Improving Sma N 14 Medan Students' Listening Ability

IMPROVING SMA N 14 MEDAN STUDENTS’ LISTENING ABILITY THROUGH ENGLISH SONGS

A THESIS

ADE PUTRI

REG. NO. 160721005

DEPARTMENT OF ENGLISH

FACULTY OF CULTURAL STUDIES

UNIVERSITY OF SUMATERA UTARA

MEDAN 2018

UNIVERSITAS SUMATERA UTARA UNIVERSITAS SUMATERA UTARA UNIVERSITAS SUMATERA UTARA UNIVERSITAS SUMATERA UTARA AUTHOR’S DECLARATION

I, ADE PUTRI, DECLARE THAT I AM THE SOLE AUTHOR OF THIS THESIS EXCEPT WHERE REFERENCE IS MADE IN THE TEXT OF THIS THESIS. THIS THESIS CONTAINS NO MATERIAL PUBLISHED ELSEWHERE OR EXTRACTED IN WHOLE OR IN PART FROM A THESIS BY WHICH I HAVE QUALIFIED FOR OR AWARDED ANOTHER DEGREE. NO OTHER PERSON’S WORK HAS BEEN USED WITHOUT DUE ACKNOWLEDGEMENTS IN THE MAIN TEXT OF THIS THESIS. THIS THESIS HAS NOT BEEN SUBMITTED FOR THE AWARD OF ANOTHER DEGREE IN ANY TERTIARY EDUCATION.

Signed:

Date: July 27, 2018

UNIVERSITAS SUMATERA UTARA COPYRIGHT DECLARATION

NAME : ADE PUTRI

TITLE OF THESIS : IMPROVING SMA N 14 MEDAN

STUDENTS’ LISTENING ABILITY

THROUGH ENGLISH SONGS

QUALIFICATION : S-1/SARJANA SASTRA DEPARTMENT : ENGLISH

I AM WILLING THAT MY THESIS SHOULD BE AVAILABLE FOR REPRODUCTION AT THE DISCRETION OF THE LIBRARIAN OF DEPARTMENT OF ENGLISH, FACULTY OF CULTURAL STUDIES, UNIVERSITY OF SUMATERA UTARA ON THE UNDERSTANDING THAT USERS ARE MADE AWARE OF THEIR OBLIGATION UNDER THE LAW OF THE REPUBLIC OF INDONESIA.

Signed:

Date: July 27, 2018

UNIVERSITAS SUMATERA UTARA ACKNOWLEDGEMENTS

Alhamdulillah, all praise to Allah SWT for his compassion and blessing for me to finish this thesis. Salawat and salam to the Prophet and the most noble Messenger, our Prophet Muhammad SAW, along with his family and his companions.

My sincere gratitudes are given to the Dean of Faculty of Cultural Studies, University of Sumatera Utara, Dr. Budi Agustono, M.S., The Head of English Department, Prof. T. Silvana Sinar, M.A., Ph.D., and the Secretary of English Department, Rahmadsyah Rangkuti, M.A. Ph.D, and to all the lecturers of English Department who have shared their excessive knowledge and for their contribution during the academic years.

First and foremost, I would like to thank my supervisor and co-supervisor, Dr. Bahagia Tarigan, M.A and Rahmadsyah Rangkuti, M.A. Ph.D for the guidance, advice, support, and constructive comments during the writing of this thesis.

Thanks to my beloved parents, Irwansyah S.E and Rosida Damanik. My beloved sisters and brother, Desy Anggraini, Sely Yuli Arfa, and Maulana Ichsan Muhammad for giving the writer support, love, caring, motivation and attention. And also thanks to all of my friends who supporting me in the process of finishing this thesis.

Special thanks to Sofyan, S.Pd as the Headmaster and Miss Lusniar, as English teacher of SMA Negeri 14 Medan.

Finally, may this thesis be useful for the readers. Thank you.

Medan, July 27, 2018

Ade Putri

Reg. No. 160721005

iii

UNIVERSITAS SUMATERA UTARA ABSTRACT

This thesis entitled “IMPROVING SMAN 14 MEDAN STUDENTS’ LISTENING ABILITY THROUGH ENGLISH SONGS” is a research to know about the improvement of students' listening ability on weak forms of functional words. To improve the students' listening ability, the researcher uses songs as media. The research data are taken from the results of test in pre-test and post-test with cloze-test design. And the results are written in quantitative method. The data source was taken from 21 students. The results of this research show that there are improvements in students' listening skill by using English songs. It shows by the average score of students in pre-test is 43 (students fell into fair category) and after doing the treatment, the average score increases into 72 (students fell into very good category) in post-test.

