know what vocabulary is before discussing vocabulary

mastery. According to Hatch and Brown (1995: 1), the term vocabulary refers to a

list or set of words for particular language or a list of words that individual speakers

of language use. Since vocabulary is a list which only involved alphabetical order.

The method used to choose in vocabulary selection to teach vocabulary are

important factors. It needs the process of learning in context to get the meaning of

words as stated by Allen (1983: 4).

Vocabulary is a fundamental component of second language proficiency,

one of the primary goals of language learning is to know the meanings of the words.

It is needed to communicate successfully in the second language. Hornby (1995:

985) states that vocabulary is the total number of the words (with their meaning and

with rules for combining them) making up the language. Burn and Broman (1975:

295) define that vocabulary is the stock of words used by a person, class or

professional, all having much in common, yet each distinctly different. The primary

thing in learning a language is the acquisition of a vocabulary. Therefore, success

in learning English requires vocabulary acquisition. Nunan (1998: 118) said that,

the development of a rich vocabulary is an important element in the acquisition of

a second language.

16

Studying language cannot be separated from vocabulary because it is an

essential part of language. Vocabulary mastery is important for the students. It is

more than grammar for communication purpose, particularly in the early stage

when students are motivated to learn the basic words. Without having proportional

English vocabulary, student will get some difficulties in using English or conveying

what is on his/her mind. Vocabulary mastery can be measured by the requirements

of generalization (being able to define words) and application (selecting an

appropriate use of it). In addition, Schmitt and McCharty (1997: 326) state

“Receptive and Productive knowledge may prove the only realistic way to measure

depth of vocabulary knowledge”. Receptive knowledge is words that the learners

recognize and understand when they occur in a context. While productive

knowledge relates to words which the learners understand, able to pronounce

correctly and use constructively in speaking and writing. Further, Madsen

(1983:12) states the purpose of vocabulary test is to measure the comprehension

and production of words used in speaking or writing.

Referring to the explanation above, it can be concluded that vocabulary

mastery is a skill to understand the stock of words and their meanings of a particular

language. The students who have proportional words or vocabularies will reduce

their difficulties in using English. A teacher as facilitator in learning process should

keep looking for way to make learning vocabulary easier and more pleasant.

Alfayanah (2014: 2) states that Education is supposed to become less stressful, more

relaxed, and more enjoyable, bring a long list of educational advantages. In

addition, Tekeng (2016: 122) says that even though vocabulary mastery is

17

important in order to support the mastery in English skill, in fact many English

learner are often face with the problem of the vocabulary mastery. Vocabulary is

greatly importance to learn for students in language education. Students can still

communicate one another even they do not master the grammar, but without

vocabulary they cannot communicate at all. In order to fix the problem, teachers or

lecturers use various technique to teach vocabulary, one of them is by using song.

The lyric of song is formed from a collection of words and sentences.

b) Types of Vocabulary

Some experts have classified types of vocabulary. Shepherd (1980: 1)

classifies vocabulary into two kinds, such as a receptive vocabulary and expressive

vocabulary (productive vocabulary). Further, he defines the receptive vocabulary

as the words known when the learner listens and reads. The receptive vocabulary

is also called a passive process because the learner only receives thought from

others. In language application, the receptive vocabulary is considered as the basic

vocabulary. Later, expressive vocabulary is defined as the words that the learners

understand, can pronounce correctly, and use constructively in speaking and

writing. It involves what is needed for receptive vocabulary plus the ability to

speak or write the appropriate time. Therefore, productive vocabulary can be

addressed as an active process, because the learners can produce the words to

express their thought to others.

In language, words can be considered as the smallest element that have

distinctive meaning. Based on their use and function, words are categorized into

several types of part of speech. Marcella Frank (1972: 4) divides part of speech

18

into several parts, such as central core (verb and noun or pronoun), modifier

(adjective and adverb), connector (preposition and conjunction). He adds that only

nouns, verbs, adjectives, and adverbs have special inflectional and derivational

endings, and use special markers for identification. The great bulk of our

vocabulary falls into these four part of speech, and new words enter into these

category only.

In this research, there are two focused types of vocabulary namely verb and

noun. For the detail information, the explanation of them are as follows:

1) Verb

Verb is a word that shows an action, occurrence, or state of being.

Generally, every sentence requires a verb. Since verb is the most important

element to form a sentence. It is a part of word classes in learning vocabulary.

The words of verb in English have the forms relevant to the time that they

indicate.

Verb is one of the element that the researcher focused on his research. it

is learned from the song lyric that has been chosen. Since the verbs in song

generally have a past form because most of songs tell about the past. Verb is

the most complex part of speech. Its varying arrangements with noun determine

the different kinds of sentences statements, question, commands, and

exclamation.

Base on the object, verb is divided into transitive verb, which is a verb

that needs object to complete the meaning of sentences and intransitive verb,

which is a verb that does not require an object. In additional, verb is divided

19

into two types according to its form namely regular verb and irregular verb.

The details of the information are as follows:

a. Regular verb

Azar (1989: 17) in her book says that regular verb is change of verb which

systematic, that is adding –d or –ed of first verb so to be v2 (past tense) and v3 (past

participle). These following examples of regular verbs form from present, past tense

and past participle :

Table 2.2. The example form of regular verb

Simple Form Simple Past Past Participle

Ask Asked Asked

Call Called Called

Look Looked Looked

Play Played Played

Stay Stayed Stayed

b. Irregular verb

Azar (1989: 17) says that irregular verb is verb that have some functions

with regular verb. Irregular verb different with regular verb, in regular verb the verb

just added by ed, but in irregular verb, the change of verb which not systematic.

These following examples of irregular verbs form from present, past tense and past

participle:

Table 2.3. The example form of irregular verb

Simple Form Simple Past Past Participle

Become Became Become

Break Broke Broken

Hide Hidden Hidden

Know Known Known

Tell Told Told

20

2) Noun

Noun is a word that functions as the name of some specific thing or set

of things, such as living creatures, objects, places, actions, or ideas. Marcella

Frank (1972: 6) says in his book that noun is one of the most important part of

speech. Its arrangement with the verb helps to form the sentence core which is

essential to every complete sentence. in addition, it may function as the chief

of “head” word in many structures of modification.

Noun is one of the element that the researcher focused on his research.

it is learned from the song lyric that has been chosen. Finding songs that have

proportional nouns to learn is not so easy. There are only a little bit of songs

that contain enough nouns in their lyric.

There are several types of nouns that may be contained in a song.

Marcella Franks in his book divides some types of nouns based on the meaning,

such as:

a. Proper noun

Proper noun is a name which refers only to a single person, place, or thing

and there is no common name for it. In written English, a proper noun always begins

with capital letters. Example: Mr. John Smith, Makassar, Jakarta, etc.

b. Concrete and abstract noun

A concrete noun is the exact opposite of abstract noun. It refers to the things

we see and have physical existence. Example: Chair, table, bat, ball, water, money,

sugar, etc. later, An abstract noun is a word for something that cannot be seen but

is there. It has no physical existence. Generally, it refers to ideas, qualities,

21

and conditions. Example: Truth, lies, happiness, sorrow, time, friendship, humor,

patriotism, etc.

c. Countable or noncountable noun

The nouns that can be counted are called countable nouns. Countable nouns

can take an article: a, an, the. Example: Chair, table, bat, ball, etc. Whereas, the

nouns that cannot be counted are called non-countable nouns. Example: Water,

sugar, oil, salt, etc.

d. Collective noun

A collective noun is a word for a group of things, people, or animals, etc.

