1

CHAPTER I
INTRODUCTION

1.1. The Background of Study
One thing that cannot be denied by us is almost every day we can hear a voice in
a strange word pronounced in our daily life in our country. The common people know it
as a foreign word. Each word that it is unfamiliar to them usually to be considered as an
English word, even though it is not always true.
But however it expresses that the use of English word in our social life inter
course has been a very popular way either as a term that might not owned by our
language or it used for showing up someones status that he/she is from an educated
person.
Vocabulary seems has a very important role in studying English. Many people
believe that the starting point in studying a foreign language is by learning words or
vocabularies. Perhaps this is true because how someone will communicate with other
people without having vocabularies (words) in their mind.
According to (http/english.unitechnology.ac.nz/resources/spelling. html) that
children need to learn a core vocabulary. Sandra Wilde, (1991) writes : I believe we
must be more proactive in developing core of known words from an early age. Mean
While (Hood, 2000) : Children need to learn the most commonly used words as early
as possible.
As the best conclusion the writer can pick out from the above statement is :
Parents or teachers have to teach children or learners the simple vocabulary since the
early ages.
2

Nevertheless, in the case of studying English in our country is not all primary
schools teach English to its students yet up to know. It is confessed English has been
taught for third to sixth grade in a few favorite primary schools in town, where as in the
country side they tend to study the region language (Mulok) instead.
In (http/english.unitechnology.ac.nz/resources/spelling.html) (De Ath, 1993)
explains about the core vocabulary as follows It is obviously the core
vocabulary that writes must have is small compared to the typical wider
vocabulary they will use. Ideally, the core vocabulary will be mastered as part of
the process of learning to read and write. The question is when is direct teaching
appropriate? Croft suggest later rather than sooner and not before the fourth
year. Do we wait until they are struggling and frustrated? There is no suggestion
that words are being learned in isolation. These are words they need in their
writing on a daily basis. Teachers will do what they believe is best and use their
professional judgment. After seeing the statement above, the writer agreed with
the author said. No suggestion that words are being learned in isolation.

Shortly, De Ath advices to teach the used or core vocabulary at a very early
stageb, yet our school circumstances do not support us to do so, regarding that many
basic schools still do not teach English to its students. Therefore we can say that it is
become the first factor why English achievement can be a far different rate among our
students who finish their school from a town than those from the village or the country
side.
For that reason the writer tries to make a research on teaching vocabulary to the
first year students of SMP Negeri 1 Tamiang Hulu. This is coincidently the writers
home town. She is confident that the students here (Tamiang Hulu) need to study it by
using a casual way that is through singing.
As we know experts have divided human ways to study, they are cognitive,
motorist, and kinesthetic. In this research the writer would like to develop the students
ability in motorist to study English vocabulary, because song is a universal language.
The writer believes that song is a universal language. She means by this people
tend to enjoying rhythm if it can make them entertained. They frequently never make
3

any judgment whether the song or lyrics is not in their language. They become
interested in the song caused by a pleasant tone or rhythm penetrated into their hearing
organs.
Based on that reality the writer wants to take some advantages from
song/singing for building the objects cognitive in studying vocabulary in this research
hoping this system will be useful as well as possible.
Indeed pople have many strategies to learn something but Georgi Lazanov,
Meier (2002 : 176) have developed the ttechnique to assist students quicker in study and
one of the technique is through melody or song.
Speaking about teaching vocabulary through singing in this writing, the writer
would like to implement it as simple as she can. Because it is impossible for her to
teach them just like a music teacher does to her students for the target she hopes to
make students feel happy to study vocabulary so in turn the object research are quick to
recall words and able to use them in sentences.
Doris Hutton (http://www.jstor.org/pss/3344546) writer : The problem of
teaching children to read music at sight is as old as the music program itself.
Many systems have been employed in the effort to teach this rather complicated
skill. Chief among them have been the shape note, the fixed do, and the movable
do system. Singing with scale step numbers and scale letter names may be
considered as variations of the last named. Still another system used involves the
utilization of neutral syllables.

Considering the statement above, the writer has to organize the students into an
attractive situation to sing with cheer songs for her purpose. Because she gets an
inspiration from Doris Hutton as follows. When the average child begins school he has
had little contact with music, other than music from the juke box, the radio, TV, or the
church. (http://www.jstor.org/pss/3344546)


4

1.2. The Problem of Study
Regarding that vocabulary is very important therefore the wise way for an
English teacher, she/he has to find out the system of teaching vocabulary in English.
One of them is by using rhythm, words, or song to teach vocabulary is good
breakthrough in other to make students of first year of junior high school feel like to
study English. So if they are interested enough in studying the basic of English at the
beginning they will be curious to be in English class in the following time.
Based on the background of study, the writer formulates as follows :
1. The teaching vocabulary through singing to the seventh grade students of SMP
Negeri 1 Tamiang Hulu?
2. What are the advantages of teaching vocabulary through singing?
3. Does the teaching vocabulary through singing increase students achievement?