Keywords: improvement of ability, listening, weak form, songs

UNIVERSITAS SUMATERA UTARA ABSTRAK

Skripsi ini berjudul “IMPROVING SMAN 14 MEDAN STUDENTS’ LISTENING ABILITY THROUGH ENGLISH SONGS” merupakan suatu penelitian untuk mengetahui peningkatan kemampuan mendengar siswa pada bentuk-bentuk kata fungsional yang lemah. Untuk meningkatkan kemampuan menyimak siswa, peneliti menggunakan lagu sebagai media. Data penelitian ini diambil dari hasil tes dalam pre-test dan post-test dengan desain cloze-test. Dan hasilnya ditulis dengan metode kuantitatif. Sumber data diambil dari 21 siswa. Hasil penelitian ini menunjukkan bahwa ada peningkatan kemampuan mendengarkan siswa dengan menggunakan lagu-lagu berbahasa Inggris. Hal tersebut dapat dilihat melalui nilai rata-rata siswa dalam pre-test adalah 43 (siswa masuk kategori wajar) dan setelah melakukan perawatan, nilai rata-rata siswa meningkat menjadi 72 (siswa masuk dalam kategori sangat baik) dalam post-test.

Keywords: peningkatan kemampuan siswa, mendengarkan, bentuk lemah, lagu

UNIVERSITAS SUMATERA UTARA TABLE OF CONTENTS

AUTHOR’S DECLARATION ...... i

ACKNOWLEDGEMENTS ...... iii

ABSTRACT ...... iv

ABSTRAK ...... v

TABLE OF CONTENTS ...... vi

LIST OF TABLES ...... viii

CHAPTER I: INTRODUCTION

1.1 Background of the Study ...... 1

1.2 Problems of the Study ...... 3

1.3 Objectives of the Study ...... 3

1.4 Scope of the Study ...... 3

1.5 Significance of the Study ...... 4

CHAPTER II: REVIEW OF RELATED LITERATURE

2.1 Listening ...... 5

2.1.1 Listening in Process ...... 7

2.1.2 Listening in Foreign Language Learning...... 8

2.2 Definition of Pronunciation ...... 10

2.3 Component of Pronunciation ...... 11

2.4 Weak Forms ...... 11

2.5 The Use of Weak Forms ...... 14

2.6 Teaching Weak Forms ...... 15

UNIVERSITAS SUMATERA UTARA 2.7 Song ...... 16

2.7.1 Song in Teaching and Learning Process ...... 18

2.8 Relevant and Related Studies ...... 20

CHAPTER III: METHODS OF RESEARCH

3.1 Research Design ...... 22

3.2 Population and Sample ...... 23

3.3 Data and Data Source ...... 24

3.4 Data Collection Technique ...... 24

3.5 Data Analysis Technique ...... 25

3.6 Step of Research ...... 27

CHAPTER IV: ANALYSIS AND FINDINGS

4.1 Analysis ...... 28

4.2 Findings ...... 37

CHAPTER V: CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions ...... 39

5.2 Suggestions ...... 39

REFERENCES……………………………………………………………………..40

APPENDICES

vii

UNIVERSITAS SUMATERA UTARA LIST OF TABLES

Table 3.1 One group Pretest-Posttest design...... 23

Table 4.1.1 The functional words in the test ...... 28

Table 4.1.2 The functional words in the Pre-test songs ...... 29

Table 4.1.3 The functional words in the Post-test songs...... 30

Table 4.1.4 The score of student’s listening in Pre-test ...... 30

Table 4.1.5 The percentages of student’s Pre-test score ...... 32

Table 4.1.6 The score of student’s listening in Post-test...... 34

Table 4.1.7 The percentages of student’s Post-test score...... 35

Table 4.1.8 The percentages of the student’s listening test...... 37

Table 4.2.1 Data of research result...... 38

viii

UNIVERSITAS SUMATERA UTARA CHAPTER I

INTRODUCTION

1.1 Background of the Study

Looking at the development of science and technology, language has an important rule for human being in their life. People cannot survive without a language. It means that language cannot be separated from other aspects of human activities. By using language, people will express their ideas, emotion, and desires.

Language is used as a medium to interact with one another and to fulfill their daily need.