Example: family, team, jury, cattle, etc. Collective nouns can be both plural and

singular. However, Americans prefer to use collective nouns as singular, but both

of the uses are correct in other parts of the world.

C. Conceptual Framework

The conceptual framework of this research that had been done served in the

following diagram:

Vocabulary

Modern Songs Classical Songs

The better media for students

to learn vocabulary

The students’ score by

using modern songs

The students’ score by

using classical songs

Compare

22

The main focus in this research is vocabulary especially on verbs and nouns.

The objectives of this research was to find out the significant difference between

the use of classical songs and modern songs toward the students’ vocabulary

mastery. However, the researcher wanted to find out the better media format

between classical songs and modern songs for the students’ vocabulary mastery of

English Education Department. Thus, he gave several tests of both medias to the

classes that have learned vocabulary through songs. Next, the researcher used the

determined formula to analyze students’ paper test in order to obtain their score.

Finally, the researcher compared the both test results to find out which media is

better for the students to learn vocabulary well.

D. Hypothesis

Hypothesis is proposition that is stated is a testable form and that predicts a

particular relationship between two or more variable. In other words, we think that

a relationship exists, we first state it is hypothesis and then test hypothesis in the

field (Baily, 1978). Therefore, there are two hypotheses in this research:

H0: There is no significant difference between using classical songs and modern

songs on students’ vocabulary mastery of English Education Department.

Ha: There is a significant difference between using classical songs and modern

songs on students’ vocabulary mastery of English Education Department.

23

CHAPTER III

RESEARCH METHOD

This chapter provides information about the research design, population

and sample, variable of the research, and instrument.

A. Research Design

The method used in this research was ex post facto with causal comparative

design. According to Sugiyono (2016: 57) Comparative research is a study

comparing the existence of one or more different samples or at the different times.

The researcher used comparative design in ordered to compare the better

type of song namely classical song and modern song to use for the students in

learning vocabulary. The representative design picture as follow:

Group Independent Variable Dependent Variable

E X O1

C O2

Using this model, the investigator hypothesizes the independent variable

and then compares two groups, an experimental group (E) which has been exposed

to the presumed independent variable X and a control group (C) which has not. The

dashed line in the model shows that the comparison groups E and C are not equated

by random assignment. Alternatively, the researcher may examine two groups that

are different in some way or ways and then try to account for the difference or

differences by investigating possible antecedents (Cohen, 2007: 269).

24

B. Research Variables

The kinds of variable related to the research consists of independent and

dependent variable. Independent variable is the variable that is influenced by

another variable to achieve what is expected by researcher, whereas the dependent

variable is the result that is expected through the implementation of the

independent variable (Arikunto: 2006).

Based on the title above, the researcher could identify the clear illustration

on the research variable. The variable is divided into:

1. Independent Variable

Independent variable is a variable that influence another variable to achieve

the researcher expectation (Sugiyono, 2017: 61). Therefore, the independent

variables in this research are classical song and modern songs.

2. Dependent Variable

Dependent variable is the result that expect through implement of the

independent variable (Sugiyono, 2017: 61). Hence, the dependent variable in this

research is vocabulary mastery.

C. Research Setting

This research was carried out at the Department of English Education,

Faculty of Education and Teacher Training of UIN Alauddin Makassar. The

researcher started working on this research from 2th February 2019 to 13rd

November 2019. This research was began from the time the researcher composed

the draft of thesis, consulted the draft, held the research, and present the research

finding.

25

D. Population and Sample

1. Population

Arikunto (2015: 173) says in his book that Population is the whole

subject of the research, while sample is the part of population. The subjects of

this research were students in the first semester of English Education

Department of UIN Alauddin Makassar in academic year 2019 that consist of

93 students. they are divided into four groups and two classes namely PBI 1-2,

which consist of 45 students and PBI 3-4 which consist of 48 students.

2. Sample

Nunan in Fatmawati (2016: 35) said that sample is the subset of

individuals from a given population. However, sample must represent the

population as the part of it.

The researcher used simple random sampling in this research, which the

participants were randomly selected. Simple random sampling is a technique of

sampling in which the member of the population is taken randomly without

regarding to the strata that exist in the population (Sugiyono 2016: 120). The

researcher took 30 of 93 students as a sample. The researcher picked 15 students

randomly from each class, they were 15 students from PBI 1-2 who learned

vocabulary through classical songs and 15 students from PBI 3-4 who learned

vocabulary through modern songs.

E. Research Instrument

Instrument is the tool or facility used by the researcher in collecting the data

in order to make his or her work easier and get better result (Arikunto, 2015: 160).

26

Therefore, the researcher concluded that instrument takes an important role in the

research. The instruments used in this research were tests and songs. Test is

technique or a method that is intended to measure students’ knowledge and ability

to complete a particular task.

This research was focused on vocabulary, so that it is needed to evaluate the

students’ vocabulary mastery. In this case, there will be 2 different tests for verbs

and nouns. The test was adapted from the research of Safitri and Rahman (2016),

which is Verb-form. It is a test where the students are supposed to know the others

form of the verbs in the song lyric. Next, the test was adapted from the English

teaching material of listening subject, which is Fill in the blank. It is a test where

the students are required to fill the gap or blank page in the song lyric. Later, the

students are also required to translate the focused words from English to Indonesian.

F. Data Collecting Procedure

This research was carried out from 20th September 2019 to 14th October

2019. The researcher conducted meetings and tests in both classes. The procedures

in collecting the data are as follows:

1. Friday, 20th September 2019, the researcher and lecturer held the first

meeting of PBI 1-2 in the laboratory. Students’ vocabulary mastery were

evaluated by listening to the classical songs and filling the blank page of

the song lyric. There were two songs played, namely “we could have it all”

and “hurt”. The first song was focused to the nouns, while the second is

focused to the verb.

27

2. Monday, 23rd September 2019, the researcher and lecturer held the first

meeting of PBI 3-4 also in the laboratory. Students vocabulary mastery

were evaluated by listening to the modern songs and filling the blank page

of the song lyric. There were also two songs played, namely “something

just like this” which focused to the nouns and “one call away” that focused

to the verbs.

3. Friday, 27th September 2019, the researcher held the second meeting of PBI

1-2. He gave explanation about the focused vocabulary in classical songs,

such as meaning of the words and form of the verbs.

4. Monday, 30th September 2019, the researcher held the second meeting of

PBI 3-4. He gave explanation about the focused vocabulary in modern

songs, such as meaning of the words and form of the verbs.

5. Tuesday, 8th October 2019, the researcher gave two types of test to PBI 1-

2. The first test was held to know the students’ vocabulary mastery on

verbs, and the second test was for collecting the data of their vocabulary

mastery on nouns.

6. Monday, 14th October 2019, the researcher held the last meeting. He gave

the same test to PBI 3-4 in order to collect the data of their vocabulary

mastery on verbs and nouns.