1.3. The Scope of Study
The scope of study focused on teaching vocabulary through singing to the
seventh grade students of SMP Negeri 1 Tamiang Hulu.

1.4. The Purpose of Study
Based on the problem study, the writer has some purposes for this research. The
purposes are as the orientation for the writer in doing the research.
The purposes of study are :
1. To know whether teaching speaking through singing is an effective technique in
mastering vocabulary.
2. To know the advantages of teaching vocabulary through singing.
5

3. To know whether teaching vocabulary through singing able to increase students
achievement in mastering vocabulary.

1.5. Basic Assumption and Hypothesis
1.5.1. Basic Assumption
The writer writes the basic assumption of this research are :
1. Teaching vocabulary through singing is able to increase student
achievement.
2. Teaching vocabulary through singing is a concept in teaching learning
process.
3. Students should be active in mastering vocabulary.

1.5.2. Hypothesis
Hypothesis is a tentative answer to problems in research that still need to
be proved. So that writer proposes the hypothesis of this study as follows :
1. Teaching vocabulary through singing is an effective technique of seventh
grade students of SMP Negeri 1 Tamiang Hulu.
2. Teaching vocabulary through singing will be easy for teacher to teach in
English.
3. Teaching vocabulary through singing increases students achievement in
mastering vocabulary.




6

CHAPTER II
REVIEW OF LITERATURE

2.1. A Brief Description of Vocabulary
One of the most important language components was vocabulary. The mastery
of it would be very helpful when someone was learning English. Having a great mastery
on it would also facilitate him to comprehend. The subject learnt in which it was in
English.
Vocabulary is one of the English components, which has to be mastered and
acquired by students in learning a new language. Allen (1983 : 5) give one reason for
the emphasis on vocabulary in English learning.
Schoolars are taking a new interest in the study of the word meaning. A
number to research studies recently dealt with lexical problems (problems
related to word). Through research the scholar are finding that the lexical
problems frequently interfere with communication. Communications break
down when people do not use the right word. Such discoveries by scholars do
not surprise classroom teachers. Teachers have never doubted the value of
learning vocabulary. They know communication stop when learners lack the
necessary word.

From above statement it can be argued that vocabulary is one of most important
part in communication, because communication cannot run well when people do not use
the right words. Vocabulary must be mastered by students to get a succes in learning
English. They will find some difficulties in their learning process without mastering it,
since most learning activities such as listening, reading, speaking and writing need a
large and solid vocabulary. As it is stated by Michael Bennet (1991 : 63) : Yet
everyone, especially the English learners need a lot of vocabulary to succeed in their
learning process because reading and listening are the ways they learn.
8
7

According to Morgan (1961 : 192), says : Vocabulary is a number of words
person possesses which is considered to be ones vocabulary, so vocabulary is the word
with has meaning and should be posed by a person. The students who have a good
vocabulary are more successful in studying English.
A good vocabulary is a vital part of effective studying. Vocabulary includes all
the word they normally use in daily activities of listening, speaking, reading and
writing. The vocabulary increases ability to understand a conversation or a text. Thus,
vocabulary is an aspect that is very fundamental for every body to be mastered in
language learning. John Morgan and Mario Rinvolutry (1986 : 3) say that :
The acquisition of vocabulary is not a linier but a branching process. Words are
not learnt mechanically as little packets of meaning but associatively. It is not an
impersonal but an intensely personal process, therefore, the associations and
vibrations that a word sets up depend on our own past and present fell
experience. It is not a solitary but a social process, we expand our apprehension
of word meaning by interchanging and sharing them others. It is not a purely
intellectual, effortfull process but an experiental hands on process too. An
over intellectual approach cause the language to be incorporated with in the
subject and the learners.

Unfortunately, most of students consider learning vocabulary as a tedious job.
Because of that, the teacher should look for an effective technique make learning
vocabulary easier, more pleasant and enjoyable.

