CHAPTER I
INTRODUCTION
In this chapter, the researcher will explain about
background of the problem, identification of the problem, limitation of the
problem, formulation of the problem, objective of the problem, significance of
the problem and definitions of key term.
A.
Background of The Problem
English language is an important part of world, because by
using a language we can communicate and express our ideas. English is taught
integrated within the four skills, namely reading, speaking, listening, and
writing, considering the language components such as vocabulary, structure, and
pronunciation. As pointed
out by Demirel (2004; p.1), in the development of basic language skills in the
teaching of modern foreign languages, it should have knowledge in the language
acquisition process, the view of following a natural order is quiet common.
Its mean that a person learning a second or foreign language will first hear,
then talk and then learn how to read and write. Young
beginners need to start with plenty of listening practice, and opportunities to
listen to rich input will naturally lead to speaking tasks.
Listening
is one of the skill in teaching English. It is a receptive skill which a
delivered by the audio and audiovisual media. Actually, teaching English has
some skills that must be learned. They are divided into two classes; productive
skills and receptive skills. Productive skill consist of writing and speaking
skills. Receptive skill consist of listening and reading skills. Productive
skills, the student must be able to produce their knowledge in writing and
speaking. In receptive skills, the student got knowledge from listening and
reading forms.
Listening is very
important to young learner because it is the receptive use
of language, and the goal is to make sense of the speech, the focus is on meaning
rather than language (Cameron 2001). So it is indeed
the most basic skill in any language learning process, be it language
acquisition or foreign language learning. In fact, listening skill becomes ever
more important in the case of teaching modern foreign languages to young
learners, as it will be discussed throughout this article.
Much students said that English is
a difficulties lesson. It is shown that the difficulty of their learning English
comes from their listening. There are several prediction students problems in
English lesson, first is less hear in English, in fact there are much students bored when listening
to a narration or dialog as they attempt to understand the meaning of new words
or phrases in context from their teacher the students can’t understand the meaning of some words to their teachers without
look up the dictionary.
Some people
think that listening is passive because children do not need to produce sounds
when they are listening. However, listening is not a passive activity.
Learners can and should be actively engaged in listening tasks and activities. But here, the researcher want
to reforms positive effect in teaching listening using songs for seventh grade.
There are some reasons why the researcher choose songs as media in teaching
listening. The first, songs will be hearing different forms of intonation and
rhythm. The second, songs will make the students relax and fun. Two reasons of
speech perception portray listeners as having very different roles. In the
first view, listeners play a passive role and simply recognize and decode
sounds, and in the second view, listeners play an active role and perceive
sounds by accessing internal articulation rules to decode speech (Crystal
1997). Whether speech perception is active or passive, or a combination of
both, Phillips (1993) says that listening tasks are extremely important in the
primary school setting, providing a rich source of language data from which
children begin to build up their own ideas of how the foreign language works.
This knowledge is a rich source that young learners draw on to produce
language.
Linse (2005) also
considers the teaching of listening skills as foundational to the development
of other language skills. We should, however, be aware that any kind of
listening comprehension activity needs to be well guided with clear aims. To
this end, Ur (1996) argues that a listening purpose should be provided in the
definition of a pre-set task. The definition of a purpose (a defined goal, as
in the “wake up” example) enables the listener to listen selectively for
significant information. Providing the students with some idea of what they
are going to hear and what they are asked to do with it helps them to succeed
in the task; it also raises motivation and interest. The fact that learners are
active during the listening, rather than waiting until the end to do
something, keeps the learners busy and helps prevent boredom.
According to the
syllabus on Junior High School also use songs as media in teaching listening,
these are nucleus competence and basic competence in Kurikulum 2013 for seventh
grade :
Nucleus
Competence :
|
KI 1:
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Menghargai dan menghayati ajaran agama
yang dianutnya
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KI 2 :
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Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,
peduli (toleransi, gotong royong), santun, percaya diri, dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan
pergaulan dan keberadaannya.
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KI 3 :
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Memahami pengetahuan (faktual,
konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak
mata.
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KI 4 :
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Mencoba, mengolah, dan menyaji dalam
ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat)
dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang)
sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam
sudut pandang/teori.
|
Basic
Competence :
3.11 Memahami fungsi sosial dan unsur kebahasaan dalam
lagu.