G. Data Analysis Technique

The researcher obtained the data from the result of the tests. It was analyzed

in order to find out whether there is a significant difference or not on students

vocabulary mastery between using classical songs and modern songs. Since, the

28

students' score would show the answer of the question. However, analyzing the

students’ test data will be done by the steps as follow:

a. Calculating the students’ score from the test

Where:

X = Score

P = Number of correct answers

N = Total number of items

(Sudijono, 2008: 43)

b. Finding out the mean score, the variance and the standard deviation

1) Mean score:

Sudijono (2012) states that mean is sum of all score which is divided by

number of scores. In addition, Charles and Dianne (1995) say that mean is score on

a test is what is commonly known as the average; that is the sum of all the students’

scores divided by the number of students. Determining the mean score was using

the formula:

M = ∑𝑋

𝑁

Where:

M = The mean score

∑x = Sum of all score

N = The number of sample

Sudijono, 2008: 314

X =𝑃

𝑁 × 100

29

2) Range

Sudijono (2012) states that range is the difference between lowest score and

highest score. The formula is:

Range (R) = Highest score – Lowest score

3) Variance

Variance is the amount of dispersion from standard deviation. The following

formula is:

S2 = ∑𝑓 (𝑥𝑖−𝑥)2

∑𝑓

3) Standard Deviation

SD = √S2

Where:

SD = Standard Deviation

S2 = The variance

(Sudijono, 2008: 314)

c. Finding out the significant difference

In order to find out difference between classical songs and modern songs on

students’ vocabulary mastery. The researcher used “t-test” based on Sugiyono

(2016).

The researcher used the t-test to test the existing hypothesis. In this case the

hypothesis in this study was a comparative hypothesis of two independent samples.

Hence, the t-test formula that could be used for testing comparative hypothesis of

two independent samples namely the separated variance and polled variance

30

formulas. The determination of the formula used is based on the number of samples

and variant data from both groups. For more details, follow the explanation below:

1) If the sample sizes are equal (n1 = n2) and variances of two groups are

homogeneous then can use t-test formula both separated variant and polled

variance. The degree of freedom used in t-table is; df = n1 + n2 – 2.

2) If the sample sizes are unequal (n1 ≠ n2) and variances of two groups are

homogeneous then can use t-test formula polled variance. The degree of

freedom used in t-table is; df = n1 + n2 – 2.

3) If the sample sizes are equal (n1 = n2) and variances of two groups are

heterogeneous then can use t-test formula both separated variance and polled

variance. The degree of freedom used in t-table is; df = n1 – 1, or df = n2 – 1.

4) If the sample sizes are unequal n1 ≠ n2 and variances of two treatment groups

are heterogeneous then can use t-test formula separated variance.

In this research, the number of samples from the group one and group two

were the same. Meanwhile, the homogeneous of the variance was determined by

the following formula:

F-count = 𝐻𝑖𝑔𝑒𝑠𝑡 𝑉𝑎𝑟𝑖𝑎𝑛𝑐𝑒

𝐿𝑜𝑤𝑒𝑠𝑡 𝑉𝑎𝑟𝑖𝑎𝑛𝑐𝑒

However, the researcher determined the homogeneous of the variance by

using t-table. If the F-count is lower than T-table, it means the variance are

homogeneous. Whereas, if the F-count is bigger than T-table, it mean the variance

is heterogeneous.

31

The researcher analyzed the score between classical song and modern song

classes. The data analysis technique was statistical analysis with t-test to find out

the significant difference. The formula was:

𝑡 =𝑋1 − 𝑋2

√𝑆1

2

𝑛1+

𝑆22

𝑛2

where:

X1 : Mean data of group one

X2 : Mean data of group two

S12 : Varian data of group one

S22 : Varian data of group two

N1 : Sum sample of group one

N2 : Sum sample of group two

(Sugiyono, 2017 :273)

32

CHAPTER IV

FINDINGS AND DISCUSSIONS

This chapter describes research findings which consist of the description of

data, the analysis of data, the test of hypothesis and the interpretation of data.

A. Findings

The findings of this research were the data results from tests which were

divided into three test for each media. The data would be explained by using

descriptive statistic which presented in tables and described in quantitative

manners. In order to give clear of the data findings, the researcher explain them as

follows:

1. The Students’ Vocabulary Mastery Scores

The scores of students’ vocabulary mastery were obtained from the result of

three tests of each media. The first test was filling in the blank where the students

must fill the blank page of the son lyric. Next, the second test was verb form where

the students were ordered to find out the form of the verb in the song lyric. They

should pay attention for the forms which were divided into three form, such as

present, past, and past participle. Finally, the last test was about translating the

meaning of the focused vocabulary in this research, such as nouns and verbs.

a. The students’ score in the first test (Fill in the Blank)

1) Students’ score by using Classical Song

After the researcher calculated the test score, it was found that in the first

test using classical song the total score was 1006 with the average score was 67.

The highest score was 93 and the lowest was 35. (Appendix iv)

33

To simplify the data, they were grouped by using the steps suggested by

Susetyo (2010: 20-21) :

a) Determining range of the data (R)

R = highest score – lowest score

= 93 – 35 = 58

b) Determining the number of interval classes (K)

K = 1 + 3.3 log (n)

= 1 + 3.3 log 15

= 1 + 3.3 x 1.17 = 5

c) Determining the length of interval classes (P)

P = 𝑅

𝐾 =

58

5 = 12

d) Creating the grouped data distribution table

Table 4.1. Group Distribution of Classical Song Score in the First Test

Score Frequency

35 – 46 4

47 – 58 0

59 – 70 3

71 – 82 6

83 – 94 2

Total 15

4

0

3

6

2

0

2

4

6

8

35 - 46 47 - 58 59 - 70 71 - 82 83 - 94

Fre

qu

en

cy o

f re

spo

nd

en

ts

Students Score in the First Test Using Classical Song

Score

34

Chart 4.1 The Grouped Distribution of Classical Song Score in the First Test

2) Students’ score by using Modern song

After the researcher calculated the test score, it was found that the total score

in the first test using modern song was 1416 with the average score was 94.4. The

highest score was 100 and the lowest was 84. (Appendix iv)


Susetyo (2010: 20-21) :



= 100 – 84 = 16

b) Determining the number of interval classes (k)

K = 1 + 3.3 log (n)

= 1 + 3.3 log 15

= 1 + 3.3 x 1.17 = 5


P = 𝑅

𝐾 =

16

5 = 3


Table 4.2. Group Distribution of Modern Song Score in the First Test

Score Frequency

84 – 86 1

87 – 89 1

90 – 92 6

93 – 95 0

96 – 98 1

99 – 100 6

Total 15

35

Chart 4.2 The Grouped Distribution of Modern Song Score in the First Test

b. The students’ score in the second test (Verb form)

1) Students’ score by using Classical song


in the first test using modern song was 1229 with the average score was 82. The



Susetyo (2010: 20-21) :



= 100 – 33 = 67


K = 1 + 3.3 log (n)

= 1 + 3.3 log 15

= 1 + 3.3 x 1.17 = 5


P = 𝑅

𝐾 =

67

5 = 14


1 1

6

01

6

0

2

4

6

8

84 – 86 87 – 89 90 – 92 93 – 95 96 – 98 99 – 100

Fre

qu

en

cy o

f re

spo

nd

en

ts

Students Score in the First Test Using Modern Song

Score

36

Table 4.3. Group Distribution of Classical Song Score in the Second Test

Score Frequency

33 – 46 1

47 – 60 0

61 – 74 2

75 – 88 5

89 – 100 7

Total 15

Chart 4.3 The Grouped Distribution of Classical Song Score in the Second Test






Susetyo (2010: 20-21) :



