THE EFFECTIVENESS OF USING ENGLISH SONG
IN INCREASING STUDENTS’ MOTIVATION IN LEARNING ENGLISH
FOR THE SECOND YEAR STUDENTS OF SLTPN 2 SAKRA BARAT
IN THE SCHOOL YEAR 2008/2009
THESIS PROPOSAL
BY :
VIVIN SELVI IRIFANA
NPM: 05461425
HAMZANWDI COLLEGE OF TEACHER TRAINING
AND EDUCATION AT SELONG
DEPARTMENT OF LANGUAGE AND ART IN EDUCATION
STUDY PROGRAM OF ENGLISH LANGUAGE IN EDUCATION
2008
ACKNOWLEDGMENT
Alhamdulillah, great gratitude to Allah SWT for His mercies and blessing for
the writer, so that this thesis proposal can be finished.
Thank you so much the writer would like to say to :
1. M. Zulfiani Hamdi for his time in guiding his students especially the writer.
2. Friends for their support and participation in completing this thesis proposal.
3. All the people who had given their help to the writer.
Finally, the writer hopes this thesis proposal can be considered by our
lecturer, in order that the writer can go on to do the research.
Writer,
ii
TABLE OF CONTENTS
PAGE OF TITLE...........................................................................................................i
ACKNOWLEDGMENT..............................................................................................ii
TABLE OF CONTENTS............................................................................................iii
CHAPTER I INTRODUCTION...................................................................................1
1.1 Background of the Study........................................................................................1
1.2 Statement of the Study............................................................................................3
1.3 Objective of the Study............................................................................................3
1.4 Scope and Limitation of the Study..........................................................................4
1.5 Significance of the Study........................................................................................4
1.6 Assumption of the Study.........................................................................................4
1.7 Hypothesis of the Study..........................................................................................4
1.8 Definition of Key Terms.........................................................................................5
CHAPTER II REVIEW OF RELATED LITERATURE.............................................6
2.1 English Song...........................................................................................................6
2.1.1 Definition of Song.......................................................................................6
2.1.2 The Role of English Song...........................................................................7
2.2 Categories of Good Song in Teaching English.......................................................8
2.3 Motivation...............................................................................................................8
2.3.1 Concept of Motivation................................................................................8
2.3.2 Kinds of Motivation....................................................................................9
2.3.3 Characteristic of Motivation.....................................................................10
2.4 The Function of Motivation..................................................................................10
2.5 Using English Song in Increasing Students’ Motivation in Learning English.....11
2.6 Relevant Study......................................................................................................11
2.7 Theoretical Framework.........................................................................................12
iii
CHAPTER III RESEARCH METHODOLOY..........................................................14
3.1 Research Design....................................................................................................14
3.2 Population and Sample of the Study.....................................................................15
3.2.1 Population of the Study.............................................................................15
3.2.2 Sample of the Study..................................................................................16
3.3 Instrument of the Study.........................................................................................17
3.3.1 Try-Out.....................................................................................................17
3.3.2 Reliability Test..........................................................................................18
3.3.3 Validity of the Test...................................................................................18
3.4 Technique of Data Collection...............................................................................19
3.5 Technique of Data Analysis..................................................................................19
3.6 Hypothesis Testing................................................................................................19
REFERENCES...........................................................................................................21
iv
CHAPTER I
INTRODUCTION
In this chapter will discuss about background of the study statement of the
problems, objective of the study, scope and limitation of the study, significance of
the study, assumption of the study, hypothesis of the study, and definition of key
terms.
1.1 Background of the Study
English is one of the important lesson which is taught in the schools from
Elementary School to University level. Same with Indonesian language, in English
there are four skills that must be learned so that the learner are able to master
English. The skills are speaking, reading, listening, and writing. Each of the skill has
different methods which were used by the teacher in teaching the student.
