1

CHAPTER I

INTRODUCTION

A. Background of Problems

English has four skills. They are listening, reading, writing, and

speaking. Listening is one of the most important language skills. According

to Mendelsohn (1994), It is the language skill that most often used in daily

life and it used more than 40-50% in daily communication.1 In Al-qur’an,

Allah said :

   

   

  

  

  

“Allah brought you forth from the wombs of your mothers when you knew

nothing, and he gave you hearing, sight and intelligence so that you may give

thanks to him”. (An Nahl:78)

(Dan Allah mengeluarkan kamu dari perut ibumu dalam Keadaan tidak

mengetahui sesuatupun, dan Dia memberi kamu pendengaran, penglihatan

dan hati, agar kamu bersyukur)

In the surah above, Allah shows us the step of learning languge. The

first step is listening. Just like a baby in the process of learning language by

listening first and then speaking, writing, and reading. So, it mean that

listening skill is the first skill that must be master.

1
International Journal on New Trends in Education and their implications/ww.ijonte.com
 2

Listening requires more than hearing; it requires understanding the

communication received. Davis states it this way: "Hearing is with the ears,

but listening is with the mind'."2 While, Listening skill can be define as

“listening is the act of hearing attentively”. It is also process similar to

reading which should possess knowledge of phonology, syntax, semantics

and text understanding. Thomlison (1984) defines listening as “active

listening which is very important for effective communication”. Listening can

be also defined as, “more than just hearing and understand and interpret the

meaning of conversation”.3

Listening is an interaction between speaker and listener. It is very

difficult to be master, because it needs more attention and concentration to

comprehend the conversation. The difficulty is cause by many factors, one of

them is the students have lack of vocabulary.

Based on the pre-observation in SMAN 7 Kerinci, a lot of students said

that listening is a difficult lesson. There are several problem that make

listening become difficult. First, the teacher never teach them listening

because there is no language lab in their school, whereas in the curriculum

listening included the one of the language skills that must be teach by the

teacher. Second, in the conversation native speakers speak at a normal

speech, it is too fast for the students so that their don’t understand what the

native speakers talking about. Third, in the conversation native speaker use

2
Bizmove Management Training Institute, How to Improve Your Listening Skills,
Effective Strategies for Enchanching Your Listening skills,. Available at,
www.bizmovi.com/books/how-to-improve-your-listening-skills.htm
3
www.turorvista.com/english/define-listening-skills?view=simple
 3

slang and idiom, it is make students confused. Fourth, the students have lack

of motivation. Beside of that the teachers are difficult to find suitable method

or technique in learning listening.

In order to overcome those problem, the teacher should find out the

good strategies in teaching listening. One of the strategies that can be use by

teacher is using media to support the teaching learing process. There are some

teaching media such as watching a movie, listen to the radio, listen to the

news report, and listen to English song. Altough there are a lot of strategies

that can be use by teacher, but the researcher focus on using English song in

teaching Listening.

Based on the problems above, the researcher interest to carry out the

research about “THE EFFECTIVENESS OF USING ENGLISH SONG

IN TEACHING LISTENING AT ELEVENTH GRADE OF SMAN 7

KERINCI”.

B. Identification Of Problems

Based on the backgroud of problems above, the researcher identifies the

problem as follows:

1. The teacher never teach them listening because there is no language lab in

their school, whereas in the curriculum listening included the one of the

language skills that must be teach by the teacher.

2. In the conversation native speakers speak at a normal speech, it is too fast

for the students so that their don’t understand what the native speakers

talking about.
 4

3. In the conversation native speaker use slang and idiom, it is make

students confused.

4. The students have lack of motivation.

5. The teachers are difficult to find suitable method or technique in learning

listening.

C. Limitation of Problem

Based on the identification above, there are some problems in the

teaching and learning process of listening at eleventh grade of SMAN 7

Kerinci, but in this research the researcher will be focus only on the teaching

listening by using English song.

D. Research Question

Question to be solve in this research: Is there any significant effect of

using English song in teaching listening for students?