= 100 – 80 = 20

10

2

5

7

0

2

4

6

8

33 – 46 47 – 60 61 – 74 75 – 88 89 – 100

FREQ

UEN

CY

OF

RES

PO

ND

ENTS

Students Score in the Second Test Using Classical Song

Score

37


K = 1 + 3.3 log (n)

= 1 + 3.3 log 15

= 1 + 3.3 x 1.17 = 5


P = 𝑅

𝐾 =

20

5 = 4


Table 4.4. Group Distribution of Classical Song Score in the Second Test

Score Frequency

77 – 80 1

81 – 84 0

85 – 88 1

89 – 92 0

93 – 96 3

97 – 100 10

Total 15

Chart 4.4 The Grouped Distribution of Modern Song Score in the Second Test

10

10

3

10

0

5

10

15

77 – 80 81 – 84 85 – 88 89 – 92 93 – 96 97 – 100

FREQ

UEN

CY

OF

RES

PO

ND

ENTS

Students Score in the Second Test Using Modern Song

Score

38

c. The students’ score in the third test (Translating the meaning)

1) Students’ score by using Classical song


in the first test using modern song was 1340 with the average score was 89. The



Susetyo (2010: 20-21) :

e) Determining range of the data (R)


= 95 – 56 = 39

f) Determining the number of interval classes (k)

K = 1 + 3.3 log (n)

= 1 + 3.3 log 15

= 1 + 3.3 x 1.17 = 5

g) Determining the length of interval classes (P)

P = 𝑅

𝐾 =

39

5 = 8

h) Creating the grouped data distribution table

Table 4.5. Group Distribution of Classical Song Score in the third Test

Score Frequency

56 – 63 1

64 – 71 0

72 – 79 1

80 – 87 5

88 – 95 8

Total 15

39

Chart 4.5 The Grouped Distribution of Classical Song Score in the Third Test






Susetyo (2010: 20-21) :

e) Determining range of the data (R)


= 99 – 85 = 14

f) Determining the number of interval classes (k)

K = 1 + 3.3 log (n)

= 1 + 3.3 log 15

= 1 + 3.3 x 1.17 = 5

g) Determining the length of interval classes (P)

P = 𝑅

𝐾 =

14

5 = 3

h) Creating the grouped data distribution table

10

1

5

8

0

2

4

6

8

10

56 – 63 64 – 71 72 – 79 80 – 87 88 – 95

Freq

uen

cy o

f re

spo

nd

ents

Students Score in the Third Test Using Classical Song

Score

40

Table 4.6. Group Distribution of Classical Song Score in the third Test

Score Frequency

85 – 87 4

88 – 90 1

91 – 93 2

94 – 96 6

97 – 99 2

Total 15

Chart 4.6 The Grouped Distribution of Modern Song Score in the Third Test

2. The Sum Score of Classical Songs and Modern Songs

The data of students’ vocabulary mastery such the scores of both types of

song have been presented above. The objective of this research is to find out

whether there is a significant difference or not on students vocabulary mastery

between using classical songs and modern songs. Therefore, the researcher summed

the scores of both types of song to answer the question. In order to make the clear

understanding, the data is presented below:

10

10

3

10

0

2

4

6

8

10

12

77 – 80 81 – 84 85 – 88 89 – 92 93 – 96 97 – 100

Freq

uen

cy o

f re

spo

nd

ents

Students Score in the Third Test Using Modern Song

Score

41

a. Students’ Score in Classical Song

Table 4.7. Group Distribution of Students Score Using Classical Song

No Students Score Frequency Mean Frequency Sum Score

1 53 – 60 1 53 53

2 61 – 68 1 62 62

3 69 – 76 2 75 150

4 77 – 84 6 82 492

5 85 – 92 4 87.75 351

6 93 – 100 1 94 94

Total 15 1202

Mean 80

Based on the data above, there were 6 numbers of class interval. The table

shows that the lowest score was in interval 53-60 that earned by one student and the

highest score was in interval 93-100 that achieved by one students. Meanwhile, the

most achieved score by students was in the interval 77-84 which earned by 6

students. In addition, the total scores reached by students were 1202 with the

average 80. For the calculating of statistical description, it can be seen in appendix.

b. Students’ Score in Modern Song

Table 4.8. Group Distribution of Students Score Using Modern Song

No Students Score Frequency Mean Frequency Sum Score

1 90 – 91 5 90 452

2 92 – 93 0 0 0

3 94 – 95 3 94 283

4 96 – 97 5 97 483

5 98 – 99 1 98 98

6 100 1 100 100

Total 15 1416

Mean 94

Based on the data above, there were 6 numbers of class interval. The table

shows that the lowest score was in interval 90-91 that earned by 5 students and the

42

was one student achieved the highest score that is 100. Meanwhile, the most

achieved score by students was in the interval 90-91 and 96-97 which earned by 5

students for each interval. In addition, the total scores reached by students were

1416 with the average 94. For the calculating of statistical description, it can be

seen in appendix xviii.

c. Mean score, Variance, and Standard Deviation

The tests were presented in frequency distribution of experimental and

controlled class (post-test) table which consist of maximum score, minimum score,

mean, variance and standard deviation from the table below.

Table 4.9. Frequency distribution of Classical song and Modern Song

Data Classical Song Modern Song

Minimum score 53 90

Maximum Score 94 100

Mean 80 94

Variance 104 12

Standard Deviation 10.20 3.46

Chart 4.7 Frequency distribution of Classical song and Modern Song

0

20

40

60

80

100

120

MIN SCORE MAX SCORE MEAN VARIANCE SD

53

9480

104

10.2

90100 94

123.46

Frequency Distribution of Classical and Modern song

Classical Song Modern Song

43

3. Hypothesis of Test

The researcher tested the statistical hypothesis. The table below provided

information about statistical hypothesis test and this study was using t-test which

significance α = 0.05.

After calculating the data, the researcher tested his hypothesis based on

statistical hypothesis test states:

Table 4.10 The Result of Classical Song and Modern Song

Statistic Classical Song Modern Song

Sample (N) 15 15

Mean (X) 80 94

Variance (S2) 104 12

Standard Deviation (S) 10.20 3.46

t-value -5.03

t-table 2.14

The table above shows that the mean score of classical song was lower than

modern song, but the variance and standard deviation of classical song were higher

than modern song. Based on the score of t-test and t-table, the statistical hypothesis

in this research are as follows:

a. If tvalue < ttable, it means that H0 is accepted and Ha is rejected.

b. If tvalue > ttable, it means that Ha is accepted and H0 is rejected.

As the result of the researcher calculating, the researcher gained the t-value

-5.03 while t-table was 2.14. Moreover, it concluded that tvalue was lower than ttable

(-5.03 < 2.14) or H0 is accepted and Ha is rejected. Therefore, there was no

significant difference on students’ vocabulary mastery between using classical song

and modern song. (Appendix v)

44

B. Discussions

The discussion of the data description contains the important point from the

computation of the data finding, the hypothesis testing to research objective. There

were two important points of the data description, such as data finding of students’

vocabulary mastery score using classical songs and modern song and the data

finding of test hypothesis. The data were obtained from the result of tests. The test

was carrying out three times namely fill in the blank, verb form, and translating the

meaning.