4.14 Menangkap makna lagu.
Based on the information above, it shows that song is the fun strategy to the
learning activity and the associative power between the melody and the content
of the word reinforce the attainment of the language to be internalize. Song is one of cooperative learning method that have many advantages in
teaching listening. So songs are excellent means
through which children have fun and at the same time acquire language. Here we would like to prove the effect teaching listening by using
songs by gathering the data from the seventh grade students of SMPN 1 Kandangan by giving a test.
Instead of doing your usual listening comprehension
out of the course books, do a song instead. Get your students thinking about
the subject and do any pre-teaching of vocabulary as necessary. As with
standard listening comprehension, there are a variety of exercises that you can
do with songs: true or false, matching exercises, open comprehension questions,
etc.
B. Identification of The
Problem
Based
on the background of the problem above it can conclude
that nowdays,
English became the famous and international language in the world. Indonesia include English on the Junior High School
program as the primary levels, to prepare the young generation became ready
with the era blooming. The students in Junior High School should be able to use
English in their classroom. Before that, listening is important to make easy to understand about the
material, moreover listening using song. Songs can also help to
improve listening skills because they provide students with practice listening
to different forms of intonation and rhythm. One advantage of using songs in the
young learner classroom is their flexibility. Songs can be used for a number of
purposes and there are many reasons why songs can be considered a valuable
pedagogical tool. In common way, the students listening to a narration, dialog
or tell story. It will make bored for students, but we use the strategy to
develop in their listening. And we choose teach listening to the students by
using song.
C. Limitation of The
Problem
Based on the identification of the problem above, the students
felt bored to the lesson because of the teacher used monotonous strategy and
monotonous materials in teaching listening. Therefore, the
researcher limited the problem to focus on the teaching listening using songs. It was
hope that it could increase the student motivations’.
D. Formulations of The
Problem
Based on the limitation of the problem, the
researcher define that the aim of this research is :
1.
Is there the effect of teaching
listening by using songs to seventh grade students in SMPN 1 Kandangan academic
year 2013/2014?
2.
How is the effect of teaching
listening by using songs to seventh grade students in SMPN 1 Kandangan academic
year 2013/2014?
E. Purposes of The Problem
Based on the problem
formulated above, the researcher define that the aim of this research are :
1. To
find that there is the effect of teaching listening by using songs to seventh
grade students in SMPN 1 Kandangan academic year 2013/2014.
2. To
measure the effect of teaching listening by using songs to seventh grade
students in SMPN 1 Kandangan academic year 2013/2014.
F.
Significant
of The Problem
It is expected that the
result of the study give benefit to :
1. The
writer :
The researcher expected this research
can use as reference to other writer.
2. The
English teacher :
Encouraging teacher can find the best method of
teaching listening to the students.
3. The
students :
The researcher expected that this
research can useful to develop and implement the students’ listening skills by
the effect of teaching listening.
4. School
As an input the developing of science
related to the teaching listening using songs.
G. Definition of Key Term
1. Listening
Listening tasks are extremely important
in the primary language (foreign language) classroom, providing a rich source
of language data from which the children will begin to build up their own idea
of how the language works. This knowledge forms a base or resource which they
will eventually draw on in order to produce language themselves.
2. Song
Songs are important teaching tools in creating
a safe and natural classroom ethos and therefore may prove to be helpful in
overcoming feelings of shyness and hesitation on the part of the learners.
Because having a look to the learning characteristics of foreign learners will
reveal that young children need to develop a strong emotional attachment to
their teacher.
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Theoriticall Framework
Before the researchers
talk further, we want to explain our variables include this research such as,
the definition of listening, songs, and teaching listening using songs.
1.
Definition
of Litening
a.
Cameron,
(2001) states that listening is the receptive use of language, and since the
goal is to make sense of the speech, the focus is on meaning rather than
language.
b.
Sarıçoban
(1999) state that listening is the ability to identify and understand what
others are saying.
According to the
arguments above, the researcher conclude that listening is make sense of
the meaningful sounds of language by
using context and our knowledge
of language in the world. Learners
have to be able to understand the main
idea of what is said as well as specific details.
They also need to
check any predictions they
have made; and
understand the speaker’s meaning,
emotions, and opinions.
2.
Definition of Song
a.