2.2. A Brief Description of Singing
Singing is an activity that used sound tone with certainly lyrics. It is one of the
best ways in teaching vocabulary. Asking the students to sing an English songs in
getting their vocabulary. It will improve students skill in vocabulary. Before giving the
English songs, a teacher sould select familiar and easy listening songs for the students.
The selection the songs are important because it will increase students motivation in
learning vocabulary.
8

Geist (1970 : 25 - 28) defines that one of the best ways in teaching vocabulary is
using English songs. Asking students to listen English songs in finding their
vocabulary, it will improve students skill in vocabulary. Singing plays an important
role in learning vocabulary. In order the students can learn and easy to memorize
vocabulary, of course, teachers must find the best ways in teaching vocabulary. In this
situation, Dave Maier (2002 : 23), says that : People can learn goodly in physic
environment, emotion and positive social namely good environment and arise spirit. It
may be means that in learning English, a teacher is allowed to do anything to raise up
students enthusiasm and education spirite include sing a song which can deep out all
educated participant in learning vocabulary. Hopefully, the words used in the lyrics
remain in the active store as long as students listen to the particular song and since the
aim of this work is to use students favourite songs, the period of time when pupils
listen the song for long time. Scott Thornbury (2002 : 17) described the following
challenges that a learner of a second language has to face the following problem. He
further says : Making the correct connections, when understanding the second
language, between the form and meanig the words.

2.3. Teaching Vocabulary Through Singing
Using songs to teach vocabulary, several conditions for teaching stated by Scott
Thurnbury are met in lyrics, words usually appear in context, the sound of new words is
easily remembered along with the melody of the song and by listening to the song, and
the students are exposed to the new words many times. As mentioned earlier, the roots
of singing and speech seem to be closely connected. Stansell (2005 : 125) says,
Singing positively affects language accent, memory, and grammar as well as mood,
enjoyment and motivation and that pairing words and rhythm properly helps to hold
9

songs together and to improve the ability of the mind to recall it. He also stated that
singing and language teaching help each other in the process of teaching vocabulary.
In the teaching learning vocabulary process, some words seem to be easier to
remember than the others. Scott Thurnbury (2002 : 27-28) made a list of several factors
that make some words more difficult than others do as follows :
a. Difficult pronunciation (some words in English are rather difficult to pronounce
especially the loan words derived from french, example : mosque, league, unique,
lieutenant, and etc).
b. Spelling (words that contain silent letters such as foreign, listen, often, etc).
c. Length and complexity (long words are more difficult).
d. Grammar (verb patterns).
e. Meaning (two words overlapping in meaning get confused, words with multiple
meanings).
f. Range, connocation and idiomatic (idiomatic expressions will generally be more
difficult than words whose meaning is transparent).

On the same page the expect Scott Thornbury gives the ways to the English
teacher to do some steps to overcome students problems in teaching vocabulary
through singing as follows :
a. Students need tasks and strategies to help themselves to organize their mental
lexicon by building networks of associations more better.
b. Teachers need to accept that the learning of new words.
c. Students need to wean themselves of a reliance on direct translation from their
mother tongue.
10

d. Songs need to be presented in their typical contexts, so that the students can get a
feel for the meaning, the collocations, and the syntactic environments.
e. Teaching should direct attention to the sound of new words, particularly way they
are stressed.
f. Students should aim to build a threshold vocabulary as quickly as possible.
g. Students need to be actively involved in the learning of words.
h. Students need multiple exposures to words and they need to retrieve words from
memory repeatedly.
i. Students need to make multiple decisions about words.
j. Memory of new words can be reinforced if they are used to express personally
relevant meaning.

2.4. The Role of Teacher and Students in Teaching Vocabulary Through Singing
2.4.1. Teachers Role
Teacher is a leader in the class and all of the class activities cooperate by
teacher. The teachers role in teaching vocabulary through singing as follows :


1) Instructor
It means that the teacher gives some orders or directions to the students to do
exercises or practice about the topic of the day.
Example :
Teacher : Well, students. Please, sing your favourite songs in front of the
class. After that find the vocabulary and meaning about that
song. Are you ready?
11

Students : Yes, mom.

2) Counselor
It means that the teacher can be a good advisor when the students
face some problems. For example :
Students : Mum, what are the examples of verbs in this song?
Teacher : The examples of verbs in that songs are help, sing, fail, see,
believe, know and etc.

So, if there is a good interaction between the teacher and the students it
means the teaching learning process run well.

3) Model
It means that the teacher as a model. When he or she teaches and
explain the material to the students. In the teaching vocabulary through
singing, the teacher have to practice sing a song in front of the students as a
model. The teacher must used a good pronounciation and found the
vocabulary from the songs.

4) As a Class Manager
In teaching learning process, the teacher must be able to manage the
class situation and condition of the students. The teacher has to organize the
environment and the behavior the students in the class, because the teacher
has responsibility for all activities in teaching learning English. For example,
before the students know the topic, she asks all the students to be quit.
12

Teacher : Keep silent, please!
Students, topic for today is sing a song. Practice this song and
found the vocabulary with the meaning.
Students : Yes, mom.