Before the researcher gave test to the students, he held a try out in order to

obtain the mastered and unmastered vocabulary of the students. The data obtained

from the students then compared with the final test. The researcher found the

average of try out and final test using classical song were 76 and 90 with the range

was 16. Otherwise, the average of try out and final test using modern song were 86

and 92 with the range was 6.

However, either classical song or modern song had significant difference

between the try out and final test score of the students. The statistical hypothesis

test calculation (t-test) showed that the t-value of both media were higher than t-

table. The t-test from the classical songs found that tvalue of was 4.77 and ttable was

2.14 whether in the modern song, it found that tvalue was 2.66 and ttable was 2.14. It

meant that both medias were improving students vocabulary mastery.

From the description of the data above, the students’ average scores who

learned vocabulary through classical song were 67, 82, and 89. The score was

improving from the first test until the third test. The students also gained new

45

vocabularies from the song which means that using classical song to learn

vocabulary is effective to improve students vocabulary mastery. Moving to the

average score of students who learned vocabulary through modern songs. They

gained means such as 94, 96, and 91. Even through the average score were not

improving from the first test until the third test, they achieve average score higher

than students who learn vocabulary through classical song. Moreover, the students

also got new vocabularies through modern song. Hence, using modern song to learn

vocabulary is also effective.

The gained hypothesis using t-test with significant 0.05 showed that tvalue

was lower than than ttable (-5.03 < 2.14). It concluded that there was no significant

difference on students’ vocabulary mastery between learning vocabulary through

classical song and modern song. The use of both medias were effective to improve

students vocabulary mastery. It could help students not only to acquire new words

from the song but also could fell enjoy and relax while in the learning process.

Related to the result above, Prames Ayuningtyas (2008) found similar result

from his research that songs was clearly help the students memorize the meaning

of the words better. However, Students were motivated in learning vocabulary using

songs and their memorization also improved through listening to a song. In addition

to that, Grace Safenla (2013) in his research conclude that classic music or classical

song influenced the students’ ability in memorizing new vocabularies because the

rhyme and melody of the song helped students to concentrate and relax to memorize

the vocabulary. Otherwise, Sri Wahyuni (2012) in her thesis found that using

popular song in teaching vocabulary can increase the student’s vocabulary mastery.

46

The students tend to be cooperative, active, enjoyed and have motivated in Learning

English. They also enrich and memorize vocabulary well.

Norton (2005) stated that teaching vocabulary through song allows the

students to learn vocabulary in alternative way. Related to Abbot’s (2002) statement

that repetition can help to build language and fluency, which meant that songs were

feasible to use as a media in teaching language especially in vocabulary because

there were several repetition in the song lyric.

In conclusion from the description above, there were no significant

difference between using classical songs or modern songs to improve students

vocabulary mastery. Both of them were suitable to use as a media to learn language

especially vocabulary.

47

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter presents the conclusion of the research and suggestions for the

lecturer and further researchers in learning vocabulary through song.

A. Conclusion

Based on the research finding, both classical song and modern song had

their enticements to make students felt enjoy and excited to learn vocabulary. It

could reduce boredom, thus the class could be more alive. The students of classical

songs were calm and pay attention to the song. They enjoy the learning process and

pay attention to the song. Meanwhile, the students of the modern song were very

excited in the class while in the learning process.

The result of the statistical hypothesis on significance level α= 0.05 showed

that t-value was lower than t-table (-5,03 < 2,145), thus H0 (Null hypothesis) was

accepted and Ha (Alternative hypothesis) was rejected. It means that there was no

significant difference on students vocabulary mastery who learned through classical

songs and modern song. Both medias were suitable to use in learning vocabulary

because it could improve students’ vocabulary mastery.

B. Suggestion

Based on the result of the research, the researcher gives suggestions as

follow:

1. Song is suitable to be applied in the classroom especially in vocabulary

mastery. Besides, the use of songs in teaching and learning process should be

48

familiarized and improved since there are many things to learn through songs.

songs are able to be applied to improve other skill language.

2. Lecturer should be more creative, attractive, and confident during teaching and

learning process. Moreover, the lecturer should manage the material better in

the class to make students focus and interested in the material in learning

vocabulary.

3. For other researchers, the result of this research can be used as reference or

basic information to do the further research with different sample and occasion.

49

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52

APENDICES

53

APPENDIX I

THE TEST INSTRUMENTS

The Test: Fill in the Blank (Noun-Focussed) of Classical Song

CLASSICAL SONG ( NOUN-FOCUSSED )

Reg Number :

Gender :

WE COULD HAVE IT ALL

(By : Maureen McGovern)

we could tumble like a weed in the wind_

or we could scatter like the ______ in a _______

or we could stand like an oak, and laugh at the _______

that the _______ we had is gone.

we could buckle like a _______ made of ______,

and we could shatter like a _______ made of _______,

or we could stand like a _______, and weather the _______,

and try to make it last.

and give each other love every day, a little goes a long, long way

and we could have it all, and we could have it all again.

or we could crumble like a _______ of _______,

and fade and wither like a _______ on a ________,

or we could stay with the _______, though lost it may seem,

and try a second time.


and we could have it all, and we could have it all again

we could have it all again.

you stumble and you fall, you’re out of your _______

you’ll gather your _______,

and you try again.



we could have it all, we could have it all again.

PETUNJUK: Dengarkan lagu dengan baik lalu

isilah bagian yang kosong pada lirik dibawah.

Fokuslah pada Noun dalam lagu tersebut.

.

54

The Test: Translating the Meaning (Noun-Focussed) of

Classical Song

CLASSICAL SONG ( NOUN-FOCUSSED )

Reg Number :

Gender :

WE COULD HAVE IT ALL

(By : Maureen McGovern)

we could tumble like a WEED(Rumput Liar) in the WIND(Angin),

or we could scatter like the LEAVES(________) in a STORM(________),

or we could stand like an oak, and laugh at the JOKE(________)

that the LOVE(________) we had is gone.

we could buckle like a BRIDGE(________) made of TIN(________),

and we could shatter like a HOUSE(________) made of GLASS(________),

or we could stand like a ROCK(________), and weather the SHOCK(________),

and try to make it last.



or we could crumble like a CASTLE(________) of SAND(________),

and fade and wither like a ROSE(________) on a VINE(________),

or we could stay with the DREAM(________), though lost it may seem,

and try a second time.


and we could have it all, and we could have it all again

we could have it all again.

you stumble and you fall, you’re out of your LOSSES(________)

you’ll gather your FORCES(________),

and you try again.



we could have it all, we could have it all again.

PETUNJUK: Perhatikan Noun Pada lirik

dibawah. Tulislah artinya dalam Bahasa

Indonesia pada bagian yang sudah disediakan.

.

55

The Test: Fill in the Blank (Verb-Focussed) of Classical Song

CLASSICAL SONG (VERB-FOCUSSED)

Reg Number :

Gender :

HURT

(By : Christina Aguilera)

Seems like it was yesterday when I _SAW_ your face

You ______ me how proud you were but I walked away

If only I knew what I ______ today, Ooh… Ooh…

I would ______ you in my arms, I would ______ the pain away,

Thank you for all you've ______ , Forgive all your mistakes,

There is nothing I wouldn't ______ , To ______ your voice again

Sometimes I ______ to call you, but I ______ you won't be there

ooh,ooh

I'm sorry for ______ you for everything I just couldn't do

And I ______ myself by hurting you

Somedays I feel broke inside but I won't ______

Sometimes I just want to ______ 'cause it's you I miss

You know it's so hard to ______ goodbye when it comes to this

Would you ______ me I was wrong? Would you ______ me understand?