E. Purpose of the research

The purpose of the research is to find out the effect of using English

song in teaching listening at eleventh grade of SMAN 7 Kerinci.

F. Significances of the Research

This reseacrh is expected to be useful for students and English teacher.

 5

1. For students, learning by using English song it can make them more

enjoyable and the reseacher hoped that it can help students to increase

their listening skill.

2. For English teacher, this research can give information to English teacher

that using English song can be use as an interesting media in teaching

listening.

G. Hypothesis

H0 = 0 ; There is no significant effect of using English song in

teaching listening at eleventh grade of SMAN 7 Kerinci.

H1 = 0 ; There is significant effect of using English song in teaching

listening at eleventh grade of SMAN 7 Kerinci.

H. Definition of key terms

1. Effect

According to Oxford dictionary, effect is start to produce the results that

are intended.4

2. Listening

Listening is the ability to identify and understand what others are saying.

This involves understanding a speaker’s accent or pronunciation, his

grammar and his vocabulary, and grasping his meaning (Hotwatt and

Dalkin)5

4
Oxford Learner’s Pocket dictionary 4th edition, P.142
5
Iteslj.org/Articles/Saricoban-Listening.html
 6

3. Song

Song is a short piece of music with words that are sung.6

4. SMAN 7 Kerinci

SMAN 7 Kerinci is the one of senior high school located in highway

Kersik Tua, district Kayu Aro, Province of Jambi.

6
dictionary.cambridge.org/dictionary/english/song
 7

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Listening

1. Definition of Listening

Listening is the most fundamental component of interpersonal

communication skills and is an active process in which a conscious

decision is made to listen to and understand the messages of the

speaker (2013:4).7

Johnson defines listening as "the ability to understand and respond

effectively to oral communication." It can state at the outset that

hearing is not listening. Davis states it this way: "Hearing is with the

ears, but listening is with the mind'."8

Mendelsohn (1994) stated that listening has an important role in

communication that is to say listening takes up 40-50%; speaking; 25-

30%; reading, 11-16%; and writing, about 9%. Listening involves

hearing, transforming, absorbing, accumulating and retrieving data

(Grunkemeyer, 1992).9

Based on the definition by expert above it can be conclude that

listening is not only hearing, but listening is requires understanding the

communication received.

7
Team FME, Active Listening, Communication Skils, available at www.free
management-ebooks.com
8
How to Improve Your Listening Skills, Effective Strategies for Enchanching Your
Listening skills, Bizmove Management Training Institute. Available at,
www.bizmovi.com/books/how-to-improve-your-listening-skills.htm
9
International Journal on New Trends in Education and their implications/ww.ijonte.com
 8

2. The Process of Listening

a. Hearing

It is refered to the response caused by sound waves stimulating the

sensory receptors of the ear; it is physical response; hearing is

perception of sound waves; you must hear to listen, but you need

not listen to hear (perception necessary for listening depends on

attention). Brain screens stimuli and permits only a select few to

come into focus-these selective perception is known as attention,

an important requirement for effective listening.

b. Understanding

This step helps to understand symbols we have seen and heard, we

must analyze the meaning of the stimuli we have perceived;

symbolic stimuli are not only words but also sounds like applause

and sights like blue uniform that have symbolic meanings as well;

the meanings attached to these symbols are a function of our past

associations and of the context in which the symbols occur. For

successful interpersonal communication, the listener must

understand the intended meaning and the context assumed by the

sender.

c. Remembering

Remembering is important listening process because it means that

an individual has not only received and interpreted a message but

 9

has also added it to the mind”s storage bank. In Listening our

attention is selective, so too is our memory what is remembered

may be quite different from what was originally seen or heard.

d. Evaluating

Only active listeners participate at this stage in Listening. At this

point the active listener weighs evidence, sorts fact from opinion,

and determines the presence or absence of bias or prejudice in a

message; the effective listener makes sure that he or she doesn’t

begin this activity too soon; beginning this stage of the process

before a message is completed requires that we no longer hear and

attend to the incoming message-as a result, the listening process

ceases.

e. Responding

This stage requires that the receiver complete the process through

verbal and/or nonverbal feedback; because the speaker has no other

way to determine if a message has been received, this stage

becomes the only overt means by which the sender may determine

the degree of success in transmitting the message.10

From the explanation above there are five process that must be

follow by students during the learning process of listening the first

hearing, understanding, remembering, evaluating, and responding.