As a manager, the teacher can motivate and support the students to
make the lesson comfortable and safe. The teacher also can develop the
situation and condition to be a good activities.

5) Evaluator
At the end of the lesson, the teacher must be able to evaluate the
students task by giving a mark. The illustration of students mark. Another
way of students evaluation is giving some conclusion about the lesson. In
singing performance, the teacher evaluation can be in the form of comment
and giving a mark. In her comment, she gives many information, good
pronunciation or advises for students in order to make better performance in
the next meeting. In addition, she also gives a mark for students
performance singing a song.

2.4.2. Students Role
Student is an object of teaching learning process in the class. To get clear
description about the student role, the teacher will describes the students
activities in each meeting or during the classroom observation. The activities
happen between the students to another student. Based on the classroom
observation, the role of students are :
13

1) As the Listener
It means that the students listen to the teacher pronunciation when
she explains or she sing a song. The students are expected to listen carefully
and respond tentatively to the teacher.

2) As the Performer
The students are expected to perform their favourite song without
hesitation. They should concern with instruction that is given by the teacher,
for instance : the teacher asks them to sing a song with good pronunciation.

2.5. Teachers and Students Problem in Teaching Vocabulary Through Singing
2.5.1. Teachers Problem
In teaching vocabulary sometimes the teacher faces some problems. The
problems faced by the teacher, for example : the students capability. The
teacher should pay full attention to the slow students, because sometimes they
feel shy or nervous.
1) Students Capability
Each person has different capability and either for students in
learning vocabulary. The students who have low capability cannot follow the
material succesfully. To force this problem the teacher is supposed to be
creative to create enjoyable situation during the teaching learning process.
For example :
Students : Im sorry Mom, Im afraid if I should sing a song in English.
Teacher : Dont be afraid. Ill help you and everything will be all right.
Come on!
14


2) Students Mentality
It refers to the students courage. Students courage is very crucial in
sing a song because without this feeling the lesson will be failed. The
teacher asked them to learn the vocabulary at the songs before and practice it
in front of their friends.
Teacher : Student, Im glad with your performance today, but I hope youll
never stop to practice the songs and found a lot of vocabulary
anywhere and anytime. Tomorrow, Ill invite some of you to
present your favourite songs once more and I hope each of you
be ready. So, prepare it as best as possible at home.

2.5.2. Students Problem
Based on the classroom activities, the students problem in learning
vocabulary through singing as follows :
1) Pronunciation
It means that the student commonly produces unclear pronunciation.
They feel difficult to pronounce certain words, moreover, if they do not
recognize them yet. As a result, it often happens slip of the tongue from the
students.
2) Performance
In practicing or sing a song, the students must stand in front of the
class. Because of this situation they are afraid if they have bad performance.
Consequently, he or she is feared if his friends insult or laugh at their
performance.
15

3) Nervousness
Nervousness is a problem that mostly faced by the students in sing a
song. They feel that they cannot comprehend the material well and make
mistake. Finally, some of them prefer to be passive and afraid to do it.

2.6. Method of Teaching Vocabulary Through Singing
Method is one of the components which can not be separated from others
components like purpose, materials and so on. Method is a way of doing something, it
is a systematic arrangement of thing or idea. According to Mackey (1996 : 20) :
Method determines what and how a lesson is taught (selection), the other in which it is
taught (graduation), how the meaning and from are conveyed (presentation) and what is
done to make use of the language unconscious (repetition).
In choosing and selecting method a teacher should be aware of the purpose of
materials and media, whether they are suitable with the teachers skill or not in
proceeding the teaching vocabulary process. As Howard (1996: 97) says : A good
teacher uses a variety of teaching methods and does not entirely upon any one of these,
with the combination of method in process of teaching learning. It is hoped that the
goal of teaching learning will be achieved effectively because no method which can be
said more or less effective if they stand alone. The using of good method depends on
the goal that they want to achieve, teacher skill, the ability of the student, the number of
the students, the time and technique that are needed to reach the goals. The use of
methods in teaching learning process will help teacher to increase her students
capabilities and their motivation in learning.
The suitable method for teaching vocabulary through singing is suggestopedia.
This method is also known as suggestive accelerative learning and teaching. It was
16