Are you ______ down upon me? Are you proud of who I am?

There's nothing I ______ to do, To have just one more chance

To look into your eyes, and ______ you looking back

I'm sorry for blaming you for everything I just couldn't do

And I've ______ myself, Ooohh…

If I had just one more day, I would ______ you how much that I've missed you

since you've been away

Ooohhh, it's dangerous, It's so out of line to try to ______ back time

I'm sorry for ______ you for everything I just couldn't do

And I've ______myself…………By hurting you



Fokuslah pada Verb dalam lagu tersebut.

56

The Test: Verb Form (Verb-Focussed) of Classical Song


Reg Number :

Gender :

HURT


Seems like it was yesterday when I SAW( See , Seen ) your face

You told me how proud you were but I WALKED(______,______) away

If only I knew what I KNOW(______,______) today, Ooh… Ooh…

I would HOLD(_____,_____) you in my arms, I would TAKE(_____,_____) the

pain away

Thank you for all you've DONE(_____,_____), FORGIVE(______,_______) all

your mistakes

There is nothing I wouldn't do, To HEAR(_____,_____) your voice again

Sometimes I WANT(______,______) to call you, but I know you won't be there

I'm sorry for blaming you for everything I just couldn't do And I hurt myself by hurting

you

Somedays I feel broke inside but I won't ADMIT(______,______)

Sometimes I just want to HIDE(_____,______) 'cause it's you I

MISS(_____,_____)

You know it's so hard to SAY(_____,_____) goodbye

when it COMES(_____,_____) to this

Would you tell me I was wrong? Would you HELP(______,______) me

understand?

Are you looking down upon me? Are you proud of who I am?

There's nothing I want to do, To HAVE(_____,_____) just one more chance

To LOOK(_____,_____) into your eyes, and SEE(_____,_____) you looking

back


And I've HURT(_____,_____) myself, Ooohh…

If I had just one more day, I would TELL(_____,_____) you how much that I've

missed you since you've been away

Ooohhh, it's dangerous…

It's so out of line to TRY(_____,_____) to TURN(______,______) back time


And I've hurt myself…………By hurting you

PETUNJUK: Perhatikan Verb pada lirik lagu

dibawah. Isilah dengan bentuk Present, Past, dan

Past Participle pada bagian yg telah disediakan.

57


Classical Song


Reg Number :

Gender :

HURT


Seems like it was yesterday when I SAW( Melihat ) your face

You told me how proud you were but I WALKED(_______) away

If only I knew what I KNOW(_______) today, Ooh… Ooh…

I would HOLD(__________) you in my arms, I would TAKE(__________) the pain away

Thank you for all you've DONE(__________), FORGIVE(__________) all your

mistakes

There is nothing I wouldn't do, To HEAR(__________) your voice again

Sometimes I WANT(__________) to call you, but I know you won't be there

I'm sorry for BLAMING(__________) you for everything I just couldn't do

And I hurt myself by hurting you

Somedays I feel broke inside but I won't ADMIT(__________)

Sometimes I just want to HIDE(__________) 'cause it's you I

MISS(__________)

You know it's so hard to SAY(__________) goodbye when it COMES(__________) to

this

Would you tell me I was wrong? Would you HELP(__________) me understand?

Are you looking down upon me? Are you proud of who I am?

There's nothing I want to do, To HAVE(__________) just one more chance

To LOOK(__________) into your eyes, and SEE(__________) you looking back


And I've HURT(__________) myself, Ooohh…

If I had just one more day, I would TELL(__________) you how much that I've

missed you since you've been away

Ooohhh, it's dangerous…

It's so out of line to TRY(__________) to TURN(__________) back time


And I've hurt myself…………By hurting you

PETUNJUK: Perhatikan Verb Pada lirik



58

The Test: Fill in the Blank (Noun-Focussed) of Modern Song

MODERN SONG ( NOUN-FOCUSSED )

Reg Number :

Gender :

SOMETHING JUST LIKE THIS

(By : The Chainsmokers Ft. Coldplay)

I’ve been reading books of old, the legends and the _______

Achilles and his _______, Hercules and his _______

Spiderman’s control and Batman with his _______

And clearly I don’t see myself upon that list

But she said, where’d you wanna go, how much you wanna _______

I’m not looking for somebody with some superhuman gifts

Some superhero, some _______ bliss

Just something I can turn to, somebody I can kiss

I want something just like this (4X)

I’ve been reading _______ of old, the legends and the _______

The _______ they told, the _______ and its eclipse

And Superman unrolls a _______ before he lifts

But I’m not the kind of _______ that it fits

She said, where’d you wanna go, how much you wanna _______



Just something I can turn to, somebody I can miss


Oh, I want something just like this (2X)

Where’d you wanna go, how much you wanna _______




I want something just like this




Fokuslah pada Noun dalam lagu tersebut.

.

59


Modern Song

MODERN SONG ( NOUN-FOCUSSED )

Reg Number :

Gender :

JUST LIKE THIS

(By : The Chainsmokers Ft. Coldplay)

I’ve been reading BOOKS( Buku ) of old, the legends and the

MYTHS(_________)

Achilles and his GOLD(________), Hercules and his GIFTS(_________)

Spiderman’s control and Batman with his FISTS(________)

And clearly I don’t see myself upon that list

But she said, where’d you wanna go, how much you wanna RISK(________)


Some superhero, some FAIRYTALE(________) bliss



I’ve been reading BOOKS(________) of old, the legends and the

MYTHS(________)

The TESTAMENTS(________) they told, the MOON(________) and its eclipse

And Superman unrolls a SUIT(________) before he lifts

But I’m not the kind of PERSON(________) that it fits

She said, where’d you wanna go, how much you wanna RISK(________)

I’m not looking for somebody with some superhuman GIFTS


Just something I can turn to, somebody I can miss



Where’d you wanna go, how much you wanna RISK(________)

I’m not looking for somebody with some superhuman GIFTS(________)



I want something just like this


PETUNJUK: Perhatikan Noun Pada lirik



.

60

The Test: Fill in the Blank (Verb-Focussed) of Modern Song

MODERN SONG (VERB-FOCUSSED)

Reg Number :

Gender :

ONE CALL AWAY

(By : Charlie Puth)

I’m only one call away, I’ll be there to the day

Superman got nothing on me, I’m only one call away

Call me, baby, if you ______ a friend, I just wanna ______ you love

C’mon, c’mon, c’mon

Reaching out to you, so take a chance

No matter where you ______, You know you’re not alone

I’m only one call away, I’ll be there to ______ the day

Superman got nothing on me

I’m only one ______ away

Come along with me and don’t be scared

I just wanna set you free


You and me can ______ it anywhere

For now, we can ______ here for a while

Cause you ______, I just wanna see you smile

No matter where you ______, You know you’re not alone



And when you’re weak I’ll be strong, I’m gonna ______ holding on

Now don’t you ______, it won’t be long

Darling, and when you feel like hope is gone

Just ______ into my arms



I’m only one, I’m only one call away



I’m only one call away (2X)



Fokuslah pada Verb dalam lagu tersebut.