To make the student understand to the lesson easier, the teacher try to use
very kinds of methods that are regarded as the best. In this case, a teacher is expected
has creativity to make variation in teaching the student its including to variation of
teaching’s way and variation of classroom management, because the new skill will
develops if its offered the suitable model environment. (Gazzaniga in Deporter,
Reardon, and Naurie: 1992)
The variation is aimed to raise up motivation of English learners in gratify
teaching learning atmosphere. Motivation is the situation and readiness of individual
which stimulates them to do something in reaching the certain goal (Usman, 1990).
And the goal of teaching English is to make the students are able to communicate
1
using English. While, communication is sending and receiving message or news
between two or more people so that the message can be understood.
One of the most important thing which cannot be separated from teaching
learning process is media. Media is sustain or material we can use for particular
purpose or in order to produce effect. One of the roles of media is to attract the
student’s attention and to deliver the information. In choosing the media a teacher
should adjust it with the learners’ environment, the material, classroom management,
and the level of the learners, because it can influence the student’s achievement in
learning.
In view that media is so important in teaching learning process, the researcher
try to present a media which is expected can be increase the student’s motivation in
learning English. The media is English song. Song is a media which is able to
entertain and giving freshness in our mind.
English song is regarded to be able to attract the student’s attention, because
it can make the teaching learning process more interesting and able to avoid the
student from feeling bore. In the last, student motivation will be increase and the goal
of teaching English will be increase and the goal of teaching English can be reached.
English songs have motivation elements and it can stimulate the English learners
(Cahyono, 1997).
Teaching English by using English song can be applied easily, because the
student or the teacher can find it from many kind of audiovisual aid such as cassette,
video, tape recorder, television, etc. Moreover, the students not only can learn it in
the school, but also in their home.
2
Have a beginning from this problem, the researcher interested to investigate
about the effectiveness of English song in increasing student’s motivation in learning
English for the second year of SLTPN 2 Sakra Barat in the school year 2008/2009.
1.2 Statement of the Problem
Based on the background of the study, the researcher can state the problem as
follows:
1. Are the English songs effective in increasing students’ motivation in learning
English for the second year of SLTPN 2 Sakra Barat in the school year
2008/2009?
2. To what extent is the effectiveness of using English song in increasing students’
motivation in learning English for the second year of SLTPN 2 Sakra Barat in the
school year 2008/2009?
1.3 Objective of the Study
Based on the research statement, the purposes of this study is to know:
1. Whether English song is effective to increase students’ motivation in learning
English for the second year of SLTPN 2 Sakra Barat in the school year
2008/2009.
2. The effectiveness of using English song in increasing students’ motivation in
learning English for the second year of SLTPN 2 Sakra Barat in the school year
2008/2009.
3
1.4 Scope and Limitation of the Study
The scope and limitation of the study are limited to the subject and object of
research.
1. The research subject is limited to second year student of SLTPN 2 Sakra Barat.
2. The research object is limited on the use of English songs.
1.5 Significance of the Study
The significance of the study can be seen both theoretically and practically.
1. Theoretically
The result of this study is expected to be able to increase students’ motivation in
learning English by using English song.
2. Practically
To stimulate the student more enthusiastic in learning English and make the
teaching learning process more fun.
1.6 Assumption of the Study
1. The second year student of SLTPN 2 Sakra Barat are enjoy learning English by
using English song.
2. By using English song, the students can be motivated to learn English seriously.
1.7 Hypothesis of the Study
The hypothesis of the recent study is formulated as follows:
The students who are taught by using English song have higher motivation in
learning English than those who are not taught by using English song.
4
1.8 Definition of Key Terms
To avoid misunderstanding and misinterpretation among the reader, it is
necessary to clarify some of the terms used in this study:
1. English song is song and music which are sung together.
2. Motivation is the situation and readiness of individual which stimulates them to
do something in reaching certain goal.
3. Media is sustain or material we can use for particular purpose or in order to
produce effect.
5
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter discusses about English song, categories of good song in
teaching English, motivation, the function of motivation, using English song in
increasing learners’ motivation, relevant study, and theoretical framework.