10
Babita Tyagi, Listening : An Important Skill and Its Various Aspects, The Criterion An
International Journal in English, Dept.Of Professional.Com.,
 10

3. Types of Listening Activities

There are some types of activities that can be applied in learning

listening.

a. No overt response

The learners do not have to do anything in the response to the

listening; however, facial expression and body language ofthen show if

they are following or not. It includes stories, songs, and entertainment.

b. Short responses, includes obeying instruction, ticking off items,

true/false, delecting mistakes, cloze, guessing definition, and skimming

and scanning.

c. Longer responses, includes answering questions, note-taking,

paraphrasing and translating, summarizing, and gap-filling.

d. Extended responses, here, the listening is only “jump-off point” for

extended reading, writing or speaking; in other words, these are

combined skills activities. It includes problem-solving and

interpretation.11

From the types of istening above, song can be used in learning process

of listening, it will be hoped that it can make students interest in learning

and also can increase their the listening skill.

11
Penny Ur, A Course in Language Teaching, Practice and Theory, Cambridge
University Press, 1990. p113-114
 11

4. Difficulties in Listening

Listening skill is the one of the four languge skills that difficult to be

master by students. There are several problems that make listening become

difficult. 12

a. Trouble with sounds

Since most listeners rely mostly on context for comprehension,

they are often themselves unaware of inaccurate sound perception.

b. Have to understand every word

This is a very common problem, often unconsciously fostered by

teachers and/or listening comprehension materials which

encourage the learner to be believe that everything to be said bears

(equally) important information. The effort to understand

everything often result ineffective comprehension, as well as

feelings of fatigue and failure. We may need to give learners

practice in selective ignoring of heard information – something

they do naturally in their mother tongue. We should explain this

point to learners, and set them occasional tasks that ask them to

scan a relatively long text for one or two limited items of

information.

c. Can’t understand fast, natural native speech

Learners will often ask you to slow down and speak clearly – by

which they mean pronounce each word the way it would sound in

isolation; and the temptation is to do as they ask. But, if you do,

12
Ibid. p.111-112
 12

you are not helping them to learn to cope with everyday

information speech. They should be exposed to as much

spontaneous informal talk as they can succesfully understand as

soon as possible; and it is worth talking the time to explain to them

why. One of the advantages of teacher-produced talk is that you

can provide them with sort of discourse at the right level for them,

getting faster and more fluents as their listening skills develop.

d. Need to hear things more than one

There may be very good pedagogical reasons for exposing learners

to texts more than once. But the fact remains that in real life they

are often going to have to cope eith “one-off” listening; and we can

certainly make a useful contribution to their learning if we can

improve their ability to do so. We can for example, try to use texts

that include “redudant” passages and within which the essential

information is presented more than once and not too intensively;

and give learners the opportunity to request clarification or

repetition during the listening.

e. Find it difficult to keep up

Again, the learner feels overloaded with incoming information.

The soultion is not (so much) to slow down the discourse but rather

to encourage them to relax, stop trying to understand everything,

learn to pick out what is essential and allow themselves to ignore

the rest.

f. Get tired
 13

This is one reason for not making listening comprehesion passage

too long overal, and for breaking them up into short ‘chunks’

trough pause, listener response or change of speaker.

There are several problems that make listening become diffucult to

be master, they are; trouble with sounds, have to understand every

word, can’t understand fast, natural native speech, need to hear

things more than once, find it difficult to keep, and get tired.