Cullen
(1998, 1999) state that songs are significant teaching tools in teaching
English foreign language because, as most teachers find out, students love
listening to music in the language classroom and they often hold strong views
about music.
b.
Claudia, S. S (2010) state that songs as
a language learning tool are only recently being recognized as a methodology to
be used in the foreign language classroom on all levels.
According to the
arguments above, it can be conclude that song is a language learning tool in teaching
English foreign language, it use to motivate students and create a relaxing
with the result that the students interest with listening song as a methodology
in the language classroom. One advantage of using songs in the foreign learner
classroom is their flexibility. Songs can be used for a number of purposes and
there are many reasons why songs can be considered a valuable pedagogical tool.
In
this research, the researcher use two songs entitle “Shadow” by Austin Mahone
and “Let It Go” by Demi Lovato. The researcher choose these songs because the
songs are very easy listening, familiar, not too fast and slow. It is hoped
that students will enjoy with all songs.
3. Definition of Teaching Listening
Listening strategies are
techniques or activities that contribute directly to the comprehension and
recall of listening input. Listening strategies can be classified by how the
listener processes the input.
However, the teaching of the listening skill has been long
overlooked in English language teaching. Teaching
listening is one of the duties that have to be conducted by teachers
of English to develop to the students’ listening ability in English. Listening
is a skill that tends to get neglected for various reasons.
Linse (2005) also considers
the teaching of listening skills as foundational to the development of other
language skills. We should, however, be aware that any kind of listening
comprehension activity needs to be well guided with clear aims. To this end, Ur
(1996) argues that a listening purpose should be provided in the definition of
a pre-set task. The definition of a purpose (a defined goal, as in the “wake
up” example) enables the listener to listen selectively for significant information.
Providing the students with some idea of what they are going to hear and what
they are asked to do with it helps them to succeed in the task; it also raises
motivation and interest.
4.
Definition of Teaching Listening Using
Song
In teaching foreign language
learners, there is often a transfer of materials and activities from general
primary practice because primary practice has some genuinely good techniques
and ideas that work well with children. One of the techniques teaching
listening is songs. Besides, songs are considered as appropriate for age related
language learning and hence are referred as good practice and central to early
language teaching.
In
teaching listening process, there need readiness to prepare the material especially
songs and teacher as facilitator should accommodate their students by finding
out some interesting ways of teaching, in order to songs more meaningful and
enjoyable. Overall, there seems to be general agreement
among scholars and teachers that a three-staged approach is the most effective
way to present songs. These stage are pre-teaching, while-teaching, and
post-teaching.
From
explanation above, teaching process will be very helpful for teacher. It is the
teachers’ task to use appropriate of listening teaching, its mean that teaching
listening is very importance and the teacher should use appropriate technique
to teach listening, in order to motivate and help the students in learning
process.
B. Review of Related Literature
1. Claudia,
S. S (2010), “THE EFFECTS OF SONGS IN THE FOREIGN LANGUAGE CLASSROOM ON TEXT
RECALL AND INVOLUNTARY MENTAL REHEARSAL”. The purpose of this research entitled
“The Effects Of Songs In The Foreign Language Classroom On Text Recall And
Involuntary Mental Rehearsal” was to find out show the value of music as a
teaching tool and to provide further insight into the topic by adding to the
research knowledge. This research studied the effect of song on text recall,
and the occurrence of the din in the foreign language classroom. The effects of foreign language instruction with
added songs is examined in three principal areas: (1) the listening ability to
recall song lyrics heard through song versus recall of the same song lyrics
heard through text passages, (2) the students‟ delayed recall of song, and (3)
the occurrence of the din (song din) for students exposed to songs as compared
to the amount of din occurrence for students exposed to song. The
instrument was questionnaires and cloze tests through songs. The population of this research was
94 students; 33 male and 61 female students with ages ranging from 17 to 41
with a mean age of 22 and the sample was entire population which was divided
into three groups: group A, “the music group” listened to a commercially
recorded song in Spanish. Group B, “the text group” listened to the same song
in the format of recorded speech. For each of the songs, a native speaker of
the same gender and nationality as the song’s recording artist was used to
record the spoken lyrics. Group C served as the control group. Treatment
occurred at the same intervals for all classes. Students were able to view the
words of the song during class time, and were aided in the comprehension of the
lyrics, but were not allowed to take written lyrics out of the classroom. The
data of this research were collected by giving questionnaire and cloze test.