2.1 English Song
2.1.1 Description of Song
Song is expression of feeling which is unification rhythm, tone, and lyrics. It
has esthetic and recreative characters that can entertain the people in their life. In the
field of education, song is important to attract student attention. It can make student
interesting to the lesson which the teacher will teach. Beside that, song also can make
the teaching learning process more fun.
In increasing students’ motivation in learning English, song can changing the
old perception that English is very boring lesson to be interesting lesson. Finochiaro,
(1983: 182) in Adil state that song, like structure drills, give student intensive
practice in selected pattern, but without boredom. Song can increase motivation to
learn the language for the students, especially weaker ones, feel a real sense of
achievement when they have been able to learn a song (Sumaedi, 2007: 10).
Apart from that, song can be used as a media of memorizing where the
student can use it to remember about vocabulary. As we know that people, especially
student will remember words in a song very quickly, than what they have heard from
6
teacher and what they have read from book. Using instructional media, for example
English songs can stimulate and motivate learners to practice their language skill,
such as: listening, reading, writing, and speaking (Lee Tjokrosujoso in Cahyono,
1980).
2.1.2 The Role of English Song
One of the important role of English song in teaching is to attract the
student’s attention to the lesson. A lesson can be taught easily if the teacher using
suitable media. Media here defined as a means of expressing message and
information. Media is a tool or method and technique used to make the
communication and interaction between the teacher and the student in teaching
learning process to be more effective (Hamalik in Sumaedi, 1994: 6).
The other roles of English song are:
1. It can make the student love to learn English.
2. It can give a chance to the student to learn while playing.
3. It helps student to improve their pronunciation.
4. It can help the student to memorize new vocabulary.
5. It can avoid the student from boring atmosphere.
Singing songs in group activity, an act of corporation, which helps to bring
the group together and breaks down barriers of reserve that can sometimes prevent
students learning a language effectively (Hubbard, 1984: 94).
7
2.2 The Categories of Good Song in Teaching English
In teaching English by using a song, the teacher can not choose it
haphazardly. They have to consider what good and suitable song that must be used.
Wright in Allen and Corder (1974: 255) issued the categories of song in teaching
English:
1. Consider that the song contains many vocabularies or lexis and the most
important is most of lexis are known by the students.
2. Decide the language level of the song (elementary, intermediate, and advance
level).
3. Choose the song, which has natural stresses pattern, and not the song that has
words that are pronounced wrongly profit in the tune, therefore, the teacher has to
choose the songs that have words, which fit in the tune naturally.
4. Choose the song that the teacher can teach it appropriately.
2.3 Motivation
2.3.1 Concept of Motivation
Motivation is an urge or a power in individu to do something in reaching
certain goal. Accordin to Syaodih (1980) in Tohri and Markarma, motivation is
certain condition which is created in order that arousing someone’s motive. While,
Chandra Segaran (1997: 121) in Cahyono stated motivation as an emotion and needs
which as source to strengthen the efforts in acquiring second language or foreign
language.
8
If it applied in learning context, motivation is defined as a concept to describe
about the forces within the learner and it roles to orientate the learning behavior
Schermerhorn, et.al. (1997: 43) in Tohri and Markarma stated that motivation refers
to forces within an individual that account for the level, direction and persistence of
effort expended at work.
It will useless even though a student has good potential in intellectual or
talent if he/she has no motivation in learning, so teaching learning process will not
getting the goal optimally. Learning motivation not only as an energy which
stimulates students to learn but also as a direction of the student activity to the goal
of learning (Praytno, 1988: 75).
2.3.2 Kinds of Motivation
1. Primary Motivation
Primary motivation is motivation which is based on basic motives. Motive is
a power that stimulates someone to do something. Those basic motives commonly
come from biologic side or human body. Human behavior is influenced by instincts
or body’s need. Among the important instincts are keeping, eating, escaping,
grouping, defending, curiosity, and marriage (Koeswara, 1989, J. Rakhmat, 1991)
2. Secondary Motivation
Secondary motivation is learned motivation, or can be called social
motivation. Rakhmat (1991) and Suryabrata (1991) in TOhri and Markarma stated,
Karl Marx divided secondary motivation into two, they are:
a. Organism need such as curiosity, capability, and prestige.