Today, English has become the most important language in International communication. It is based on Depdikbuds‟ Policy (1995:1) which is stated that

“English as an international language needs to be taught for development of science and technology, culture age, and also the relationship among countries in the world.”

Therefore, Indonesia as one of the developing countries has also set its educational curriculum to include English as a foreign language which is taught since in kindergarten until university.

There are four skills that have to be mastered in learning English, they are: reading, writing, listening, and speaking. All these skills are important to make people able to communicate in English. Morley (1991) states that if the focus in teaching is given to communicative purposes, then teaching the listening comprehension of spoken language is of primary importance. The fact that, if their listening ability is not adequately developed, learners will not be able to engage in a conversation with other speakers (e.g. with native speakers) even if they have a native-like pronunciation and way of speaking. Therefore, because of its importance,

UNIVERSITAS SUMATERA UTARA the listening skill should not be underestimated in foreign language teaching and it has to be developed both as a channel for language learning and as a skill on its own right.

The main concern of this study is the listening ability. Mee (1990) states

“listening is not a passive skill; the process of listening is a complex process in which many things happen simultaneously inside the mind. Besides being complex, listening is far more difficult than many people can imagine”. It is a process involving a wide range of linguistic and non linguistic knowledge. The writer work on the phonological knowledge as a part of the linguistic knowledge that is necessary in the process of listening. This study will focus on the learning on weak forms of functional words. Weak form (modified pronunciation) is unstressed, less prominent, and phonemically different form the strong form in both quality and quantity (Brown

& Kondo 2006).

Furthermore, one way can be used to solve the difficulties in understanding stretches of natural speech is listening to the song. Hancock (1998:7) states that song can be used to focus on the form of the language including grammar, vocabulary and pronunciation. The writer conducted the observation at eleventh grade students of

SMA N 14 Medan. When native speakers who extensively uses weak forms in his pronounciation, students show poor abilities to understand the meanings of sentences and to break them down. The students ask the teacher to repeat what they say and it is almost always the weak forms that cause problems. The problem is usually solved as the teacher repeats what the native speakers said but with the use of full forms instead. As a matter of fact, students have been taught the rules governing the use of weak forms; but despite this, they are still unable to recognize them. So, that is the reason why the writer interested to discuss these problems. The writer chooses this

UNIVERSITAS SUMATERA UTARA school as location of the research is terms of accessibility and the same research are never conducted in there.

The students in this school learn listening once in a week and the time 2 x 40 minutes for one meeting. Based on their curriculum, The students have studied weak forms in listening class. So it can help them to improve their listening ability.

In this research, the writer uses song as a media to show different variations of pronunciation weak forms of functional words. That is to say through song, the students can learn about the „production‟ of weak forms because native speakers use them in their production (singing).

1.2 Problems of the Study

1. How is students‟ listening ability on weak forms of functional words?

2. How does English song improve students' listening ability?

1.3 Objectives of the Study

1. Finding out the students‟ listening ability on weak forms of functional words.

2. Finding out how English songs improve students' listening ability.

1.4 Scope of the Study

Based on the background of the study above, this study is limited to find out the improving students‟ listening ability through English song on weak forms of functional words. The subject of the study is focused on the eleventh grade of SMA

Negeri 14 Medan.

UNIVERSITAS SUMATERA UTARA The songs used for this study are as follows:two ghosts by Harry style, fireflies by

Owl city, and true colors by Justin timberlake, sweet creature by Harry style, sign of the times by Harry style, vanilla twilight by Owl city.

1.5 Significance of the Study

The writer hopes that, the result of this study has been useful for English language teachers especially on improving students' listening ability. In addition, the result of this study is to direct the students‟ attention to the significance of weak forms in the listening comprehension process.

UNIVERSITAS SUMATERA UTARA CHAPTER II

REVIEW OF LITERATURE

2.1 Listening

Listening is a kind at active process where listeners choose and interpret information heard from auditory and visual clues so as to conclude what is happening and what the speakers intending to say (Rubin 1995:7).

According to Howatt and Dakin (1974), listening is the ability to identify and understand what others are saying. This involves understanding a speaker's accent or pronunciation, the speaker's grammar and vocabulary and comprehension of meaning. An able listener is capable of doing these four things simultaneously.

Ronald and Roskelly (1985) define listening as an active process requiring the same skills of prediction, hypothesizing, checking, revising, and generalizing that writing and reading demand. Listening is an interactive, not a passive skill, to which the students need to apply much effort and practice. Also, he states that listening involves actively perceiving and constructing from a stream of sound. In order to do well in listening. the listener must have sufficient knowledge of the language he or she is listening to.