B. Teaching Listening

1. The technique of teaching listening

There are three points in technique of teaching listening that is pre-

listening, while-listening, and post-listening.

a. Pre-listening

Pre-listening is an activities that is done before listening. In these

stage teacher help students to prepare listening.

b. While listening

In these stage teacher help students to focus their attention on the

listening text and guide the development of their understanding of

it.

c. Post-listening

In these stage teacher help students integrate what they have learnt

from the text into their existing knowledge.13

13
http://www.teachingenglish.org.uk/article/a-framework-planning-a-listening-skills-
lesson
 14

2. Principles of Teaching Listening

There are some principles of teaching listening skill, they are:

a. Listening should receive primary attention.

b. Maximize the use of material that is relevant to students’ real

life.

c. Maximize the use of authentic language

d. Vary the materials in terms of speakers’ gender, age, dialect,

accent, topic, speed, noise, level, and genre.

e. Always ask students to listen with a purpose and allow them to

show their comprehension in a task.

f. Language material intended to be used for training listening

comprehension should never be presented visually first.14

Based on explanation above, there are six principles of teaching

listening that have to know by teacher before teach listening.

C. Song

1. Definition of Song

A song is a musical composition. Songs contain vocal parts that are

performed with the human voice and generally features words (lyrics),

common accompanied by other musical instruments.15 It is supported by

some definitons of song from Merriam-Webster which are; song is short

piece of music with words that are sung. Song is the act or art of singing.

Song is a short musical compositions of words and music.16

14
www.auburn.edu/~nunnath/engl6240/tlisten.html
15
http://en.wikipedia.org/wiki/song
16
www.merriam-webster.com/dictionary/song
 15

Based on definiton above the researcher conclude that song is music

which contain words or lyrics that are sung by human voice.

2. Types of Songs

There are several types of songs, they are: 17

a. Classical

Classical song are those in which traditional music plays a main

role. These songs have had a substantial impact on the music we

hear today.

b. Pop

Pop song are those which have contemporary lyrics and an upbeat

rhytm, basically meant for the youth culture. The composition of

pop songs concentrates more on music technology and recording

than on live performance. Rhytm and effects are two important

elements in pop songs.

c. Rock

Rock songs are the most popular among teenagers ang youngsters.

They consist of clear pieces of lead guitar, bass guitar, drums, and

keyboards as some of the main instruments.

d. Metal

Metal songs are a bit more hard-sounding than rock song. These

sing have high pitches and screaming vocals, heavy guitar leads,

and solid drum work. In a majority of metal songs, power chords

17
www.buzzle.com/article/types-of-songs.html
 16

and riffs are used. They may consist of random lyrics, as the

primary focus is on the music.

e. Country

Country songs are suitable for easy listening. They mainly consist

of clean lyrics with music pieces using classical guitars and other

traditional instruments. Occasionally, solo of instruments like the

banjo, mandolin, fiddle and harmonica can also be heard in country

song.

f. Hip-hop

In hip-hop or rap songs, the singer recites lyrics in an off-beat

manner but with thecontinuity od the rhythm. This song primarily

include solid rhytmic beats and synth, with a focus on the way the

lyrics are sung.

g. Ballads

Ballads are song which include a narration of a story in musical

way. These are basically slow songs, but may contain heavy

components as well. Generally, ballads have an emotional touch to

them, owning to the lyrical content.

h. Love

Love songs are slow songs whose lyrics concentrate on the feelings

of love and relationship. These song are largely played in

merriages. There are sad love songs whose lyrics relate to

breakups, too.
 17

Based on the explanation above there are so many types of song.

But in this research the researcher only focus on using pop songs.

3. The advantages of using English song in teaching listening

There are several advantages of using English song in teaching

listening, they are : 18

a. Improve students motivation.

b. Reinforce grammatical structures.

c. Enhance pronunciation and vocabulary.

d. Help memorize patterns making leaning easier.

e. Build fluency.

Using song in the classroom have some advantages, and the

important aspect of that advantages is students can enhance

pronunciation and vocabulary.

D. Previous Study

The first previous research was done by Ana Nurlela (2013)

entitled “The Effectiveness of Using Missing Lyric in Teaching Listening

of the tenth grade students at MA Unggulan Bandung”. In her research,

she used pre-Experimental Reseach that uses one group pre-test and post-

test design with quantitative approach. Subject is all tenth grade students

of MA Unggulan Bandung on second semester. The data was got by

administering pre-test and post-test and then analyzed by using paired

sample T-test through SPSS 16.00. The result of her research, using

18
How-to-teach-english,ontesol.com/using-song-with-adult-learns/
 18

missing lyric is effective towards listening ability of the tenth grade

students of MA Unggulan Bandung.