introduced by Goege Lazanov in 1978, a psychotherapist and physician, who believes
that relaxation techniques and concentration will help the students tap their sub
conscious resources and retain greater amounts of vocabularies and structure that they
ever thought possible. The general goal of this method is to enable students to learn
language in an athmosphere that is liberated from the restrictive influences that students
experiences in more traditional classroom setting.
Freenum (1996 : 80) states in his book about the principle of suggestopedia,
they are :
a. The goal of this method is to accelerated the process by which students learn to use
a foreign language for everybody communication.
b. The teacher is the authority in the classroom. In order to the method to be
succesfull, the students must trust and respect him.
c. The characteristic of this teaching learning process are :
1) It is conducted in classroom in which students are as comfortable as possible.
Ideally, easy chairs, soft lighting and music are all available to contribute to a
relaxing environment.
2) Students select target language names and choose new occupation.
3) The texts students work from are hand outs containing lengthy songs in target
language.
4) The teacher present the singing during two or more times.
d. The language emphasized on vocabulary while the language skill is emphasized on
speaking communicatively.
e. As the course proceeds, the teacher uses the native language lesson less.
f. Evaluation usually is conducted on students normal in class performance and not
through format test.
17

g. When errors of from do occur, the teacher uses the form correctly latter on during
class.
This method seems to have a variety of features that are helpful in the
development of language profiency. The language is initially presented in context of
song that is culturally based. The athmosphere of the classroom are with soft lights,
baroque music, cheerful room decorations, comfortable seating and dramatic technique
used by the teacher in the presented of material. All of these feature as are aimed at
totally relaxing students, allowing them to open minds to learning the language in
unencum bared fashion.








18

CHAPTER III
PROCEDURE OF RESEARCH

3.1. Description of School
The writer conducted her research at SMP Negeri 1 Tamiang Hulu Kabupaten
Aceh Tamiang. This school was noted as a state school since October 9
th
, 1982, so we
can say it is the oldest state school in the Kecamatan of Tamiang Hulu. Of course being
a pioneer school, it has long time and has had a lot of experience in running out the
problem of education in the level of Junior High School. The writer has met many of its
out puts in daily intercourse either they have worked as the civil employees or out puts
who works in the various companies in the area surrounding of Tamiang Hulu.
The head master of SMP Negeri 1 Tamiang Hulu at present time is Bapak Rudi
Prawira, S.Pd. He is very kind, smart and a typical of a good leader as well as an
experienced educator, so that he deserved good respect from all teachers who teach in
this school. According to the writers orientation, the head master has educated a tied
discipline in his school regarding that this school; located in the plantation area that is in
Pulau Tiga. So we can give a credit on this problem.

3.2. Description of Teacher
As we can read in the data of this school that right now there are 30 teachers in
this school, the writer found it that most of the teachers were female that is 86%. While
men teachers were 2 person that is 14%. So that as the implication of the reality the
school looks very comfort, neat, clean and easy looking. The teachers here in this
school have cold hands and they really apply the principal of sense of belonging to their
school so that makes us will stay longer if we have a visit.

19

Further, even though the amount of teachers are not too many, the writer was
told there were four English teachers in this school, they were Sri Irma Novalinda, S.Pd,
Sugiarti, S.Pd, Tri Dewi, S.Pd, and Budiarti Intan Rahmawati, S.Pd. Among the four
there were two English teachers had double subjects to teach, English and Indonesian
language taught by Sugiarti and Tri Dewi, so another word that this school has lack of
Indonesian teachers now.

3.3. Description of Student
If we compare with some Junior High School (SMP) in the other district, the
amount of students in this school is a little bit less. From the interview, the writer knew
that the total number of students here is 430 persons. The number is consisted from 145
persons the first grade; 67 persons male and 78 female, the eight grade is 155; 68
persons male and 87 female where as the ninth grade is 130; 72 persons male and 58
female. Except the third grade, the number of students more females than males, the
writer does not have any idea, why?
As the writer wrote in her title of this thesis Teaching Vocabulary Through
Singing to the Seventh Grade Students of SMP Negeri 1 Tamiang Hulu. The writer can
report that she conducted her research to VII
A
with 36 students as the sample. She
assumes the sample is the representatives of other the 4 classes of 145 students of the
seventh grade in this school.

3.4. Procedure of Data Collection
In doing the research at SMP Negeri 1 Tamiang Hulu, the writer did the
experimental teaching it was conducted in class (VII
A
). The writer also did both test;
pre test and post test as well.
20

In order to get data, the class researched was given a pre test to know their
ability concerning with vocabulary, the writer gave some essay test with allocation of
time 30 minutes. Further, after the teaching process or after five times meeting the
writer conducted the post-test with 10 items of questions, time was 30 minutes too.
After giving the pre test and booked their marks, then the writer began teaching them
vocabulary through singing, the report about it can be read in the next coming
discussion.