9
b. Social motive such as love, power, and freedom.
2.3.3 Character of Motivation
Character of motivation have a source from:
a. Within the human itself and known as intrinsic motivation.
b. Out of the human itself and know as extrinsic motivation.
2.4 Function of Motivation
Commonly, Hamalik (2000: 175) in Ridwan stated that function of
motivation are:
1. To motivate the emerge of behavior or an action without motivation there is no
action.
2. As the direction, it means that to orientate the action to reach the goal that is
wanted.
3. As the activator, it means to activate someone behavior.
While, the function of motivation in teaching learning process are:
1. Providing the optimal condition for learning activity.
2. To strengthen the student in learning.
3. Attract student attention in learning.
4. Keep student attention so that they want to find the way to g et the goal of
learning.
The teacher and way of teaching are the important factor to arouse the
students’ motivation particularly in learning at a school. Personality and teacher’s
10
attitude, high or low the teacher’s knowledge and how to teach the learners will
determine the students’ achievement in learning (Purwanto, 1990).
11
2.5 Using English Song in Increasing Students’ Motivation in Learning
In teaching student by English song, first the teacher have to make sure that
the songs are good for the students. It must be able to make them interesting and feel
enjoy. As the media, English song must be able to attract the student’s attention and
able to deliver the information. Wright (1989) stated that in making a decision to use
the media a teacher needs to ask three out of five basic questions:
1. Is it easy for us to prepare?
2. Is it easy to organize in the classroom?
3. Is it interesting to the students?
The increasing of students’ motivation is learning by using English song can
be seen from some change of students’ behavior as follows:
1. The student more active in teaching learning process
2. There is no significance difficulties for the teacher to make them pay attention.
3. The student’s appearance seen more cheerful.
2.6 Relevant Study
In supporting this study, the writer states a relevant study which can be the
addition guide for the teacher in using English song to teach the student. In this case,
actually the writer would apply the relevance research as follows:
Sumaedi (2007) investigate about popular English song in teaching English
vocabulary for the second year students of MTs. NW Pancor in the school year
2006/2007. He formulated questions of research were: 1) Are the popular English
songs effective in teaching English vocabulary for the second year students of MTs.
12
NW Pancor, and 2) to what extent is the effectiveness of using popular English songs
in teaching English vocabulary for the second year students of MTs. NW Pancor.
The researcher using an experimental research design in this study. So there
were two groups of sample, those were experimental and control groups. The
population of study was 131 students. The researcher took 30 students as sample of
the study. In collecting the data, researcher used objective test in form of multiple
choice-tests, in which each items consists of four items-option (a, b, c, d). There were
25 items of the test provided based on the text of the English songs.
After collecting and calculating the data, the researcher found that the mean
score of pre-test and post-test for experimental group was 16.6 and 20.03, while for
the control group was 15.37 and 18.7. It is indicated that English songs are effective
in teaching English vocabulary for the second year students of MTs. NW Pancor in
the school year 2006/2007.
In testing the hypothesis, the researcher used t-test formula. The researcher
found that t-test was 2,37 and t-table for significant level of df 58 at 0.05 significant
level was 2.00 (2.37 > 2.00), so the hypothesis was accepted. It means that there is
significant effect of English songs in teaching English vocabulary and the students
who are taught by popular English songs have higher achievement than the students
who are not taught by popular English songs.
2.7 Theoretical Framework
This study will investigate the use of songs in increasing students’ motivation
in learning. English songs can help the students to follow the teaching learning
13
process easily and without feeling bore. Song, like structure drills, give student
intensive practice in selected pattern, but without boredom.
Based on the statement above, the writer wants to investigate the
effectiveness of using English song in increasing student’s motivation in learning
English for the second year students of SLTPN 2 Sakra Barat in the school year
2008/2009.
14
CHAPTER III
REEARCH METHODOLOGY
This chapter presents discussion about research design, population and
sample, instrument of the study, technique of the data collection and technique of the
data analysis.