When people listen effectively, they might understand what the person is thinking or feeling from the other person's own perspective. It is as if they were standing in the other person's shoes, seeing through his eyes and listening to the person's ear. To listen effeetively, people must be actively involved in the communication process, and not just listening passively.

UNIVERSITAS SUMATERA UTARA Ma Lihua (2002), states that listening comprehension is a complex psychological process of listeners' understand language by sense of hearing. It is an interactive process of language knowledge and psychological activities. However, this process is not simply decoding the message; it also involves the combining of the decoding or the message process with its reconstruction as meaning .

Lucas (1992:31) states that listening based on its purposes, can be classified into four types, they are: a. Appreciative listening is listening for pleasure or enjoyment as when we listen to

music, to a comedy routine, or to an entertaining speech. This type of listening is

for relaxation or for energizing. b. Emphatic listening is listening to provide emotional support for the speaker, as

when a psychiatrist listens to a patient or when we lend a sympathetic ear to a

friend in distress. Emphatic listening is said to facilitate problem-solving, foster

development of a clearer perspective, and aid both the speaker and listener in

restoring emotional balance. c. Comprehensive listening is listening to gain knowledge, as to directions, a

description. This type of listening is intended to focus on information and to

suspend judgment or evaluation. d. Critical listening is listening to evaluate a message for the purpose a accepting or

rejecting it, as when we listen to a sales pitch of a used car dealer, the campaign

speech of a political candidate, or the closing argument of an attorney in a jury

trial.

UNIVERSITAS SUMATERA UTARA 2.1.1 Listening in Process

In the process of listening, it is assumed that there are two basic strategies that the listener applies in processing information in order to come out with an understanding of what is intended. These are referred to as bottom-up and top-down processes. The two types of listening according to Helgesen and Brown (2007:6)are: a. Top-down processing

Top-down processing starts with background knowledge where is the general knowledge based on life experience and previous learning or knowledge of language and content used in a particular situation such as the language you need at a bank is different from what you need when socializing with friends. (Helgesen and Brown

2007:6)

When the students predict the content of a listening activity using information about the topic or situation, pictures, or key words. This will help them to develop their top-down processing skills by encouraging them to use their knowledge of the topic to help them understand the content. By using their knowledge, they should either be able to guess the meaning of the unknown words or understand the general idea without getting distract by it. b. Bottom-up processing

Bottom-up processing is trying to make sense of what we hear by focusing on the different parts: the vocabulary, the grammar of functional phrases, sounds, and etc.

The learners need to be able to listen effectively even when faced with unfamiliar vocabulary or structures. However, if the learner understand very few words from the incoming signal, even knowledge may not be sufficient to understand what is happening and can easily get lost. So, bottom-up listening activities is very important to help learners to understand enough linguistics elements of what they hear.

UNIVERSITAS SUMATERA UTARA 2.1.2 Listening in Foreign Language Learning

In teaching the oral skills to foreign learners, the speaking skill gained very much attention for a long time. Listening on the other hand was given less priority and was taken for granted to the extent that it was described as the forgotten skill

(Richards & Renandya, 2002). It is only recently that the importance of listening in language learning was recognized and the need to develop it as a skill on its own right was highly emphasized.

By now, it is established that listening is a basic channel for language learning. It is, usually, the first type of language to which foreign learners are exposed and through which much of the language system is accessed and internalized. In this sense, Nida (1957, cited in Peterson, 1991) distinguished between two types of listening sub-processes in the natural route of language learning which he called Passive Listening and Selective Listening. These two processes help learners to grasp the language system through the listening medium.

Passive listening (also called 'global listening') is a process through which the mind, with or without deliberate attention to learn, works on the language input and

“assimilates, sorts, and stores” the features of that input so that a comprehensible image of the language meaning and form could be grasped (Nida, 1957, in Peterson,

1991: 108). In this point, Nida seems to agree with what Harmer (1998: 96) regarded as one of the reasons of teaching listening, explaining that “Listening helps students to acquire language subconsciously even if teachers do not draw attention to its special features”.

Selective listening, on the other hand, is a process through which the learning of the linguistic system could be achieved but through conscious attention to learn. It is considered as a type of exercise in which learners are instructed to focus their

UNIVERSITAS SUMATERA UTARA attention on one or more aspects of language during listening. It aims at raising students‟ awareness to language features. Hence, learners would make a conscious effort to learn the specific feature in question be it phonological, lexical, grammatical, syntactic etc. As a result, learners will notice the language feature, integrate it into their own interlanguage, and use it in their actual performance.

