“CORRELATION BETWEEN LISTENING TO ENGLISH SONGS AND

VOCABULARY MASTERY OF SEVENTH GRADE STUDENTS

AT SMPN 3 HST SCHOOL YEAR 2018/2019.”

A. BACKGROUND

Vocabulary is the entire words that make up a language. Before someone

studies about the English skill, he should learn about vocabulary as the first step.

Besides that, the researcher found that the ability of the students in pronouncing

vocabulary is bad. And then, the students have difficulty to use vocabulary in

sentences.

Tarigan states that the quality of one‟s language skills depends on the

quality and the quantity of the vocabulary mastered (Tarigan, 1989 : 2). From

the statement above, the writer can conclude that vocabulary mastery is very

important for the students to master English skills. So, they focus on their

attention first to the vocabulary mastery in their learning process.

Nowdays there are many types of media for teaching vocabulary to the

student, one of that media is using English song. The use of English song can

improve the quality of vocabulary in teaching learning process. It happened

because song can stimulate the students to achieve the new words that they had

already listened. It is supported by Hornby (1990, p.1133) song is a piece of

music with words that is sung. Song is also a great language package that bundles

culture, vocabulary, listening, grammar and a host of other language skills in just

a few rhymes. Songs can also provide a relaxed lesson on a hot boring day.

Listening is a major component in language learning. In classroom often times

 the students do more listening than speaking. In addition, most learners enjoy

singing songs, and the songs can often be a variety from the routine of learning

the foreign language.

Therefore, the teachers should have several strategies to make their

students motivated to learn English. The learners need a way of teaching that is

enjoyable and practic also that finally they can integrate themselves into English,

for example singing English songs can get the students integrated to English.

Based on the description above, the researcher tried to reduce the problems

of the students’ vocabulary. Therefore, the researcher is interested in carrying

out the research about listening english songs and vocabulary mastery for the

seventh grade of SMPN 3 HST. For this idea, the researcher gives the title:

“Correlation Between Listening to English Songs and Vocabulary Mastery of

Seventh Grade Students at SMPN 3 HST School Year 2018/2019.”

B. RESEARCH PROBLEM

Based on the background above, the research problem is formulated as

follows: “Is there any significant correlation between listening to English songs

and vocabulary mastery of Seventh grade at SMPN 3 HST school year

2018/2019?”

C. RESEARCH OBJECTIVE

The research objective is to find out there is a positive significant

correlation between the listening to English songs and vocabulary mastery of

seventh grade at SMPN 3 HST school year 2018/2019.

D. RESEARCH SIGNIFICANT

1. Teoritical

This research can be an offer solution to face problems in English learning

vocabulary which happened in the certain field.

2. Practical

The result of the research gives information about the degree of correlation

between listening to English songs and vocabulary mastery.

E. Definition of Key Term

1. Listening

Listening skill is an active and conscious process in which the listener

constructs meaning by using cues from contextual information and from

existing knowledge.

2. English Song

Song is also a great language package that bundles culture, vocabulary,

listening, grammar and a host of other language skills in just a few rhymes.

3. Vocabulary Mastery

According to Cameron (2001:78), vocabulary skill included: pronunciation,

spelling, grammar and meaning.

F. Previous Study

Research entittled “ The influence of listening habits of English songs

toward vocabulary mastery” by Zulianti. She found that the result of the
 research areas follow: (1) The majority of the students’ listening habits of

English songs is good that falls on the scores of 68-83 %. (2) The majority of

the students’ vocabulary mastery is fair that falls on the scores of 65-79 %. (3)

There is a positive influence of listening habits of English songs toward

vocabulary mastery.

G. Theoritical Framework

1. Listening Skill

Listening plays an important role in communication as it is said that,

of the total time spent on communicating, listening takes up 40-

50%,speaking 25-30%,reading 11-16%,and writingabout 9%. Lukong

states that listening is an active process where the listener plays very active

part in constracting the overall message that eventually exchanged between

listener and speaker. It means that Listening is an important part of

communication as it is pivotal in providing a substantial and meaningful

response.

