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.
Gowa, 8 November 2019
P
iv
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
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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.
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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
Gowa, 05 November 2019
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.
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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:
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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.
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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.
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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)
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
= 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
c) Determining the length of interval classes (P)
P = 𝑅
𝐾 =
16
5 = 3
d) Creating the grouped data distribution table
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
After the researcher calculated the test score, it was found that the total score
in the first test using modern song was 1229 with the average score was 82. The
highest score was 100 and the lowest was 33. (Appendix iv)
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
= 100 – 33 = 67
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 =
67
5 = 14
d) Creating the grouped data distribution table
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
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 1453 with the average score was 96.8. The
highest score was 100 and the lowest was 88. (Appendix iv)
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
= 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
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 =
20
5 = 4
d) Creating the grouped data distribution table
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
After the researcher calculated the test score, it was found that the total score
in the first test using modern song was 1340 with the average score was 89. The
highest score was 94 and the lowest was 81. (Appendix iv)
To simplify the data, they were grouped by using the steps suggested by
Susetyo (2010: 20-21) :
e) Determining range of the data (R)
R = highest score – lowest score
= 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
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 1376 with the average score was 91.7. The
highest score was 99 and the lowest was 84. (Appendix iv)
To simplify the data, they were grouped by using the steps suggested by
Susetyo (2010: 20-21) :
e) Determining range of the data (R)
R = highest score – lowest score
= 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 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
we could have it all again.
you stumble and you fall, you’re out of your _______
you’ll gather your _______,
and you try again.
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.
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.
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 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 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
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.
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.
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
PETUNJUK: Dengarkan lagu dengan baik lalu
isilah bagian yang kosong pada lirik dibawah.
Fokuslah pada Verb dalam lagu tersebut.
56
The Test: Verb Form (Verb-Focussed) of Classical Song
CLASSICAL SONG (VERB-FOCUSSED)
Reg Number :
Gender :
HURT
(By : Christina Aguilera)
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
I'm sorry for blaming you for everything I just couldn't do
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
I'm sorry for blaming you for everything I just couldn't do
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
The Test: Translating the Meaning (Noun-Focussed) of
Classical Song
CLASSICAL SONG (VERB-FOCUSSED)
Reg Number :
Gender :
HURT
(By : Christina Aguilera)
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
I'm sorry for blaming you for everything I just couldn't do
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
I'm sorry for blaming you for everything I just couldn't do
And I've hurt myself…………By hurting you
PETUNJUK: Perhatikan Verb Pada lirik
dibawah. Tulislah artinya dalam Bahasa
Indonesia pada bagian yang sudah disediakan.
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 _______
I’m not looking for somebody with some superhuman gifts
Some superhero, some _______ bliss
Just something I can turn to, somebody I can miss
I want something just like this (2X)
Oh, I want something just like this (2X)
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
Oh, I want something just like this (3X)
PETUNJUK: Dengarkan lagu dengan baik lalu
isilah bagian yang kosong pada lirik dibawah.
Fokuslah pada Noun dalam lagu tersebut.
.
59
The Test: Translating the Meaning (Noun-Focussed) of
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(________)
I’m not looking for somebody with some superhuman gifts
Some superhero, some FAIRYTALE(________) bliss
Just something I can turn to, somebody I can kiss
I want something just like this (4X)
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
Some superhero, some FAIRYTALE(________) bliss
Just something I can turn to, somebody I can miss
I want something just like this (2X)
Oh, I want something just like this (2X)
Where’d you wanna go, how much you wanna RISK(________)
I’m not looking for somebody with some superhuman GIFTS(________)
Some superhero, some FAIRYTALE(________) bliss
Just something I can turn to, somebody I can kiss
I want something just like this
Oh, I want something just like this (3X)
PETUNJUK: Perhatikan Noun Pada lirik
dibawah. Tulislah artinya dalam Bahasa
Indonesia pada bagian yang sudah disediakan.
.
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
C’mon, c’mon, c’mon
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
I’m only one call away, I’ll be there to ______ the day
Superman got nothing on me, I’m only one call away
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 call away, I’ll be there to ______ the day
Superman got nothing on me
I’m only one, I’m only one call away
I’m only one call away, I’ll be there to ______ the day
Superman got nothing on me
I’m only one call away (2X)
PETUNJUK: Dengarkan lagu dengan baik lalu
isilah bagian yang kosong pada lirik dibawah.
Fokuslah pada Verb dalam lagu tersebut.
61
The Test: Verb Form (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 SAVE( Saved , Saved ) the day
Superman got nothing on me, I’m only one call away
Call me, baby, if you NEED(_______,_______) a friend,
I just wanna GIVE(_______,_______) you love….. C’mon, c’mon, c’mon
Reaching out to you, so take a chance
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
C’mon, c’mon, c’mon
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
Superman got nothing on me, I’m only one call away
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
Superman got nothing on me
I’m only one, I’m only one call away
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 (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
MODERN SONG (VERB-FOCUSSED)
Reg Number :
Gender :
ONE CALL AWAY
(By : Charlie Puth)
I’m only one call away, I’ll be there to SAVE( Menyelamatkan ) the day
Superman got nothing on me, I’m only one call away
Call me, baby, if you NEED(___________) a friend,
I just wanna GIVE(____________) you love…. C’mon, c’mon, c’mon
Reaching out to you, so take a chance
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
C’mon, c’mon, c’mon
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
Superman got nothing on me, I’m only one call away
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
Superman got nothing on me
I’m only one, I’m only one call away
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
I’m only one call away
PETUNJUK: Perhatikan Verb Pada lirik
dibawah. Tulislah artinya dalam Bahasa
Indonesia pada bagian yang sudah disediakan.
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
Based on the calculating above, the result of t-test from classical song and modern
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 degree of freedom (df) was 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
Based on the calculating above, the result of t-test from classical song and modern
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
The degree of freedom (df) was 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
86
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.