The results of the data analysis showed with precent that group A get 67%,
group B get 33%, and group C get 78%.
2. Koto-Ku (2007), “TEACHING LISTENING SKILLS AND USING
SONGS IN CLASS FOR SEVENTH GRADE”. The researcher can find the purpose of this
research entitled “Teaching Listening Skills And Using Songs In Class For
Seventh Grade” that listening for pleasure. It means that the students can feel enjoy and interesting when
teaching listening is going on. Through songs, the learner’s capacity
for learning will be expanded and whereby unexpected results will be produced.
C. Rationale
Based
on the references that researcher got, the researcher conclude that there are any
influence of using songs with the listening ability.
|
Songs
|
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RESEARCHER
GIVES THE MATERIAL RELATED TO SONGS AND AND STUDENTS ENJOY THE PROCESS OF
LEARNING
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GIVE THE STUDENT TEST BY
USING SONG
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DRAWING CONCLUSION
|
Song
is be able to entertain student and also make the process of learning fun,
enjoy and it throw away the boredom. Song can motivate students to make their
study more active. Using songs in classrooms can successfully bring positive
effect through providing a harmonious classroom, reducing students’ anxiety,
fostering their interests and motivating them to learn the target language.
Students will regard English songs as part of entertainment rather than work
and thus find learning English through songs amusing and relaxed. And the researcher
will see about how large the effect of using songs in SMPN 1 Kandangan Kediri using
test, and after it researcher will make the conclusion about the effect of
using song for student. If the conclusion like the statement above in review of
related literature it means students are be able to communicate using English
acceptable because their listening is adding.
D. Hypothesis
A
hypothesis is a statement of the research assumption about the relationship
between two variables that the researcher plans to test within the framework of
the researcher study (Kumar, 1993: 9). The hypothesis of this study was
prepared as a approximation
answer the research problem stated previously. In this case the alternative
hypothesis ( Ha ) as read follow:
“There is effect teaching listening using songs to the seventh grade in SMPN 1 KANDANGAN”.
While,
the null hipothesis (Ho) of this research is “ There is no effect teaching
listening
using songs to the seventh grade in SMPN
1 KANDANGAN”
A.
Research
Identification Variable
There are two kinds of variables in this research, the
first variable as the Independent Variable (which has influence to dependent
variable) is songs
(X) and the second variable as the dependent variable (variable that depend on
independent variable) is Teaching Listening (Y).
According to Suharsimi Arikunto (1988 : 88), mentions
that “Variabel yang bervariasi menjadi objek penelitian”. A vary variable
become an fine object to be put in and being observed. Related to this point,
Sugiyono (2009 : 61), defines variable as a values of person, object, or
activities which has specification and variation that has been decided by the
researchers to conclude it after being learned.
According the theory and review related research we can
found that:
Songs is one of visual
aid media that the researchers believe will get the effect in teaching
listening, because the media
is intersting also educated for teaching young learners like seventh grade of
junior high school.
Teaching listening is one of the duties
that have to be conducted by teachers of English to develop to the
students’ listening ability in English. Listening is a skill that tends to get
neglected for various reasons.
B.
Technique And Research Approach
1. Research Technique
This research use experiment research. Where the
researcher look for the effect of teaching listening using songs to the seventh
grade of students in SMPN 1 Kandangan Kediri.
Research
Design for this research is :
a. Identify
two variables that may give any influences, in this research the variables of
this research are songs and teaching listening.
b. Select a sample
In this research, the researcher takes sample from the
population of the research, in this case are the Students VII grade of SMPN
1 Kandangan Kediri
c. Select a method of measurement
d. Collect necessary data
2. Research
Approach
This
research is conducted by using Quantitative Research approach, because this
research study will specify the number of participants from a defined
population and present data to find the impact of using songs for teaching listening.
C.