Listening to various songs can help students become more familiar

with popular songs and make them more confident in their ability to listen

and understand the world around them. (Brown, 2006)

There are many factors affecting the success in learning listening skill.

A recent survey on learner listening research finds that factors which

enhanced or depressed listening comprehension can be summarized into

five categories: text type, task, interlocutor (speaker), process and listener

characteristic. In listener characteristic that can influence comprehension is

 included language proficiency, gender, memory, interest, prior knowledge,

attention, accuracy of pronunciation and established learning habits.

As a teacher of English as a foreign language, teach listening skill

through songs at times both as a part of their method and due to demands

of students to spiceup the course content. Nowadays, music and song have

been developed in many genres of music offered with modern music

instruments.

Furthermore listening is one of the fundamental language skills. It is

a medium through which children, young people and adult gain a large

portion of their information, their understanding of the world and human

affair, their ideals, sense of value, and their appreciation.

From definitions above, the researcher concludes that listening is

important skill in foreign language classroom. Listener gets the information

from the speaker, and then can result imagination and understanding. When

a person decides to communicate with another person, he or she does so to

fulfill the need.

2. English Song

Using songs in the teaching and learning of English has become

popular since songs can give many benefits due to several reasons. Cullen

suggests that by utilizing songs in the listening activities, students can use

their grammar knowledge to understand the messages of songs that indeed

will lead them to an improvement of their listening ability.

As what some experts say that music is a universally popular medium

and songs often tell a story, and song is an excellent vehicle to show how
sentence are connected. So, by listening to an English song, students can

learn the content of the song and also train their ears to be more familiar

with English language. When they are familiar with listening to English

through songs, the problems in listening comprehension could be reduced.

Interest in English songs can lead students to listen to English songs more

often, and more repetition in an activity might form a habit.

The main parts of songs are music and words, while music itself is

related with rhythm. A group of words without music to perform them can

not to be included as a song. Song are generally performed in a repetitive

pattern here is that in a song, there are usually several lines of the song,

which are repeated twice, or more what a so-called “reffrain” when they

are performed.

English songs, therefore, is groups of English words performed in

rhythms called music. From the definition above, we may conclude that

singing and listening to english song is the activity of producing English

words and music with their voice, which is often contrasted with speech

and the activity of paying attention and trying to get the meaning from

groups of English words contained in the songs. For variety of reason, song

are “stick in the head” or enjoyable and highly memorable.

There are two ways to solve the problem aboutthe way in selecting the

songs to be brought into the class: the first is to have students bring their

own favorite songs to class. If they do this, however, the teacher may want

to have time (a day or two) to listen to the songs and try to understand

thelyrics, the second way is to use older songs, to ask students whether they
still have merit, whether they like them, despite their antiquity. According

to Murphey as cited in Macias , in language teaching, anything we can do

with a text, we can also do it with songs, or texts about songs:

a. We can study the grammar in the lyrics of a song;

b. We can practiceselective listening comprehension;

c. We can practice conversation using dialogues based on the words of a

song;

d. We can practice pronunciation, intonation, and stress;

e. We can learn new vocabulary; 6)We can practice choral repetition.

songs can be used with several techniques. Some examples of these

techniques are gap fills or closes text, focus questions, true-false

statementsd, put these lines into the correct sequence, dictation, add a final

verse, circle the antonyms or synonyms of the given words, discuss.

procedure of songs activity can be done by steps below:

a. Pre-listening

As a warm-up or schema building activity, ask students what they know

about American pop culture, bring the CD, LCD or speaker, ask for

volunteers to share their guesses with the class.

b. While-listening

Students listen for the missing words. Play the song once, and ask

students whether they need to listen to the song again. If they do, play it

one more time.

c. Post-listening
 go over the answers with the class. If necessary, replay the parts where

students had trouble understanding the words. Go over grammar points

as necessary.

In song, students will not only know about the function of songs that

is usually used to show feelings, emotions, or imaginations, but also to

convey the messages to other people. Songs can also upgrade students‟

knowledge of the target culture. Cullen states that songs are the

representations of society and culture.

3. Vocabulary Mastery

Vocabulary is one of the language skills that important in learning a

and numbers of words by a person class, profession, etc. Mastery of

vocabulary becomes the requirement of the successful communication.