From the explanation above , the writer would like to know the

effect of using English song in teaching listening at eleventh grade of

SMAN 7 Kerinci.
 19

CHAPTER III

METHOD OF THE RESEARCH

A. Research Design

In this study the researcher use experimental research with quantitative

approach. Experimental research is conducted in order to establish causal

relationships between variables. John W. Creswell stated that experimental are

procedures in quantitative research in which the investigator determines

whether an activity or materials make a difference in results for participants.19

There are three major types of experimental design, they are pre-

experimental, quasi-experimental and true experimental. Pre-experimental

research does not have random assignment of subjects to groups or other

strategies to control extraneous variables. True-experimental research uses

randomization and provides maximum control of extraneous variables.

Whether quasi-experimental research lack randomization but employ other

strategies to provide some control over extraneous variables (Ary et al, 2002:

302).20

In this research, the researcher use pre-experimemtal design using one

group pre-test and post-test design that consist of pre-test, treatment and post-

test. The pre-test and post-test are given to take the score of the student’s

achievement.

The Illustration of Research Design

O1 X O2

19
John W Creswell, , Educational research (4th-ed , USA : Pearson Education, 2012. P.21
20
Nurlaela, Ana. The Effectiveness of Using Missing Lyric in Teaching Listening of the tenth
grade students at MA Unggulan Bandung. Faculty of Education and Teacher Training. State
Islamic Institute (IAIN) of Tulungagung. 2014. p.33
 20

Notes :

O1 = pre-test

X = Treatment

O2= post-test

This research intended to investigation the effectiveness of using English

song in the teaching listening at eleventh grade of SMAN 7 Kerinci. To see

the significant effect of using this method in teaching listening, the researcher

comparing the students’ score before and after being taught by using song.

B. Population and Sample

1. Population

Population is a group of individuals who comprise the same

characteristics.21 The population that writer used in this research is all

students at eleventh grade of SMAN 7 Kerinci.

2. Sample

Sample is a subgroup of the target population that the researcher

plans to study for the purpose of making generalizations about the target

population.22 In this research the researcher take the eleventh grade of

SMAN 7 Kerinci class XI IA.2 as the sample by using cluster random

sampling. By using cluster sampling, the researcher can select a specific

number of schools and test all the students in those selected schools.23

21
John W Creswell, Op. Cit., P. 625
22
Ibid. P. 627
23
Louis,dkk Research Method in Education, (5th-ed London and New York; Routledge,
2005).p.101
 21

C. Technique of Collecting Data

In collecting data, the researcher will collect the data by using test. The

test will be used to collect the primary data and the documentation will be

used to collect the secondary data.

1. Test

This method will be used to get data about score of the pre-test and post-test

that were given to the experiment class. The score will be measured base on

rating.

To collect data, the researcher conduct several steps:

a. Asking permission to headmaster of SMAN 7 Kerinci to do the research.

b. Giving pre-test to know the score of students’ listening skills before being

taught by using English song.

c. Teaching listening by using English song to explore the response of the

students when they are taught by using English song.

d. Giving post-test to know the score of students’ listening skills after giving

the treatment.

2. Documentation

Beside the test, this research also will use documentation. It refer to the

archives data that will be used by the researcher to collect the secondary data.

The researcher will use the document related to the object research such as;

students name list, their English listening score in previous time, condition of

the school, total number of the students, the school’s facilities, etc. In the

research, the data were gained by the help of the English teacher.
 22

D. Research Instrument

According to Sugiono (2008:102) instrument is the generic term that

researchers use for a measurement device (survey, test, questionnaire, etc).24

In this research the researcher use test as instrument. According to Arikunto

(2010:193) test is a set of question or exercise or by any means which is used

to measure the skill and the knowledge, intelligence, ability or talent proposed

by individual or a group of people.25

There are two test that used in this reserach, they are pre-test and post-test.