3.5. Experimental Teaching Process
As the writer told before she gave the pre test to them firstly, about the
description of the event the writer explains as follows :
1. On Monday, March 8
th
2010, the writer first time entered the VII
A
class. She
introduced herself to students that she was a student of UNSAM who wanted to
writer her thesis on Teaching Vocabulary Through Singing. Then she was curious to
know them by seeing and calling their names one by one, here she found that there
was one student absent to school, so there were only 35 of them followed the pre
test.
After she gave a pre test, the writer collected their answers then she began asking
them sometimes in English and most of time in Bahasa. She wanted to know wether
they already had dictionary, about their ways in learning words, their difficulties in
knowing words, if they were very diligent enough to record and memorize new
words, and whether they had English text to be read beyond schools. From what she
had asked, she concluded most of the students said they did not have material to be
learned out of school except their copies of textbook. The writer praised them who
had hold copies of them because it was better than nothing she thought.
21

Mean while the writer had about half an hour more in their class, so she used it to let
them know about the next discussion that she would teach them directly to study the
vocabulary through singing. They were excited.
Then at this first moment the writer explained them about vocabulary in English is
confessed very complicated because English has much more words than Indonesian,
she also explained that in learning words through singing they can memorize or
learn by heart the words without having to prepare a certain time to do. They can
remember them in leisure time when they go to the bathroom, garden, plantation
they can sing. Singing here means to study too.
Ther writer ended her first visit after a various activity on how to improve students
English especially about vocabulary problem.
2. It was Wednesday, March 12
th
2010. The researcher came to VII
A
class to do her
teaching process. She was in front of the class and she shared the lyrics copies of an
English song.
The tittle is I Have a Dream by Westlife, below :

I have a Dream
(Westlife)

I have a dream, a song to sing
To help me cope, with anything
If you see the wonder of a fairytale
You can take the future even if you fail

I believe in angels, something good in everything I see
22

I believe in angels, when I know the time is right for me
Ill cross the stream
I have a dream

I have a dream, a fantasy
To help me through reality, in my destination
Make it wrote the while pushing to the darkness
Still another mile

I believe in angels, something good in everything I see
I believe in angels when I know the time is right
For me Ill cross the stream
I have a dream

The writer does not have any special reason why she choose this song. The reason is
only that she could sing and understand the lyrics. Infact, this song is about
someone who believe with his dream to get his ambition in the future.
In teaching the students about vocabulary from that song, she grouped the words
into verb, noun, adjective and adverb.
Verb Noun Adjective Adverb
Sing Dream Right Have
Help Song Good
Cope Wonder Angels
See Fairytale Reality
Cross Stream Another
23

Believe Darkness Even
Know Fantasy
Pushing Time
Take Destination
Fail Mile
wrote

After the writer sang a song by herself, then, she made the class sang it together
until five times, we were happy, further, the teacher explained the meaning of the
words, verb, noun, adjective or adverb.
The teacher said one problem about learning words was the meaning of words coul
be based on lexical or sensed meaning (it should be accordance with the text
involved). Usually she continued to find out the sensed meaning is much more
difficult than to get lexical ones.

3. The third meeting was on March 15
th
2010, the writer continued teaching
vocabulary through singing. Firstly, after checking the students names and they
readiness to study, we sang the I have a Dream song together. The teacher saw
they were ready to continue the lesson, some students proposed to sing some west
songs by telling her a few of them who used to sing in the class in their break time.
They said, Selvi can sing English song miss, Endang and Parman.
The teacher asked them to calm down and she promised to give opportunity to next
time. She focused them to review new words they have just got from lyric of song I
have a Dream. Shortly, in the third day of research, the teacher taught them how to
use those words into short sentences besides discussing the synonym an antonym as
24

well. After one hour, the teacher asked the students to learn vocabulary from the
song by consulting their dictionary.

4. The forth meeting was taken place on March, 19
th
2010, here the writer gave each
student copy of English song, it was My hearts will go on by Celine Dion.
The complete of the song is :

My hearts will go on
(Celine Dion)

Every night in my ..
I see you, I fell you
That is how I .. you
Go on
Far accross the distance
And spaces . us
You have come to show you
Go on

far
Wherever you are
I . that the heart does
Go on

Once more
25

You . the door
And youre here
In my heart

Will go on and on
Love can touch us one ..
And last for a . Time
And never let gotill
Were . On

Love was when I love you
One true time I hold you
In my live well
Go on

After the teacher sing that song for the first, then the students learn it and sang
together with their friends. The teacher told them about the lyrics of the song. Then
as she did before she had them grouped the words into verb, adjective, noun and
adverb. They did it into group. Finally, each group submitted to the teacher to check
whether they had done it correctly. After that she asked them to memorize the words
and made into short sentences.

5. It was time to give them post test, the time was 30 minutes for 20 items. The
students were asked to fill the correct words for the description given. This meant in
26

order that they could comprehend the description given without checking the
dictionary.
Finally, the researcher ended the research on March 20
th
, 2010. The result of the
research will be discussed in the next chapter.