In a related dimension of language learning, listening is regarded as the foundation of other language skills, namely speaking. It is through listening that the features of spoken language and pronunciation could be best highlighted and taught to foreign language students. Interference from the first language system and the spelling form of words are only two examples of confusion sources which could present salient influences on the learners‟ performance of the target language. That is why listening provides one of the most reliable sources for teachers who attempt to teach the pronunciation of spoken language. Dalton & Seidlhofer (1994: 100) suggested that “…as in practically every other area of pronunciation, learners need to perceive differences before they can be expected to produce them”.

Through listening, it is not only the pronunciation of individual words that can be highlighted. The teacher may focus on aspects of spoken language, sound modification, connected speech, rhythm, intonation, and etc. All of which make a necessary part of the pronunciation of English. For these aspects, the listening medium gives the most natural and accurate examples of how native speakers use them in their production.

Many scholars advocate the development of listening as a skill on its own right. For them, listening is a skill that needs attention just like the other language skills, and as we learn to write, to speak, and to read, the listening skill is no exception. For Morley (1991), if the focus in teaching is given to communicative

UNIVERSITAS SUMATERA UTARA purposes, then teaching the listening comprehension of spoken language is of primary importance. This is due to the fact that, if their listening ability is not adequately developed, learners will not be able to engage in a conversation with other speakers (e.g. with native speakers) even if they have a native-like pronunciation and way of speaking. By definition, a conversation is a two-direction way of communication in which the communicators exchange roles and they are required to 'give' and 'receive' information. Hence, in any communicative situation, there is no need to speak without being able to 'receive'.

Belasco in Morley (1991: 92) argued against the ignorance of listening in teaching the oral skills to for foreign language learners: I was rudely jolted by the realization that it is possible to develop the so-called 'speaking ability' and yet be virtually incompetent in understanding the spoken language…[students] were learning to audio comprehend certain specific dialogues and drills…but could not understand [the language]out of the mouths of native speakers.

Therefore, because of its importance, the listening skill should not be underestimated in foreign language teaching, and it has to be developed both as a channel for language learning and as a skill on its own right.

2.2 Definition of Pronunciation

Pronunciation is the act or manner of pronouncing words that using phonetic symbols. Pronunciation is the way in which a language is spoken or the way in which words is pronounced by a person (Hornby 1995:928). A word can be spoken in different ways by various individuals or groups, depending on many factors, such as: the area in which they grew up, the area in which they now live, if they have a speech or voice disorder, their ethnic group, their social class, or their education.

UNIVERSITAS SUMATERA UTARA Fraenkel (1984:96) expressed that there are two main steps to learn how to pronounce a language:

1. Receptive/list stage

In this stage, we learn to differentiate the significant sounds and pattern

bylistening to the language.

2. Productive/speaking stage

By this stage, we learn to speak or to produce what we have learned before.

2.3 Component of Pronunciation

In pronunciation we have to pay attention to the component of pronunciation.

According to Djiwandono (2008:124) there are four components of pronunciation.

They are; intelligibility, fluency, accuracy and native-like. a. Intelligibility is pronounced of the whole text and its parts are heard clearly ornot

causing misunderstanding. b. Fluency is as a whole of text can be pronounced fluently. c. Accuracy is words and parts of text are pronounced accurately. d. Native-like is pronounced of the whole text and its parts are pronounced

likenative speaker.

From the explanation above, it can be concluded that in pronounced the words, phrase and sentences we have to paying attention to the indicators above.

2.4 Weak Forms

Weak forms called as 'functional words' or 'grammatical words'. In English and another languages, functional words do not have a dictionary meaning the way content words such as verbs, adjectives, nouns. Weak forms are limited in number

UNIVERSITAS SUMATERA UTARA and include auxiliary verbs, pronouns, articles, conjunctions, prepositions etc. Their main function is to serve as "grammatical cement‟ holding content words together, as well as maintaining relationships between higher syntactic units such as phrases and clauses (Collins & Mees, 2003).Thus they carry relatively very little meaning.

Functional words may combine to form contracted forms e.g. He + will = He‟ll.

