the effectiveness of using english songs from youtube towards students' vocabulary mastery

131 Pages·2015·5.1 MB·English

THE EFFECTIVENESS OF USING ENGLISH SONGS
FROM YOUTUBE TOWARDS STUDENTS’
VOCABULARY MASTERY
(A Quasi-Experimental Study at the Seventh Grade of RUHAMA Islamic Junior
High School at South Tangerang)

By:
FEBRIA AFIA RAHMAH
NIM. 1110014000055

DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2015

ABSTRACT

RAHMAH, FEBRIA AFIA 2015, The Effectiveness of Using English Songs
from YouTube towards Students’ Vocabulary Mastery (A Quasi-
Experimental study at Seventh Grade in RUHAMA Islamic Junior
High School at South Tangerang academic year 2014/2015),
Skripsi, The Department of English Education, The Faculty of
Tarbiyah and Teaching science, Syarif Hidayatullah State Islamic
University Jakarta.
Advisor I : Dr. Fahriany, M.Pd.
Advisor II : Dadan Nugraha, M.Pd.

Key Words : Vocabulary, English Songs, YouTube.

The aim of this study is to find the effectiveness of English Songs from
YouTube in teaching English vocabulary which was observed and analyzed from
students of seventh grade at the Islamic Junior High School RUHAMA
The method of this study is quantitative by taking 60 students as the
sample from 92 students of populations. The sample of students was divided into
two classes; 30 Students for experimental class and 30 students for control class.
Before giving treatment, the writer gave pre-test. Then the writer taught in the
experimental class by asking students to listen to the English songs and in control
class without asking students to listen to English songs. After four meetings, the
writer gave the post-test to both classes. The scores of pre-test and post-test were
collected from twenty multiple-choice questions, then, it was analyzed by using t-
test.
The finding of this study shows that teaching vocabulary by using English
songs from YouTube was effective. It is proved by t (4.01) which is higher
count
than t in the degree significance 1% (2.39). It is considered that the null
table
hypothesis (Ho) in this study is rejected and the alternative hypothesis (Ha) which
states that there is significant difference between students’ vocabulary scores
taught by using English songs from YouTube and without by using English songs
from YouTube is accepted. It means that the English songs from YouTube are
effective in improving students’ vocabulary mastery.

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ABSTRAK

RAHMAH, FEBRIA AFIA 2015, The Effectiveness of English Songs from
YouTube towards Students’ Vocabulary Mastery (Penelitian Kuasi-
eksperiment pada kelas 1 di SMP Islam RUHAMA Tangerang
Selatan tahun ajaran 2014/2015), Skripsi, Jurusan Pendidikan
Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas
Negeri Islam Syarif Hidayatullah Jakarta.
Pembimbing I : Dr. Fahriany, M.Pd.
Pembimbing II : Dadan Nugraha, M.Pd.

Kata Kunci : Kosakata, Lagu berbahasa Inggris, YouTube.

Penelitian ini bertujuan untuk menemukan efektivitas lagu berbahasa
Inggris dari YouTube dalam pengajaran kosakata bahasa Inggris. Penelitian ini
dilaksanakan dan dianalisis pada siswa kelas tujuh SMP Islam RUHAMA.
Metode yang digunakan pada penelitian ini adalah metode kuantitatif
dengan mengambil 60 siswa sebagai sampel dari 92 populasi yang dibagi menjadi
2 kelas: 30 siswa untuk kelas eksperimen dan 30 siswa untuk kelas kontrol.
Sebelum memberikan pengajaran menggunakan teknik lagu berbahasa Inggris
dari YouTube, Peneliti memberikan pra-tes. Kemudian peneliti mengajar di kelas
eksperimen dengan meminta siswa untuk mendengarkan lagu berbahasa Inggris
dari YouTube dan dikelas kontrol tanpa meminta siswa mendengarkan lagu
berbahasa Inggris dari YouTube. Setelah empat pertemuan, peneliti memberikan
purna-tes kepada kedua kelas. Pada analisis data penilaian pra-test dan purna-test
menggunakan dua puluh pertanyaan pilihan ganda disetiap test, setelah itu di
analisis dengan menggunakan rumus t-test.
Temuan dari penelitian ini menunjukkan bahwa mengajar kosakata dalam
bahasa Inggris menggunakan lagu bahasa Inggris dari YouTube efektif. Terbukti
dari besarnya t 4,01 > t pada signifikan 1% (2,39). Hasil ini dianggap
hitung tabel
bahwa null hypothesis (Ho) ditolak dan alternative hypothesis (Ha) yang
menyatakan bahwa terdapat perbedaan yang signifikan antara nilai kosakata siswa
yang diajarkan dengan mendengakan lagu berbahasa Inggris dari YouTube
dengan yang tidak mendengarkan lagu berbahasa Inggris diterima. Oleh karena
itu, dalam penelitian ini dapat disimpulkan bahwa lagu berbahasa Inggris dari
YouTube efektif dalam meningkatkan penguasaan kosakata siswa.