27

CHAPTER IV
DATA ANALYSIS

4.1. Data Collection
In this research as the writer explained in the previous chapter that this is a
quantitative one, so after it was done, the researcher got the data as the result of
teaching process. The data is about raw score result. The researcher got two kind of
scores they were : Pre-test scores and post-test scores.
Further, the writer would like tabulate them in the following table.

Table 4.1.
Pre - Test Scores

No Name
Students
No.
Gender Score Note
1 Agus Herdiansyah 9975057457 M 60
2 Cindy Diah Puspita 9970040860 F 65
3 Dedi Surianto 9975991935 M 60
4 Diki Aditia 9975991920 M 60
5 Dio Surada 9970040829 M 65
6 Deski Nadia Pentari 9970029454 M 50
7 Edo Kurniawan 9975051483 M 50
8 Ego Prayogi 9975052743 M 55
9 Eliza Rahayu Pratama 9975991946 F 65
10 Elna Putri Purnama 9995098768 F 70
11 Erna Giana 9995057466 F 70
12 Gustina Ratna Dewi 9984898283 F 65
13 Hanniaty 9970040834 F 60
14 Helna Yolanda 9975054845 F - Absent
15 Heppy Duana Putri 9960265284 F 65
16 Dian Setiawan 9975057454 M 65
17 Khairul Rozul 9975058871 M 55
18 Liza Suriani 9970040855 F 60
19 M. Arfiansyah 9975991949 M 60
20 M. Ihsan Agusdra 9975991931 M 60
21 M. Tri Wardoyo 9975057459 M 60
22 Malik Jabar Jani 9970040841 M 60

28

23 Nanda Hafiza 9975592999 M 60
24 Nova Setiawan 9975054855 M 65
25 Nurhasanah 9960265286 F 80
26 Nurjanah 9984959765 F 80
27 Pratiwi Putri Utami 9985471298 F 80
28 Rio Setiawan 9970040862 M 65
29 Riski Syahputra 9970040832 M 65
30 Robiyanto 9970029451 M 60
31 Suyetno 9970040825 M 60
32 Vika Junita 9975057450 F 70
33 Yolanda 9970040840 F 70
34 Yuda Renar Prilian 9975979936 M 65
35 Erli Yanda 9978812587 M 70
36 Yuliza Afriani 9984036017 F 60


Table 4.2.
Post - Test Scores

No Name
Students
No.
Gender Score Note
1 Agus Herdiansyah 9975057457 M 70
2 Cindy Diah Puspita 9970040860 F 80
3 Dedi Surianto 9975991935 M 70
4 Diki Aditia 9975991920 M 70
5 Dio Surada 9970040829 M 70
6 Deski Nadia Pentari 9970029454 M 60
7 Edo Kurniawan 9975051483 M 60
8 Ego Prayogi 9975052743 M 60
9 Eliza Rahayu Pratama 9975991946 F 80
10 Elna Putri Purnama 9995098768 F 90
11 Erna Giana 9995057466 F 80
12 Gustina Ratna Dewi 9984898283 F 80
13 Hanniaty 9970040834 F 70
14 Helna Yolanda 9975054845 F 60
15 Heppy Duana Putri 9960265284 F 80
16 Dian Setiawan 9975057454 M 70
17 Khairul Rozul 9975058871 M 60
18 Liza Suriani 9970040855 F 60
19 M. Arfiansyah 9975991949 M 60
20 M. Ihsan Agusdra 9975991931 M 70
21 M. Tri Wardoyo 9975057459 M 60
22 Malik Jabar Jani 9970040841 M 70
29

23 Nanda Hafiza 9975592999 M 70
24 Nova Setiawan 9975054855 M 70
25 Nurhasanah 9960265286 F 90
26 Nurjanah 9984959765 F 90
27 Pratiwi Putri Utami 9985471298 F 90
28 Rio Setiawan 9970040862 M 70
29 Riski Syahputra 9970040832 M 70
30 Robiyanto 9970029451 M 60
31 Suyetno 9970040825 M 60
32 Vika Junita 9975057450 F 70
33 Yolanda 9970040840 F 70
34 Yuda Renar Prilian 9975979936 M 70
35 Erli Yanda 9978812587 M 80
36 Yuliza Afriani 9984036017 F 60

4.2 Data Analysis
Throughout this sub topic, the witer wants to describe of interpret the result of
the pre-test and the post-test.
a. Data Analysis of Pre - Test
The writer determines the range got by students by applying the formula:
R = Xt - Xr
Where :
R = The range of score
Xt = The highest score
Xr = The lowest score