3.1 Research Design
Research design is generally all process of planning and implementing the
research. It covers all steps from initiating the problem to the conclusion (Sukardi,
2003).
In this study, the writer will use an experimental research because it purposes
to find out the effect of English song toward students’ motivation in learning English
for the second year students of SLTPN 2 Sakra Barat in the school year 2008/2009.
In an experimental research, the researcher manipulated at least one
independent variable and observed the effect on one or more dependent variables
(Gay, 1990: 17). From the concept above, the writer decide will use some steps as
follows:
1. Administrating a pre-test measuring dependent variable (x) and independent
variable (y) to know the basic of students’ ability in English.
2. Applying the experimental treatment x (using English song) to the subjects, the
experimental group will be taught by using English song and the control group
will not be taught by using English song.
15
3. Administrating a post-test to measure the effect of English song toward the
student’s motivation in learning English.
4. Evaluating the pre-test and post-test comparison.
Table 3.1: Formula of research design on pre and post-test design
Independent
Subject Pre-test Post-test
Variable
E T1 X T2
C T1 - T2
Note:
E : experimental group
C : control group
T1 : pre-test
T2 : post-test
X : the treatment of the experimental group by using English song.
- : no treatment for control group
3.2 Population and Sample of the Study
3.2.1 Population of the Study
Population is the whole people in the are of the research. Arikunto (1998:
115) states that population is a set of all elements possessing one or more attributes
of interest. The population as this study is all of the second year students of SLTPN 2
Sakra Barat in the school year 2008/2008, which consists of four classes: II.A, II.B,
II.C, and II.D.
16
Table 3.2: Population of the study
No Class Number of Subject
1 IIA 41
B
2 I 39
C
3 II 38
4 IID 39
Total 157
3.2.2 Sample of the Study
Sample is part of population in which characterize the population itself.
Arikunto (1998: 117) states that if the population is less than one hundred, it is better
to take all of the population as the sample of the research, but if the number of the
population is more than one hundred, it is suggested to take 10-15% or 20-25%.
In this study, the writer will take 25% of the population as the sample or
subject of the research. It because of the population more than one hundred, they are
157 students second year students of SLTPN 2 Sakra Barat consists of four classes,
so the writer decides will take the sample by using random sampling and using
lottery in getting the sample from the population.
Table 3.2.2 Sample of the Study
No Class Number of Population Number of Sample
1 IIA 41 10
2 IIB 39 10
3 IIC 38 10
4 IID 39 10
Total 157 40
17
3.3 Instrument of the Study
Instrument here is mean the tool will used by the researcher in getting the
data from the sample. Arikunto (1998: 137) states that instrument is a tool used to
collect data. To know whether English songs can increase students’ motivation or not
can be seen from the learning achievement of the students.
Based on the statement above, the writer will use student’s English
vocabulary as the instrument in collecting data. The instrument shape is test, an
objective test in from of multiple choice-test. There are 25 items of test will
provided. The test will given to the both of the group, experimental and control
group, for pre and post-test.
The result of the test then will be analyzed by the researcher as the main data
of the study. In scoring the students’ work, the researcher will refer to the criteria: the
minimum score is 0, and the maximum score is 1 for every items of the test. The 0
score is assign of incorrect answer, 1 score is assign of the correct answer and the
total score are 25 because the number of the item test are 25.
Before applying of the English song, the researcher will give the students pre-
test. It is aimed to know the students’ basic ability in English. And then the same test
will given again after the researcher applying the English song, its called post-test. Its
purpose is to know the effect of English song toward the students’ English
achievement.
3.3.1 Try-Out
Before giving the test to the sample, the researcher should making a try-out of
the test. It is aimed to determine the validity and reliability of the test. The researcher
18
will conduct try-out in out of the sample, in which have similar characteristics with
the sample.
3.3.2 Reliability Test
According to Arikunto (1998: 135) testing reliability is defined as the degree
to which a test consistently measure whatever it measure. In determining the
reliability of the test, the researcher will use the Kuder and Richardson formula 21.