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ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful. All praised is due to
Allah, Lord of the world, who has given His loving and blessing to the writer to
finish her “Skripsi”. Peace and salutation be upon to the prophet Muhammad
SAW, his family, his companion, and his followers.
It is a pleasure to acknowledge the help and contributions to all of
lecturers, institution, family and friends who have contributed in the different
ways hence this “Skripsi” is processed until it becomes a complete writing which
will be presented to the Faculty of Tarbiya and Teaching science in partial
fulfillment of the requirement for the degree S.Pd. (Bachelor of Arts) in English
Education.
The first, the writer would like to thank to her beloved parents Drs. Asep
Ahmad Zenal Aripin, M.Pd., Siti Alfiah, S.Ag. and her lovely brother Muhammad
Muhyidin who always pray, support, and motivate her to finish her study. The
writer also would like to give her sincere and deepest thanks to her advisors, Mrs.
Dr. Fahriany, M.Pd and Mr. Dadan Nugraha, M.Pd., who have given the precious
help, the guidance, and the advice patiently to the writer during the completion
and the development of the study.
Then, the writer also realizes that she will never finish this paper without
the help and contribution of people around her. Therefore, the writer would like to
give her best gratitude and appreciations to:
1. Prof. Dr. Ahmad Thib Raya, MA., as the Dean of Faculty of Tarbiya
and Teaching science Syarif Hidayatullah, State Islamic University
Jakarta.
2. Didin Syafruddin, Ph.D., as the Vice Dean of Academic of Faculty of
Tarbiya and Teaching science, an inspiring figure who always inspires
and motivates her.
3. Drs. Syauki, M.Pd, as the Head of the Department of English
Education.
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4. Zaharil Anasy, M.Hum, as the Secretary of the Department of English
Education.
5. All lecturers in The Department of English Education who always give
the writer motivation and valuable knowledge during her study.
6. All students of the seventh grade of Islamic Junior High School
RUHAMA as the participants of this study and especially the English
Teacher, Ms. Siti Romlah, S.Pd.
7. Beloved Yomi Handayani, Tika Maulidah, Tias Atma Andriani,
Gayatri Chitrasari, and Ima Febri Yanti, her colleagues, mentors, and
best friends. Thank you for love, guidance, integrity and friendship.
8. Budi Kurniawan, M.Pd., her most enthusiastic cheerleader in life.
9. All of her friends at The Department of English Education academic
year 2010, at the Student Executive Board of FITK (BEM-FITK), and
at Islamic Student Association of Ciputat Affiliate. Thank you for the
brotherhood, support, and experiences.
10. Her brothers and sisters at Research and Language Development
Program 2014 of UIN Syarif Hidayatullah Jakarta, thank you for
always making our dreams alive, of course dreams are for real.

The words are not enough to say many appreciations for their help and
contribution in this paper. May Allah SWT, the Almighty God, bless them all.
Moreover, the writer also realizes that this paper is still far from perfect. It is a
pleasure for her to get critiques and suggestions to make this paper better.

Jakarta, March 17th, 2015

The Writer

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TABLE OF CONTENTS

APPROVAL ........................................................................................................... i
SURAT PERNYATAAN ...................................................................................... ii
ABSTRACT .......................................................................................................... iii
ABSTRAK ............................................................................................................ iv
ACKNOLEDGEMENT ......................................................................................... v
TABLE OF CONTENTS .................................................................................... vii
LIST OF TABLES ................................................................................................. x
LIST OF FIGURES ............................................................................................. xi
LIST OF APPENDIXES .................................................................................... xii
CHAPTER I: INTRODUCTION ......................................................................... 1
A. Background ..................................................................................................... 1
B. Identification of the Problem .......................................................................... 5
C. Limitation of the Study ................................................................................... 6
D. Formulation of Problem ................................................................................. 6
E. Objective of the Study .................................................................................... 6
F. Significance of the Study ................................................................................ 6
CHAPTER II: THEORETICAL FRAMEWORK ............................................. 7
A. Vocabulary ..................................................................................................... 7
1. Definition of Vocabulary .......................................................................... 7
2. Types of Vocabulary ................................................................................ 8
3. What Need to be Taught ........................................................................ 10
4. Technique in Teaching Vocabulary ........................................................ 12
5. Decisions about Content in Teaching Vocabulary .................................. 14
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6. Problems in Teaching Vocabulary ......................................................... 15
B. Song .............................................................................................................. 16
1. Definition of Song ................................................................................... 16
2. Function of Song ..................................................................................... 17
3. Advantage and Effectiveness of Song in Teaching Learning Process .... 18
4. YouTube and Songs ................................................................................ 19
5. Teaching Vocabulary Through Song ...................................................... 20
C. Relevant Study ............................................................................................. 21
D. Thinking Framework .................................................................................... 23
E. Research Hypothesis .................................................................................... 23
CHAPTER III: RESEARCH METHODOLOGY ............................................ 25
A. The Research Design ................................................................................... 25
B. The Place and Time of the Study................................................................. 26
C. The Population and Sample ......................................................................... 26
D. The Research Instrument ............................................................................. 26
E. The Technique of Data Collecting ............................................................... 27
F. The Technique of Data Analysis ................................................................. 28
G. Hypothesis Test ........................................................................................... 30
H. Statistical Hypothesis .................................................................................. 32
CHAPTER IV: RESEARCH FINDING ............................................................ 33
A. Data Descriptions ......................................................................................... 33
B. Data Analysis ............................................................................................... 38
1. Normality Test ........................................................................................ 38
2. Homogeneity Test ................................................................................... 40
3. Interview Result ...................................................................................... 44
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