THE EFFECTIVENESS OF USING ENGLISH SONGS TO IMPROVE

STUDENTS’ VOCABULARY ACQUISITION AT GRADE TEN OF

SMA NEGERI 100 BANDA ACEH, ACEH

Chapter 1: INTRODUCTION

1.1 Background of study

English has become a tool for communication in the new era of

globalization and information technology. In some countries, people use English

for tourism, education and international affairs. (Broughton, 1997). The use of

songs is not something new in teaching milieu. The tone of music or songs is

often used in the process of study, especially when the students do the

assignment (Levy, 2000; DePoter, 1999; Schmid 1999 and Dryden, 2000) in

Puasa (2008:5). Some songs are able to convince and stimulate the brain work

in study. Furthermore, in the teaching foreign language or English, songs can

be beneficial in the teaching of skills as well as language aspects (Lems, 2001;

Puasa, 2003). The teaching using songs is actually very fun because of the

suggestions of music’s and songs can bring the students into the rest, relax

and free from under pressure environments. Sumardi (1992) in Puasa

(2008:5) notes that the rest, relax and free from under pressure.

As we know, people are naturally interested in their progress when they

are studying a foreign language. Teachers are likewise interested in their

students’ improvement. Because of the factor elements in learning a foreign

language is mastering the second language’s vocabulary; it is probably safe to

assume that there has been interest in testing vocabulary from the earliest times

in which foreign languages were formally studied (Schmit 2010).

One of the efforts to improve the students’ vocabulary mastery in

learning English is by using an effective, interesting and enjoyable teaching

medium for students. The use of English song as medium to learn vocabulary

is one of the ways to improve students’ vocabulary mastery. It is expected

that English songs as the medium to learn vocabulary can help the students

increase their vocabulary. The problem of this research is formulated as

follows: are there any effectiveness of using English songs to improve

students’ vocabulary acquisition at grade ten of SMA Negeri 100 Banda Aceh,

Aceh?

1.2 Research questions

1. Are English song effective in improving students’ vocabulary acquisition?

2. To what extent is the use of using English songs toward students’ point of

view?

1.3 Research objectives

This present study addressed two research objectives as follows:

1. To study the effectiveness of song activities on vocabulary learning.

2. To study students’ opinions toward song activities.

1.4 Aim of study

 The objective of this report is to describe the use of song to increase the

students’ vocabulary of the grade ten of SMA Negeri 100 Banda Aceh, Aceh.

The writer hopes this report can give an input and new information for the

students who need additional information about teaching vocabulary to the high

school students. Teacher also can use this report as one of their reference to

develop their teaching activities.

1.5 Significant of study

This research was focused on the implementation of English song to

increase vocabulary acquisition at the first grade of senior high school students.

In this research, the researcher focused on content word of vocabulary. This

research was conducted at the grade ten of SMA Negeri 100 Banda Aceh, Aceh.

The researcher used try out, one pre-test, a set of treatments and post-test to find

out the increasing of students’ vocabulary achievement.

Chapter 2: LITERATURE REVIEW

2.1 Vocabulary and Its importance

Vocabulary can be defined as the words of a language involving single

items and phrases or chucks of several words which provide a particular

meaning. English vocabulary consists of three main aspects which are form,

meaning and use. It involves lexical phrases. Learning vocabulary is challenging

because of the size of the task; it involves understanding the varied types of
vocabulary which include: single word, phrase, idiom, collocation, strategic

vocabulary, grammar pattern, and fixed vocabulary. (Alemi and Tayebi, 2011)

Several teachers of English and researchers have tried to find the

strategies and techniques for teaching and learning English vocabulary because

they are aware of the importance of learning vocabulary which is the basis for

learners’ performance in other language skills including speaking, listening,

writing, and reading. (Alemi and Tayebi, 2011)

If students don’t know grammar, they can still communicate however

ineffectively but if students don’t know vocabulary, they cannot communicate at

all (Wilkin, 1972). Teaching English vocabulary help Thai students talk with

others in English. Inadequate vocabulary is one of the serious problems in

learning English. Without learning vocabulary, students are held back in

language skill development and general learning ability. (Bualuang.C,

Sinprjakphol. S, nd Chanphrom. K, 2012)

2.2 The Value of Songs

Paul (2003:58) says that song can add feeling and rhythm to language

practice that might otherwise be flat in helping the students to remember

things more easily, and draw students deeper into a lesson. Not all teachers

like singing, and there are many successful teachers who rarely use song in

class. But these teachers are missing out on something very special. Most

students love songs, and songs and chants are one aspect of the English

classes that most students learn with genuine feeling and take home with
them. They keep them in their heads, sing them after class, hum them on the

way home, and sing them at home.

In addition, as we know that most of the students feel there is a

barrier between the classroom world and their world away from the

classroom where they play with their friends and live their daily lives.

Actually, if we want English to play a more central role in the students’ daily

lives, we need to find ways to break down this barrier. We can see when a

student hums or sings one of our songs on the way home, it means we have

succeeded and that was great.