Phonologically speaking, functional words run into a set of modifications in natural speech. Almost all functional words have two pronunciation forms; a strong form and a weak form. The strong form called (citation form or full form) is stressed and it is the pronunciation form that is usually found in the dictionary entry of the word (Brown & Kondo 2006). It is the first form to which foreign learners are usually introduced.

Whereas the weak form (modified pronunciation) is unstressed, less prominent, and phonemically different form the strong form in both quality and quantity. The common way of weakening functional words is reduction in the vowel quality. This is done by the replacement of the word's central vowel by a weaker one, mainly the „schwa‟. Also, weakening may result from the change of consonants and appearance of syllabic consonants (Selkirk 1996). Some functional words have more than one weak form. When the same functional word occurs in different contexts, the phonological environment exerts significant effects on the way it is weakened. For example, the word 'your' is pronounced /jǝ/ when it occurs before a consonant and /jǝr/ before a vowel:

„Take your time‟ teIk jǝ taim

„On your own‟ ɒn jǝr ǝƱn

In speech, the decision to use one form or another is rule-governed. Generally, this is related to the position where the word occurs, intended emphasis, and

UNIVERSITAS SUMATERA UTARA meaning. However, in spoken English, the weak pronunciation form is more frequent than the strong one, and it is described as the normal pronunciation of the word.

According to Dretzke (1998:103), there are almost forty weak forms which occur in the first two hundred most common words in connected speech. The following table shows 36 examples of such common words.

Table 2.1 Strong and Weak Forms of Common English Functional Words (adapted from Roach, 1998)

UNIVERSITAS SUMATERA UTARA The use of weak forms is considered as one aspect of connected speech which plays a crucial role in both speech production and reception. Mortimer (1985:4) states that a good practical grasp of the weak forms of English is essential to good pronunciation and listening comprehension.

All native speakers use the weak forms and for foreign learners who want to speak as naturally as native the speakers, the learning of weak forms becomes obligatory. The knowledge which listeners have about weak forms facilitates perception and comprehension.

2.5 The Use of Weak Forms a. Strong vs. Weak forms

There are rules that are used to identify where a functional word is to be used on its weak form and where the strong one has to be used. Therefore, it will mention the conditions under which the strong form and weak forms.

The strong form is used when the word occurs in the final position of the sentence. Pronouns such as „his‟, „us‟ may remain weak in final position.

Where are you from? /frɒm/

I‟m home from work /frəm/

Stay with him /im/

When functional words are quoted, they are pronounced strongly.

The word 'and' is a conjunction /ænd/

When the word is emphasized in an utterance, it is stressed to show an intended meaning.

Is marry present? _ Yes, she is present

UNIVERSITAS SUMATERA UTARA In connected speech, if a functional word precedes a pause, it is pronounced in its strong form.

It is a….er em it is a good idea. /ei/ /ə/

For auxiliary verbs, if they occur in their negative sense, they are always strong.

She has not found her keys yet. /hæz/

When the word 'must' is used in the sense of concluding something, it is usually stressed (Roach, 1998).

He does not reply to the phone calls. He must be in a meeting. /mʌst/

In addition to this, there are some functional words which are regularly stressed.

These are particularly demonstratives (like 'this', 'that', 'those') and interrogatives

(like 'where', 'who', 'which', 'how') (Collins & Mees, 2003). Interrogatives such as these do not have a weak form. If the word 'that' is used in a relative clause, it is not stressed. But as a demonstrative adjective, it 'is' stressed.

Who is that boy? /ðæt/

I told him that I was busy. /ðət/

2.6 Teaching Weak Forms

A common way of teaching weak forms is based on the idea of giving a list of functional words together with their strong and weak forms in addition to some illustrating practical examples (Dalton & Seidlhofer, 1994). This approach is significant in two ways. First, learners are introduced to the idea that weak forms as a characteristic of spoken language; and second, they will have some basic knowledge about the use of weak forms i.e. the manner and context of their use. Giving the rules only about the language feature, however, is not sufficient in enabling learners to use this feature. This means that, in the case of learning weak forms, learners who

UNIVERSITAS SUMATERA UTARA are taught using the 'common way' which focuses only on giving the basic rules, are not trained to develop the procedural knowledge. Consequently, when it comes to

'using' weak forms, they will find difficulties in both pronouncing, and understanding them out of the mouths of native speakers.