The formula is:
r 11 = ( k −1k )(1− M (KVt
k−M )
)
Note:
r = the reliability of instrument
k = number of the item test
Vt = variance total
M = mean score (Arikunto, 1998: 30)
3.3.3 Validity of the Test
A test is valid if it measures what it purpose to measure. Gay (1990: 128)
states that testing validity refers to the degree to which a test is measured what is
suppose to measure. The validity of the test can be known from the result of thinking
and experience. So, in testing the validity of the test, the researcher will take the test
from the second year students’ material, textbooks, and experts judgment.
19
3.4 Technique of Data Collection
In collecting data, the researcher will use some steps, they are: 1) Pre-test. It
will given to the subject before they are taught by English song. It aims to know the
basic ability of the students in English, 2) Treatment. It will given to the subject in
the teaching learning process. The media of treatment is English song, and 3) Post-
test. It will given to the subject after doing treatment. It aims to know the effect of
using English song in increasing students’ motivating in learning English.
3.5 Technique of Data Analysis
In analyzing the data, the researcher will apply descriptive statistic to know
whether the category of the data as high, average or low level.
The categories are:
Mi + 1 SDi to Mi + 3 SDi = High
Mi – 1 SDi to <Mi + 1 SDi = Average
Mi – 3 SDi to <Mi – 1 SDi = Low
Note:
Mi = ideal mean score
SDi = ideal standard deviation
3.6 Hypothesis Testing
In testing hypothesis, the researcher have to calculate the mean score of
experimental and control group first. Ten the result will be entered to the hypothesis
testing formula. And the last the researcher will compute the hypothesis significant,
to know whether hypothesis is accepted or rejected.
20
The formulas will be used by the researcher are:
Mx=
∑x My=
∑y
N N
Note:
Mx = mean score of experimental group
My = mean score of control group
x = deviation of score pre and post-test of experimental group
y = deviation of score pre and post-test of control group
N = the number of sample the sum of sigma
Mx−My
t=
∑ x 2+∑ y 2
√( Nx+ Ny−2 )( 1
+
1
Nx Ny )
Note:
t = hypothesis testing
M = mean deviation of each group
N = number of subject
x = deviation of score pre and post-test of experimental group
y = deviation of score pre and post-test of control group
The criterion of hypothesis testing in significant rank 0.05 are:
1. If t-test > t-table, Ho (null hypothesis) is accepted.
2. If t-test > t-table, Ho (null hypothesis) is rejected.
21
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Arikunto, Suharsimi. 1998. Prosedur Penelitian: Suatu Pendekatan Praktek. Jakarta:
PT. Rineka Cipta.
Cahyono, Bambang Yudi. 1997. Pengajaran Bahasa Inggris: Teknik, Strategi dan
Hasil Penelitian. Malang: IKIP Malang.
Deporter, Bobby, et.al. 1999. Quantum Teaching: Mempraktikkan Quantum
Learning di Ruang-Ruang Kelas. Boston: Allyn and Bacon.
Mulyasa, E. 2007. Menjadi Guru Profesional: Menciptakan Pembelajaran Kreatif
dan Menyenangkan. Bandung: PT. Remaja Rosdakarya.
Nazir, Moh. 2003. Metode Penelitian. Jakarta: Ghalia Indonesia.
Nurgiantoro, Burhan. 1995. Penelitian dalam Pengajaran Bahasa dan Sastra.
Yogyakarta: BPFE.
Sumaedi. 2007. Popular English Songs in Teaching English Vocabulary. Selong:
Unpublished.
Tohri, Ahmad and Ridwan Markarma. 2007. Simponi Belajar dan Pembelajaran.
Pancor: Unpublished.
Usman, Uzer M. 1995. Menjadi Guru Profesional. Bandung PT. Remaja
Rosdakarya.
Wright, Andrew. 1976. Visual Materials for Language Teacher. Longman: London.
Zam-Zam, Moh. 2008. Research Design of Language Pedagogy. Selong:
Unpublished.
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