Beside that there are many important aspects in learning vocabulary, they

are:

a. Word Formation

1) Derivational Affixes

2) Inflectional Affixe

3) Compound

4) Clipped

5) Acronyms

6) Coining

b. Synonym

c. Antonym

d. Homonym
e. Idioms

According to Cameron (2001:78), vocabulary skill included:

pronunciation, spelling, grammar and meaning.

a. Pronunciation

Pronunciation is one of the aspects that have a great influence of

vocabulary. Children need to hear a new word in foreign language in

order they can notice the sound at the beginning and at the end, the stress

pattern of the word. There is different pronunciation between English and

Indonesia vocabularies.

b. Spelling

Children also need to know the letters and syllables that make up the

word that is called spelling. “Spelling is the act of forming words

correctly from individual letter or the way that a word is spelt”

(Wehmeler, 2003:1293).

c. Grammar

Grammatical information is tied into words, and learning words can take

students along the way into grammar. This suggests that if we give a high

priority to vocabulary, we are not there by abandoning grammar.

(Cameron, 2001:72).

d. Meaning

Cameron (2001:85) argue ways to explain the meaning of new words in

the young learner classroom that is by using an object, a cut-out figure,

gesture, performing and action, photograph, drawing or diagram on the

board, and pictures from story books. Actually, finding the meaning for
 the new foreign language word is the amount of mental work done by the

learner affects well a new word is engraved in memory, the students have

to think it’s about word and meaning, the more likely they are to

remember it.

From the statements above, vocabulary is very important to be

mastery by the students in learning foreign language because it is central to

language and it is basic to communication. Students have to master

vocabulary well before they master other skill. In learningvocabulary, it is

important for students to understand the meaning of the new language in the

communication of meaning. People talk in order to express the meaning of

their ideas and thoughts, and they listen in order to discover the meaning of

what others say. Without meaning in the spoken and expression can make

the others do not understand what they say.

H. METHOD RESEARCH

1. Research Design

Research design is commonly defined as the way of thinking and doing

preparation to complete research and achieve the goal of the research.

According to Kathori, correlations research combine the variation of two or

more variables. The researcher wants to know whether any correlation

between listening to english song and vocabulary mastery, so the design use

in this study is correlation study. This research was use quantitative research.

In this study, the writer used correlation between two variables. In

popular usage, the term correlation refers to any type of relationship between

events or object. In statistical correlation, there must be measures for each

 subject (person) in-group. If this condition is satisfied, the data can be inserted

into a statistical formulation, which will reveal the type and strength of the

relationship under the study.

2. Research Instrument

a. Questionaire

Questionnaire is written question which are used to get information

from respondent. It is the report of their private or other things they know

(Kartono,1990:135). The researcher usesd the Likert Scale and mostly the

options are in the form of “selalu”, “kadang-kadang”, “jarang”, and “tidak

pernah”.

b. Test

Test is a sequence of questions or exercises or other devices to

measure skill, knowledge, intelligence, ability or talent’s person which has

by people or group. In this study, the researcher uses an objective test in

the form of multiple choices test with four options, which consists of 10

items for the try out.

3. Data Collection

a. Population

Suharsini Arikunto (1993: 102) defines population as all the subject

on a research. In this study, the researcher takes all the seventh grade

students of SMPN 3 HST in the academic year 2018/2019.

b. Sample

Arikunto (1993:104) states that sample is the part or representation

of population being researched. In this study the sample is 25 students out

 of the population, the researcher will take one class of seventh grade at

SMPN 3 HST.

c. Data collection

The writer just uses one class to find and collect the data. The data

collecting method is the method to obtain the data in the research. The aim

of the data collecting in conducting scientific research was to get material

that needed by there search. In this research, the researcher used test. At

the first week the writer make a some of questionnaire and show to the

teacher English what about the question,that is suitable to her students or

not. After that, the writer give the questionnaire to know the validity of the

test.