The following is a summary of the main points to consider in teaching the perception of weak forms of functional words:

a. Introducing the idea of weak forms and making learners understand that it is a

feature of spoken language that is found in all styles.

b. Raising students‟ awareness to the importance of weak forms in listening.

c. Making use of focus-on-form exercises to enable learners to pay close

attention to the use of weak forms.

d. Using listening material with specific exercise types such as dictation and

cloze tests in training learners.

e. Focusing on Bottom-up processing and training students on how to use this

processing mode.

f. Working for automaticity in processing with the use of extensive training

exercises.

2.7 Song

Song is a work of art which can be enjoyed by anyone. A song, most broadly, is a single (and often stand alone) work of music that is typically intended to be sung by the human voice with distinct and fixed pitches and patterns using sound and silence and a variety of forms that often include the repetition of sections

(https://en.wikipedia.org). Griffee (1995: 4) states that no one knows why songs are powerful, but everyone knows from apersonal point of view they are.

UNIVERSITAS SUMATERA UTARA Griffee (1995:3) states that although songs have elements in common with speech and poetry, they are a unique form. Both songs and speech are vocally produced, are linguistically meaningful and have melody. Both songs and poetry use words to convey meaning, both are usually written down before publication, both can be put to music and both can be listened to (e.g. poetry for poems and a concert for songs. Nevertheless, songs have their own identity and they function differently from speech or poetry. It is possible to note at least three features of songs: a. Songs convey a lower amount of information than poetry. Even though poetry

can be heard, we read it, which permits longer and more dense usually

information. b. Songs have more redundancy than poetry. Songs achieve redundancy by devices

such as the borrowing of lines from other songs, proverbs, catchphrases and

cliché as well as alliteration. It is this high degree of redundancy that makes

songs sound so simple, especially when compared to the complexity and s of

poetry The simplicity of songs is not, however, a weak point. Because a song is

heard for a short time, simplicity, redundancy and a certain 'expectedness'

contribute to our understanding. c. Songs have a personal quality that makes the listener react as if the song were

being sung for the listener personally. We are joined through the direct quality of

the song words (unlike a movie actor in a film, talking to another actor) to the

singer and through the singer to others in the audience even if we are at home

rather than at a concert. Thus songs have a socially unitying feature for the

selected audience. Songs create their own world of feeling and emotion, and as

we participate in the song, we participate in the world it creates.

UNIVERSITAS SUMATERA UTARA 2.7.1 Song in Teaching and Learning Process

NEA Education Association in Asnawir and Usman (2002:11) states that media is the things which can be manipulated, seen, heard, read, or spoken with their instrument that can be used well in teaching learning activity and can affect the effectiveness of instructional program. Media could give a huge impact in teaching and learning process.

Machmudah and Rosyidi (2008:110) stated that there are many teaching media which can be divided into various forms and can be classified in three kinds, they are:

a. Visual aids

It is media that can be seen such as picture, realia, Google earth, flashcard,

newspaper, etc.

b. Audio aids

It is teaching media that can be heard such as radio, music, or song, tape, MP3

player, etc.

c. Audio visual aid.

It is teaching media that can be seen and can be heard such as video clip. film,

TV news, etc.

From the explanation above, song is one of the media that can be used well in teaching and learning activity. Brewer (2010) on (www.songforteaching.com) says that the use of song in teaching and learning process has some good advantages, they are:

a. create a welcoming atmosphere

b. facilitate a positive learning

c. regulate energy and attention levels

UNIVERSITAS SUMATERA UTARA d. reduce learning stress level

e. motivate students to learning

f. provide a creative classroom management

g. increase student interaction and build community

h. connect students to content topics.

Song have a place in classroom for helping create friendly and co-perative atmosphere for language learning. Song offer insights into the culture and the stories of different societies (Candlin in Griffee,1992:ix).

Other advantages related to teaching which has several correlation with teaching in many aspects as follows:

a. Song can be used as a launching pad for conversation.

b. Songs are especially good at introducing vocabulary because it provide a

meaningful context for the vocabulary

c. It provides a natural context for the most common structures such as verb,

tenses, and prepositions.

d. Songs can be provided for some languages with a suitable way to teach and

practice the several skills.

e. It can be used for pattern practice and memory retention.

Hancock (1998:7) states that song can be used to focus on the form of the language including grammar, vocabulary and pronunciation. Murphey (1992:3) also says that songs offer two major advantages: 1. Music is highly memorable. 2. It is highly motivating especially for children,adolescents and young adult learners. It implies that using song and music can help the students to memorize the words easily and also master the correct grammar and pronunciation. It can also stimulate the

UNIVERSITAS SUMATERA UTARA students to learn more than usual. Songs help students to enjoy the learning process and easy to memorize the material in a fun situation.