61

The Test: Verb Form (Verb-Focussed) of Modern Song


Reg Number :

Gender :

ONE CALL AWAY

(By : Charlie Puth)

I’m only one call away, I’ll be there to SAVE( Saved , Saved ) the day


Call me, baby, if you NEED(_______,_______) a friend,

I just wanna GIVE(_______,_______) you love….. C’mon, c’mon, c’mon


No matter where you GO(______,______), You know you’re not alone

I’m only one call away, I’ll be there to SAVE(______,______) the day

Superman got nothing on me,

I’m only one CALL(______,______) away

Come along with me and don’t be scared, I just wanna set you free


You and me can MAKE(______,______) it anywhere

For now, we can STAY(______,______) here for a while

Cause you KNOW(______,______), I just wanna see you smile

No matter where you GO(______,______), You know you’re not alone



And when you’re weak I’ll be strong, I’m gonna KEEP(_____,______) holding on

Now don’t you worry, it won’t be long

Darling, and when you FEEL(______,______) like hope is gone

Just RUN(______,______) into my arms






I’m only one call away (2X)

PETUNJUK: Perhatikan Verb pada lirik lagu

dibawah. Isilah dengan bentuk Present, Past, dan

Past Participle pada bagian yg telah disediakan.

62

The Test: Translating the Meaning (Verb-Focussed) of

Modern Song


Reg Number :

Gender :

ONE CALL AWAY

(By : Charlie Puth)

I’m only one call away, I’ll be there to SAVE( Menyelamatkan ) the day


Call me, baby, if you NEED(___________) a friend,

I just wanna GIVE(____________) you love…. C’mon, c’mon, c’mon


No matter where you GO(________), You know you’re not alone

I’m only one call away, I’ll be there to SAVE(____________) the day

Superman got nothing on me,

I’m only one CALL(__________) away

Come along with me and don’t be scared, I just wanna set you free


You and me can MAKE(__________) it anywhere

For now, we can STAY(__________) here for a while

Cause you KNOW(_________), I just wanna see you smile

No matter where you GO(_________), You know you’re not alone

I’m only one call away, I’ll be there to SAVE(____________) the day


And when you’re weak I’ll be strong, I’m gonna KEEP(__________) holding on

Now don’t you worry, it won’t be long

Darling, and when you FEEL(__________) like hope is gone

Just RUN(__________) into my arms

I’m only one call away, I’ll be there to SAVE(___________) the day



I’m only one call away, I’ll be there to SAVE(___________) the day


I’m only one call away

I’m only one call away

PETUNJUK: Perhatikan Verb Pada lirik



63

APENDIX II

LIST OF VOCABULARY

List of Vocabulary of Classical Song

NOUNS LIST VERBS LIST

Weed : Rumput Liar See : Melihat

Wind : Angin Walk : Beralan

Leave : Daun Know : Mengetahui

Storm : Badai Hold : Menahan

Joke : Lelucon Take : Mengambil / Membawa

Love : Cinta Do : Melakukan

Bridge : Jembatan Forgive : Memaafkan

Tin : Timah Hear : Mendengar

House : Rumah Want : Menginginkan

Glass : Kaca Call : Memanggil

Rock : Batu Blame : Menyalahkan

Shock : Goncangan/Kejutan Hurt : Menyakiti

Castle : Istana Break : Menghancurkan

Sand : Pasir Admit : Mengakui

Rose : Bunga Mawar Hide : Bersembunyi

Vine : Tanaman Anggur Miss : Merindukan

Dream : Mimpi Say : Mengatakan

Losses : Kekalahan Come : Dating

Force : Kekuatan Tell : Memberitahu

Help : Menolong

Look Menatap

Try Mencoba

Turn Memutar

64

List of Vocabulary of Modern Song

NOUNS LIST VERBS LIST

Book : Buku Save : Menyelamatkan

Myth : Mitos Need : Membutuhkan

Gold : Emas Give : Memberi

Gifl : Anugerah Go : Pergi

Fist : Pukulan Call : Memanggil

Risk : Resiko Make : Mambuat

Fairytale : Dongeng Stay : Tinggal

Testament : Wasiat Know : Mengetahui

Moon : Bulan Keep : Menjaga

Suit : Pakaian Feel : Merasa

Person : Orang Run : Lari

Smile : Tersenyum

65

APENDIX III

THE TEST RESULT AND HYPOTHESIS TEST CALCULATION (T-TEST) OF

TRY OUT AND FINAL TEST OF CLASSICAL AND MODERN SONG

The Result of Try Out and Final Test

NO. CLASSICAL SONG MODERN SONG

Try Out Final Test Try Out Final Test

1 71 93 90 96

2 63 90 89 97

3 75 82 86 94

4 65 92 83 95

5 73 92 88 92

6 84 88 93 85

7 75 92 81 92

8 48 88 80 84

9 84 88 65 94

10 80 89 88 94

11 90 94 94 94

12 88 94 89 85

13 78 88 90 90

14 80 86 84 85

15 83 88 94 98

MEAN 76 90 86 92

TOTAL 1137 1344 1294 1375

SD 10.89 3.29 7.31 4.74

VARIANCE 118.74 10.82 53.49 22.52

RANGE 14 6

66

Statistical Hypothesis Test Calculation (t-test) of Classical Song

The formula used to determine the significant difference of Classical song is:

𝑡 =𝑋1− 𝑋2

√𝑆1

2

𝑛1+

𝑆22

𝑛2

𝑡 = 90−76

√118,74

15+

10,82

15

𝑡 = 14

√8.6

𝑡 = 4,77

Based on the calculating above, the result of t-test from classical song and modern

song was 4,77.

Determining the t-test significance level α=0.05 by calculating the degree of

freedom

Df = N1 – 1 or N2 – 1

Df= 15 – 1

Df= 14

The degree of freedom (df) was 14.

The result was comparing t-count (4,77) and t-table (2,14). We know that tvalue >

ttable ; 4,77 > 2,14 or Ho was rejected and Ha was accepted. It means that t-count was

higher than t-table.

67

Statistical Hypothesis Test Calculation (t-test) of Modern Song

The formula used to determine the significant difference of Classical song is:

𝑡 =𝑋1− 𝑋2

√𝑆1

2

𝑛1+

𝑆22

𝑛2

𝑡 = 92−86

√22,52

15+

53,49

15

𝑡 = 6

√5,067

𝑡 = 2,66


song was 2,66.

Determining the t-test significance level α=0.05 by calculating the degree of

freedom

Df = N1 – 1 or N2 – 1

Df= 15 – 1

Df= 14


The result was comparing t-count (2,66) and t-table (2,14). We know that tvalue >

ttable ; 2,66 > 2,14 or Ho was rejected and Ha was accepted. It means that t-count was

higher than t-table.