Based on the statements above, I am convinced that by learning

English song, the learner can enlarge their vocabulary, improve their

pronunciation accuracy, and fluency in speaking. Language teachers can and

should use songs as part of their classroom teaching activities. Songs contain

many authentic languages that are easily obtainable. They can provide

vocabulary, grammar, and cultural aspects and songs are also fun for the

students in the teaching learning process in the class

2.3 The Way to Use Songs

Paul (2003:57) says that there are various ways to use English songs in

teaching: 1) Singing, 2) Actions, 3) Chants, 4) Background Song, 5). between

lessons. English songs can be used in the teaching learning activities. There are

many ways to use songs or English songs when teaching learning activities like

using songs as background while the students learn the lessons. There are two
kinds of songs that we can use in teaching learning process; using new songs or

adopting popular songs. Furthermore, Paul (2003:59) says that one way to

introduce a new song is to play it at the beginning of the lesson when the

students are settling down. We get on with what we are doing, and do not draw

student’s attention to the song. But of course, we hope they will be curious

about the song and attracted to it.

A wide variety of formats can be used to present edutainment, ranging

from books to such guided tours as zoological parks, museum, mall, etc. This

particular branch of the education world is also extremely profitable way

because they incorporate all the language skills as follows:

1) Listening (to the song) - Following the song to determine words.

2) Reading (following the lyrics to determine the words)

3) Writing (filling in the blanks) - writing the

lyrics

4) Speaking (singing the song)

2.4 Song and Language Learning

Music plays an important role for every step of human life. It reflects the

culture, history, folklore, and current idiom of countries. Singing is an important

tool for building students’ confidence. It 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.
While listening to the song, students will hear several new vocabularies many

times. Music affects language accent, grammar, memory, mood, enjoyment, and

motivation. Composing words and rhythm appropriately can help to hold the

song together and increase the mind’s ability to recall it. Pairing music and

language can help the process of learning vocabulary and phrases. When using

songs to teach vocabulary, it begins with listening and finishes with

communication. For some students who are not used to the culture of the target

language and have some difficulties in expressing, they can learn the language

better by using the music which provides them a relaxed atmosphere. Songs are

the authentic materials for teaching a second language. 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,as cited in Šišková, 2008)

Songs can be used as effective materials for teaching vocabulary such as

using the words of a song, dictating a song, using a song for gap-fill, cloze or for

correction, integrating songs into project work, practicing pronunciation, stress,

and intonation. By singing songs, students are taught lessons with a fun

atmosphere which can create very positive effect in language learning. (Murphey,

1992) Prescott (2005) points out that music is an important thing for education. It

not only helps students learn and gain the knowledge but also helps students

increase their scores. There are many studies showings that music has a positive

effect in the classroom.

 If students do not understand the definition of all the words in the song,

students can get the meaning from the lyric. There are many popular songs

together with their music videos that help students understand the content of the

lyrics. The music videos also provide the song’s story which helps the students

understand the words in context. Students also hear the words via the songs over

and over again and figure out their meaning through the video’s content.

(Šišková, 2008) All of this can help students learn new vocabulary. They learn

the language naturally while singing and hearing the songs. When students listen

to their favorite songs, they remain interested and motivated in learning

vocabulary. Music video keep students motivated; the video is one tool for

keeping students aware of what is happening around them. (Murphey, 1992)

Chapter 3: RESEARCH METHODOLOGY

3.1 Research design (Qualitative/quantitative)

This research is quantitative study which uses One Group Pre-test Post-

test Design in order to find out the effect of the use English song in increasing

students’ vocabulary achievement. The design uses one class, as the experimental

class which received the treatment of uses English Song as media in teaching. In

this research, pre- t est (T1) is given before the researcher teaches by using

English song as media in teaching and in order to measure the students

competence before they are given the treatment. Then, treatment is given in three

times by using English song to see the significant differences effect of the
students’ vocabulary achievement. Post-test (T2) is given after teaching the

students by using English song and to measure how far the students

improvement after they get the treatment

3.2 Research site

The site of this research is the school named SMA Negeri 100 Banda

Aceh where located in Aceh province in Indonesia.

3.3 Sample and population (Research participants)

A population can be defined as the whole subjects of the research.

Population is all individuals which are being target in research while research

sample is individual who give the data (Setiyadi,2006:38). The population of this

research is the students of grade ten of SMA Negeri 100 Banda Aceh, Aceh. The

Sample is X class as experimental class. It applies based on the consideration

that every student in the population has the same chance to be chosen and in

order to avoid the subjectivity in the research (Setiyadi,2006:39). The

experimental class have pre-test, post-test, and the treatment.

3.4 Data collection technique (Interview, observation, document analysis)

In order to collect the data, the researcher applied some techniques as

follows:

1. Pre-Test

The researcher gave the test in order to find out the students’ score and ability

before the researcher conduct the treatment by using song. The test was in
multiple-choice form with four option (a,b,c,d) and the total number of items

was 50. The time allocation was 60 minutes. The result of the pre-test was

compared with the post-test result to find out their achievement.

2. Treatment

The treatment is given in the class by using English song, there are three times

activities for the treatment.

3. Post Test

The aim of this post-test is to determine the effect of the treatments towards the

students’ vocabulary comprehension achievement after being given the

treatment. This test consists of 50 items and was in multiple choice, the time

allocation was

60 minutes. It was done in order to find out the students’ vocabulary

achievement after having the treatment. The question or the items in the post-test

were the same as the pre-test. However, the researcher changed the question

number.

3.5 Data analysis technique

The data gain from pre-test and post-test is analyzed through following

step:

1. Scoring the pre-test and post-test

2. Tabulating result of pre-test and post-test and calculating of both means

3. Drawing conclusion from tabulated result of the pre-test and post-test

administered that is statistically analyzing the data using statistical

computerization, i.e.., matched t-test of statistical package for social science

(SPSS) version 16.0 for windows to test whether the improvement gained by the

students is increase or not, in which the significance is determined by p<0.05.

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