According to the pre-test result, the highest score is 80, and the lowest score
is 50. Then to get the range score the writer use formula of Sutrisno Hadi (1983 :
30) as follows :
R = Xt - Xr
= 80 - 50
30

= 30

Further the writer groups the score into class interval that are calculated by
applying Kriterium Sturges Formula (Supranto, 1996 : 61).
K = 1 + 3,322 Log n
Where :
K = The number of class interval
n = The numbers of students
And the calculation is :
K = 1 + 3,322 Log n
= 1 + 3,322 Log 35
= 1 + 3,322 (1,54)
= 1 + 5,11
= 6,11 or rounded to 6

The class interval =
Class
Range

=
C
R

=
6
30

= 5
Based on the interval, the writer could tabulate the score into the frequency
tabulations. The following table is the frequency of the pre-test result.

Table 4.3.
The Tabulation of Students Pre-Test

31

Class Interval
(I)
Frequency
(f)
x Fx F (%)
46 - 52 2 49 98 5,71
53 - 59 2 56 112 5,71
60 - 66 23 63 1449 65,71
67 - 73 5 70 350 14,28
74 - 80 3 77 231 8,57
Total 35 2240 100

The data shows that : two students got score 50. It is the same as 5,7%, two
students also got 55 that is 5,71%. The most of students got 60-65, among them
most boy students from 23 persons, so the percentage is 65,71%. Five students got
70, the percentage is 14,28%, and three of the sample got the highest score 80, so
the percentage is 8,57%.
To find out the mean score, the writer uses the formula of J.B. Heaton (1974
: 2) that is :
M =
n
f x

=
35
2240

= 64

b. Data Analysis of Post - Test
The writer determines the range got by students by applying the formula:
R = Xt - Xr
Where :
R = The range of score
Xt = The highest score
Xr = The lowest score
32


According to the post-test result, the highest score is 90, and the lowest score
is 60. Then to get the range score the writer use formula of Sutrisno Hadi (1983 :
30) as follows :
R = Xt - Xr
= 90 - 60
= 30

Further the writer groups the score into class interval that are calculated by
applying Kriterium Sturges Formula (Supranto, 1996 : 61).
K = 1 + 3,322 Log n
Where :
K = The number of class interval
n = The numbers of students

And the calculation is :
K = 1 + 3,322 Log n
= 1 + 3,322 Log 36
= 1 + 3,322 (1,55)
= 1 + 5,14
= 6,14 (6)

The class interval =
Class
Range

=
C
R

33

=
6
30

= 5
Based on the interval, the writer could tabulate the score into the frequency
tabulations. The following table is the frequency of the post-test result.


Table 4.4.
The Tabulation of Students Post-Test

Class Interval
(I)
Frequency
(f)
x Fx F (%)
60 - 66 11 63 693 30,55
67 - 73 15 70 1050 41,55
74 - 80 6 77 462 16,62
81 - 87 0 84 0 0
88 - 94 4 91 364 11,08
Total 36 2569 100

The data shows that : eleven students got score 60, it is the same as 30,55%,
fifteen students got 70 or 41,55%, six students got 80 or it is 16,62%, No students
got 87 it is equal 0% and four learners got 90 it is equal 11,08%.
Therefore, to find out the mean score, the writer uses the formula of J.B.
Heaton (1974 : 2) that is :
M =
n
f x

=
36
2569

= 71,36




34


CHAPTER V
CONCLUSIONS AND SUGGESTIONS

5.1. Conclusions
In this last chapter, the would like to make the conclusions after doing the
research on teaching vocabulary through singing to the seventh grade of SMP Negeri 1
Tamiang Hulu.
The conclusions of the research are drawn as follows :
1. Teaching vocabulary through singing English songs is the best way and it gives
students a great pleasure in studying.
2. The students can learn words from the lyric of songs, and the time for studying is
unlimited, due to the students can do it in whatever circumstances.
3. The students will be easier to keep the vocabulary in their mind words and use
them, because they have mastered both, either in spelling or in how to pronounce
them correctly.
4. Students will be easy to participate in communicative situation because they have
been familiar with words are spoken daily.
5. The students achievement in vocabulary has been increased from their main course
: 64 in pre - test to 71, 36 in post - test.

5.2. Suggestions
The suggestions for this research are :
1. English teachers should creative in designing and practicing some songs, to increase
students mastery in English, especially vocabulary.
2. Teacher must be capable to understand students necessity in studying.

35

3. Make teachers teaching interesting to avoid getting bored in English class by
developing some acceptable methodologies.
4. Always remind the students that English is not the lesson as the pre-requisite to pass
their education from a formal school, but it is useful for them in their future carrier.
5. It is hoped that each English teacher always pays attention to help their students to
know vocabulary, as basic elements in mastering English well.

36