4. Data Analysis

Analysis quantitative is an alysis that using statistic instruments, the

instrument that use models like mathematic model. The result was given in

numerical form then was explained and interpret in a descriptively. Analysis

data quantitative also called statistic analysis. Statistic analysis is method to

organize and analysis data quantitative or data that to need as data

quantitative. The researcher used a survey method through correlation

technique. She analyzed here search by using Product Moment Correlation

to know the result.

Product Moment Correlation is one of technique that usually used to

find out the significance of the correlation between two variables. This

technique was published by Karl Pearson, therefore it often called by Person

Correlation Technique. It is called Product Moment Correlation because it

is usually used to correlate one variable to another variable based on its

correlation coefficient value.

The last step in this chapter is analyzing data. This analysis is to see

and to find out whether there is significance correlation between listening to

english song and vocabulary mastery. Then, to find out the result of this

research, the writer analyzed the data by using Person’s Product Moment

Correlation, as follow:

r = correlationco efficient between X and Y

∑XY = sum of cross products of deviation scores of X and Y

∑X = Total score of X

∑Y = Total score of Y

N = number of respondents

X = distributions of listening english song

Y = distribution of vocabulary mastery

 QUESTIONAIRE OF LISTENING ENGLISH SONG (X1)

1. Saya biasa mendengarkan lagu-lagu berbahasa Inggris.

a.Selalu b. Kadang-kadang c. Jarang d. Tidak pernah

2. Saya mendengarkan lagu-lagu berbahasa Inggris untuk belajar.

a.Selalu b kadang-kadang c. Jarang d. Tidak pernah

3. Selain mendengarkan, saya juga menyanyikan lagu-lagu berbahasa inggris.

a.Selalu b. Kadang-kadang c. Jarang d. Tidak pernah

4. Bagi saya sangat sulit untuk menghafalkan lagu-lagu berbahasa Inggris.

a. Sangat setuju b. Setuju c. Kurang setuju d. Tidak setuju

5. Saya sangat tertarik untuk mendengarkan lagu-lagu berbahasa inggris.

a. Sangat setuju b. Setuju c. Kurang setuju d. Tidak setuju

6. Lagu berbahasa Inggris yang saya dengarkan menarik karena liriknya bagus.

a. Sangat setuju b. Setuju c. Kurang setuju d. Tidak setuju

7. Saya tidak bisa menikmati lagu-lagu berbahasa Inggris karena saya tidak

mengetahui maksud artinya.

a.Sangat setuju b. Setuju c. Kurang setuju d. Tidak setuju

8. Lagu-lagu berbahasa Inggris yang saya dengarkan sangat membosankan, karena

musiknya tidak enak untuk di dengarkan.

a. Sangat setuju b. Setuju c. Kurang setuju d. Tidak setuju

9. Jika ada lagu berbahasa Inggris yang tidak menarik judulnya, saya tidak tertarik

untuk mengetahui liriknya.

a. Sangat setuju b. Setuju c. Kurang setuju d. Tidak setuju

10. Bagi saya tidaklah penting untuk mengetahui arti dari lagu berbahasa Inggris.

a. Sangat setuju b. Setuju c. Kurang setuju d. Tidak setuju

 Research Instrument (Test) of Vocabulary Mastery (X2)

Chose the correct answers by signing with line (X) on the word A, B, C, D on the

answer sheet!

1. Clean : dirty = high: . . . .

a. Short b. Tall c. Big d. Small

2. High : short = black : . . . .

a. white b. Boastful c. Remainder d. Taller

3. Search : look for = view: . . . .

a. Scene b. Viewer c. Mountain d. Scenic

4. Fast : . . . . = weak: low

a. quickly b. faster c. quick d. slow

5. Ice : Cold = Sugar : . . . .

a. Powder b. Kristal c. Sugarcane d. Sweet

6. Nose : breath = foot : . . . .

a. See b. Walk c. Eat d. Play

7. She : is = they : . . . .

a. Was b. Were c. Are d. Am

8. Ahmad : he = Tiara : . . . .

a. They b. We c. She d. It

9. Fish in the sea : Rabbits in the . . . .

a. Rewer b. Jungle c. Land d. Sky

10. Hungry : eat = thirsty : . . . .

a. Drinking b. Running c. Seeing d. Speaking

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