68

APENDIX IV

THE DATA CALCULATING

The Calculating of Frequency Distribution, Mean, Variance, Standard

Deviation of Classical Song Class

STUDENTS’

CODE

FILL IN

THE BLANK

VERB

FORM

TRANSLATE SCORE X2

20400119004 40 90 93 74 5476

20400119006 42 95 90 76 5776

20400119011 45 33 81 53 2809

20400119013 73 80 92 82 6724

20400119014 81 86 91 86 7396

20400119019 74 80 88 81 6561

20400119020 60 100 92 84 7056

20400119022 35 62 88 62 3844

20400119023 90 72 88 83 6889

20400119024 82 90 89 87 7569

20400119027 80 86 92 86 7396

20400119028 93 90 94 92 8464

20400119031 68 80 88 79 6241

20400119032 68 95 86 83 6889

20400119038 75 90 88 94 8836

TOTAL SCORE 1202 97926

MEAN (X) 80 6528.4

1. Sample total (n) 15

2. Distribution of score

53 62 74 76 79 81 82 83 83 84 86 86 87 92 94

3. Maximum Score : 94

Minimum Score : 53

4. Range (R)

R = Xmax-Xmin

R = 94 - 53

R = 41

5. Number of class

K = 1 + 3.3 log (n)

K = 1 + 3.3 log 15

K = 1 + 3.3 . 1.17 = 5

6. Length of Interval class (P)

P = 𝑅

𝐾 =

41

5 = 8,2 = 8

69

No Interval Fi Xi Xi2 Fi.Xi Xi – X (Xi – X)2 f (Xi – X)2

1 53 – 60 1 53 2809 53 -27 729 729

2 61 – 68 1 62 3844 62 -18 324 324

3 69 – 76 2 75 5625 150 -5 25 50

4 77 – 84 6 82 6724 492 2 4 24

5 85 – 92 4 87.75 7700.06 351 7.75 60 240

6 93 – 100 1 94 8836 94 14 196 196

Total 15 1563

1. Mean of Classical song class (My)

Mx = ∑𝑥

𝑛

Mx = 1202

15 = 80.13 = 80

2. Variance (S2)

S2 = ∑𝑓 (𝑥𝑖−𝑥)2

∑𝑓

S2 = 1563

15

= 104.2

3. Standard Deviation (S)

(S) = √S2

(S) = √104.2

= 10.20

70

The Calculating of Frequency Distribution, Mean, Variance, Standard

Deviation of Modern Song Class

STUDENTS’

CODE

FILL IN

THE BLANK

VERB

FORM

TRANSLATE SCORE X2

20400119046 91 100 96 96 9216

20400119047 90 100 97 96 9216

20400119050 100 100 94 98 9604

20400119051 100 95 95 97 9409

20400119052 100 100 92 97 9409

20400119054 84 100 85 90 8100

20400119058 100 100 92 97 9409

20400119060 88 100 84 91 8281

20400119066 91 100 94 95 9025

20400119070 100 88 94 94 8836

20400119071 98 80 94 91 8281

20400119074 91 95 85 90 8100

20400119076 92 100 90 94 8836

20400119082 91 95 85 90 8100

20400119090 100 100 99 100 10000

TOTAL SCORE 1416 133822

MEAN 94 8921.46

1. Sample total (n) 15

2. Distribution of score

90 90 90 91 91 94 94 95 96 96 97 97 97 98 100

3. Maximum Score : 100

Minimum Score : 90

4. Range (R)

R = Xmax-Xmin

R = 100 - 90

R = 10

5. Number of class

K = 1 + 3.3 log (n)

K = 1 + 3.3 log 15

K = 1 + 3.3 . 1.17 = 5

6. Length of Interval class (P)

P = 𝑅

𝐾 =

10

5 = 2

71

No Interval Fi Xi Xi2 Fi.Xi Xi – X (Xi – X)2 f (Xi – X)2

1 90 – 91 5 90 8100 452 -4 16 80

2 92 – 93 0 0 0 0 -94 8836 0

3 94 – 95 3 94 8836 283 0 0 0

4 96 – 97 5 97 9409 483 3 9 45

5 98 – 99 1 98 9604 98 4 16 16

6 100 1 100 10000 100 6 36 36

Total 15 1416 177

1. Mean of Modern song class (My)

My = 𝑦

𝑛

My = 1416

15 = 94.4 = 94

2. Variance (S2)

S2 = ∑𝑓 (𝑥𝑖−𝑥)2

∑𝑓

S2 = 177

15

= 11.8 = 12

3. Standard Deviation (S)

(S) = √S2

(S) = √12

= 3.46

72

APPENDIX V

Statistical Hypothesis Test Calculation (T-test)

Tabel 5.1 Variable, mean, standard deviation, variance

Variable (n) Mean (X) Standard Deviation (S) Variance (S2)

Classical Song 15 80 10.20 104

Modern Song 15 94 3.46 12

The Homogenous test:

F = 𝐻𝑖𝑔ℎ𝑒𝑠𝑡 𝑉𝑎𝑟𝑖𝑎𝑛𝑐𝑒

𝐿𝑜𝑤𝑒𝑠𝑡 𝑉𝑎𝑟𝑖𝑎𝑛

F = 104

12

F = 8.66 (Not Homogeneous)

Finding out the significant different

𝑡 =𝑋1− 𝑋2

√𝑆1

2

𝑛1+

𝑆22

𝑛2

𝑡 = 80−90

√104

15+

12

15

𝑡 = −14

√7.73

𝑡 = −5,03


song was -5,03.

a. Determining the t-test significance level α=0.05 by calculating the degree

of freedom

Df = N1 – 1 or N2 – 1

73

Df= 15 – 1

Df= 14


b. The result was comparing t-count (-5.03) and t-table (2.14). We know that

tvalue < ttable ; –5.03 < 2.14 or Ho was accepted and Ha was rejected. It

means that t-count was lower than t-table.

74

APENDIX VI

SAMPLE OF TEST FILLED ANSWER SHEET

Sample of Fill in the Blank Test Filled Answer Sheet of Classical Song (Noun)

75

Sample of Translating Test Filled Answer Sheet of Classical Song (Noun)

76

Sample of Fill in the Blank Test Filled Answer Sheet of Classical Song (Verb)

77

Sample of Verb Form Test Filled Answer Sheet of Classical Song (Verb)

78

Sample of Translating Test Filled Answer Sheet of Classical Song (Verb)

79

Sample of Fill in the Blank Test Filled Answer Sheet of Modern Song (Noun)

80

Sample of Translating Test Filled Answer Sheet of Modern Song (Noun)

81

Sample of Fill in the Blank Test Filled Answer Sheet of Modern Song (Verb)

82

Sample of Verb Form Test Filled Answer Sheet of Modern Song (Verb)

83

Sample of Translating Test Filled Answer Sheet of Modern Song (Verb)

84

APENDIX VII

DOCUMENTATION

Explaining the Verb-form

85

Situation in the Class

87

The Researcher and Respondent

88

CURRICULUM VITAE

Zulkifli, the researcher, was born on September 7th, 1998 in

Talamangape, South Sulawesi. He is the first son of two

siblings from Tajuddin and Nuraeni. He began his study in

2003 from elementary school at SDN 1 Borong Kanan. In

2009, he continued to junior high school at SMPN 1

Bontonompo Selatan and graduated in 2012. He continued to senior high school at

SMAN 1 Bontonompo in 2012. In the second year, He took science mayor and

graduated in 2015. After He graduated from senior high school, he went to Alauddin

State Islamic University (UIN) of Makassar and majored English Education on

September 2015. During his study, he gained a lot of knowledge and experience

about English especially for teaching.

a comparative study on the vocabulary mastery of students …

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