Place and Time of The Research
This research was conducted in SMPN 1
Kandangan Kediri at the first semester of academic year 2014/2015, based
on the consideration that this school had been accepted the curricula of 2013
on their teaching materials
Here is the tabulation based on the research :
|
No.
|
Activity
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Sept
2014
|
October
2014
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November
2014
|
|||
|
|
1
|
2
|
3
|
4
|
4
|
||
|
1.
|
Composing the researcher / submission
the title
|
Ö
|
|
|
|
|
|
|
2.
|
Pre-test
|
|
Ö
|
|
|
|
|
|
3.
|
Giving treatment
|
|
|
Ö
|
Ö
|
|
|
|
4.
|
Post-test
|
|
|
|
|
Ö
|
|
|
5.
|
Getting the writing Scoring
|
|
|
|
|
|
Ö
|
D.
Population
And Sample
Population
is a group of individual that have one or more characteristic that interesting
to be studied. Sample is a part of population which represents the population.
These two things are the main part of this research to get the research to get
the final result.
1. Population
The
population of this research is the seventh grade of SMPN 1 Kandangan Kediri which have eight class per-grade and the
total number of each class are 40 students.
2.
Sample
In order to make it
easier and clearer in conducting research, the writer take a 10 % of the population or 40 students as the sample by using Random sample, where we
take the sample randomly.
E.
Research Instrument And Technique
Of Collecting Data
This research use syllabus, songs, listening scoring
rubric and lesson plan, and in lesson
are pretest, whilst test, and post test activities and
the explanation like bellow :
1.
Pretest
Pretest
is a test which is conducted before the treatment. Pretest is used to measure
the listening ability
of the students before they treated using songs. The result of this test will
inform the researcher how deep the students’ listening and how large song gives
any influences in learning listening.
2. Treatment
In this
research, researcher will apply the song in the classroom. The researcher will
explain to the students about using how to use songs. Then, the researcher will
also explain the rule of how using songs
which is going to apply , there are:
a.
First, divide the class in to several
numbers of teams then researcher will prepare some envelopes consider how many
teams in the class. Each envelope contain a title of song and singer. And the
students will expand it by looking for the title of song related to the singer in
the pictures.
b.
The researcher ask each team to sing a
row like train. One row in each team.
c.
The researcher play a song and there is
not ready songs lyric. Each team name list the title of song.
d.
Each team will compete and by looking
for the title of song with gender of music as much as they can do in five
minutes.
e.
The researcher provide listening cloze
(sometimes called cloze dictations or partial dictations) require the
test-taker to listen a song.
f.
The researcher give the tasks that
simply provide a one-word in song lyrics.
3.
Post Test
After
students are treated, the researcher will give them the same test and the
purpose of the test is to measure how large the song gives any influences to
the students listening ability.
SCORING
RUBRIC
The rubric for student’s of listening ability there are :
Giving the highest score, that is 10 if the students demonstrate understanding of all hear
through song. The students can find and
retrieve information from the song. The students use indentation, headers, number, etc
to listen the music. Most, if not
all part of speech and/or synonyms are identified correctly. Giving score 5 if the students
demonstrates
understanding of most words through song.
Most sentences demonstrate correct use of the word and reveal the words’
meanings. some parts of speech and/or
synonyms are identified.
Giving score 3
if the students demonstrates
some understanding of the songs; avoid writing down every single words the song
lyrics. Parts of speech and/or synonyms are identified rarely.
F.
TECNIQUE ANALYSIS DATA
The effect
of technique is technique to
analyse the hyphothesis in this research. Whether the one variables gives any
influences to another or not.
In the influence
technique, the variables will treat and the result of the pretest and postest
will be comparedd. The score as the result of pretest and post test compare
using statistical formula called T-test. This research show T-score = 11,3252>t-table
5%=2,861 and t-table=2,093.
The pattern of
the t-test is :
Where :
Md : mean from the differenciate of
pre-test and post-test (post test-pre
test)
Xd : Deviation of each subject (d-Md)
SX2d : sum of square deviation
N : sample
d.b : determined by N-1
CONCLUSION
By
conducted this research we hope that this research will be give any beneficial
for all of students, teachers, institution, and also for the researcher.
We also
hope that this reseachh will be accepted by our lecturer, Mr. Kusen. So we can conduct this research and finnaly we can
know the effect of teaching listening using songs.
This
research proposal also conducted to give any motivation, and knowledge, also
come aspect of reference for the others researcher.
We are realize that this proposal is not perfect, we hope that any
comment or critique will be give from another in order to make it better in the
next research proposal.
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