Song lyric will given in pre-test and post-test. The test consist of 25 items. 8

items of choosing the correct words, 7 items of reorder the letters, 5 items of

fill in the gap, and 5 items of rearrange the lines.

E. Validity and Reliability

1. Validity

Validity is the most important characteristic to consider when

constructing or selecting a test or measurement technique. A valid test or

measure is one which measures what it is intended to measure. Validity must

always be examined with respect to the use which is to be made of the values

obtained from the measurement procedure.26 The validity of this test is

content validity. Content validity refers to the extent to which a test measures

a representative sample of subject-matter content and behavioural content

24
Nurlaela, Ana.Op.Cit, p.38
25
Ibid. p.38
26
Kenneth N. Ross, Educational Research: Some Basic Concepts and Terminology,
( International Institute for Educational Planning/UNESCO, 2005). p.39
 23

from the syllabus which is being measured27. To test validity, the researcher

used Pearson Product Moments follow:

n( XY )   X  Y 
rXY 
n X 2

  X  . n Y 2   Y 
2 2

Note :

rxy : Correlation between variabel x and y

n : Number of item

X : Total of item

Y : Total score items of participant

∑X : Total score of all items

∑Y : Total score items of all participants

2. Reliability

Reliability refers to the degree to which a measuring producedure

gives consistent result. That is, reliable test is a test which would provide a

consistent set of scores for a group of individulas if it was administated

independently on several occasions.28 To test reliability the researcher

used KR-20. The formula is as follow :

𝑘 ∑𝜎 2
r11 = ( ) (1 )
𝑘−1 𝜎𝑡2

r11 : reliability
k : total item
∑𝜎 2 : total varian item
𝜎𝑡2 : varian total

27
Ibid. p.40
28
Ibid. p.41
 24

To interpret the coefficient reability of the test, the researcher is use

following criteria :

0,8 – 1,000 = very high

0,6 – 0,799 = high

0,4 – 0,599 = moderate

0,2 – 0,399 = low

< 0,200 = very low

F. Technique of Data Analysis

In this research, the researcher used statistical data analysis technique to

know the different score between the students’ achievement in listening skill

before and after being taught by using English Song. This technique of data

analysis belonged to quantitative data analysis and the data is analyzed

statistically by using T-test. According to Arikunto (2010:349) the formula of

T-test is:

𝑀𝑑
t=
∑(𝑥𝑑)2
√
𝑁(𝑁−1)

Notes:

Md = Mean of the different between pretest and posttest

Xd = Deviation of every subject (d- Md)

Σ(xd)2 = Total of quadrate deviation

N = Subject of sample

d.b = Decide by N-1

 25

REFERENCES

International Journal on New Trends in Education and their

implications/ww.ijonte.com

Bizmove Management Training Institute, How to Improve Your Listening

Skills, Effective Strategies for Enchanching Your Listening skills,. Available at,

www.bizmovi.com/books/how-to-improve-your-listening-skills.htm

www.turorvista.com/english/define-listening-skills?view=simple

Oxford Learner’s Pocket dictionary 4th edition

Iteslj.org/Articles/Saricoban-Listening.html

dictionary.cambridge.org/dictionary/english/song

Team FME, Active Listening, Communication Skils, available at

www.free management-ebooks.com

Babita Tyagi, Listening : An Important Skill and Its Various Aspects, The

Criterion An International Journal in English, Dept.Of Professional.Com.,

Penny Ur, A Course in Language Teaching, Practice and Theory,

Cambridge University Press, 1990.

http://www.teachingenglish.org.uk/article/a-framework-planning-a-

listening-skills-lesson

www.auburn.edu/~nunnath/engl6240/tlisten.html

http://en.wikipedia.org/wiki/song

www.merriam-webster.com/dictionary/song

www.buzzle.com/article/types-of-songs.html

How-to-teach-english,ontesol.com/using-song-with-adult-learns/
 26

John W Creswell, , Educational research (4th-ed , USA : Pearson

Education, 2012.

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