2.8 Relevant and Related Studies

Titin (2006) in her thesis entitle “An analysis on the role of audiovisual in improving student‟s listening comprehension: a case study of the eleventh year students in Yayasan Perguruan Indonesia Membangun (YAPIM) MABAR”, concludes that there are more than 75% of total students are successful in answering the questionnaire and retelling the story by audiovisual. This thesis contributes in giving information about the score category proposed by Department of Education and Culture by Diknas and also the ideas about pre test and post test. This research inspires the writer to write about the improvement students' listening skill. Titin's thesis is about listen the film by using television on the learning of vocabularies.

However, the writer uses English songs on the learning of weak forms .

Laoubi (2009) in his case study entitled “The Importance of Learning Strong and

Weak Forms in Listening Comprehension”. This study contributes in giving information about the teaching of weak forms and the aspects of connected speech in general. This study address the issue of directing the students‟ attention to the significance of weak forms of grammatical words in naturally connected speech and how their awareness will improve their listening comprehension abilities. As for their knowledge concerning the basics of using weak forms, the questionnaire results have, surprisingly, shown that almost all of them have a serious lack of competence as their scores are very low. The percentages of the scores obtained by 9 students

(50%) have been more or less similar in the two sets, questionaire and cloze test.

This research encourages the writer to write more about weak forms.

UNIVERSITAS SUMATERA UTARA Mukarrama (2015) in her journal entitled “Improving Students‟ Listening Ability

By Using Whispering Words or Sentences Tecnique at The First Year of SMP

SOMBA OPU SUNGGUMINASA GOWA”. This journal contributes in giving information about pre-experimental method with one group pre-test and post-test.

Adimaz (2016) in his thesis entitled “The Effectiveness of Songs As A Means of

Improving Children English Vocabulary: A Case Study At SD Namira Medan”, concludes that songs as a means could be one the effective ways to improve children‟s English vocabulay. The student‟s score changed after got the treatment with songs. The mean score in the post-test (M=20,5) was higher than the mean score in the pre-test (M=12,7). This thesis contributes in giving the information about the effectiveness song in teaching learning process. This research gives the writer an idea that song is one of media can be used well in listening class. However, the writer took the data from the eleventh grade students of SMAN 14 Medan.

Jannah (2016) in her thesis entitled “Developing Sound Mixing Listening Media for Junior High School”, concludes that sound mixing listening media is a very good listening media to be used in teaching listening. The data of this study was collected by using need analysis questionnaire, expert judgment, and selective listening test. In order to make it different, the writer collects the data from the results of test in pre- test and post-test with cloze-test design.

UNIVERSITAS SUMATERA UTARA CHAPTER III

METHOD OF RESEARCH

3.1 Research Design

Gavora (2000:11) states that there are many ways how to define the term

“research”. He stated that “research” can be defined as a systematic way of solving problems although he considers some of these definitions very difficult. Since the research has correction ability, it confirms or disproves actual evidence or makes the new one

Research can be classified as: a. Quantitative works with numerical values and finds out amount, range or

frequency of phenomenon occurrence. Numerical values can be processed

mathematically by sum checking, counting the average, percentage formulation

or by using other methods of mathematic statistics. b. Qualitative is expressed by verbal (non-numerical) form. It is a description which

is detailed and cogent. Among typical research methods are non-structured

observations or ethnographic interviews.

This research used Quantitative. The quantitative method is used to count the student‟s point by using some formulas and some score categories in some tables.

This research was conducted by doing experimental research upon increase of students‟ listening achievement. One group pre-test and post-test design were prepared in this experimental research. One group pre-test and post-test design means that this design gave pre-test before treatment and post-test after treatment.

Pre-test and post-test were administered to find out the results of the treatment accurately, by comparing the achievement before the treatment (Sugiyono, 2010:74).

UNIVERSITAS SUMATERA UTARA According to Cresswell (2013:241) The design of the research is presented as follows:

Table 3.1 One Group Pretest-Posttest Design

Pre-test Independent Variable Post-test

01 Treatment 02

01 X 02

01 = Pre-test (score before treatment)

X = The treatment

02 = Post-test (score after treatment)

From the table above, it can be described that the first step the researcher organized a pre-test (01) with a purpose of measuring the students‟ listening ability of eleventh grade students of SMAN 14 Medan. Then, the researcher applied the experimental treatment of teaching. Introducing the basic of concepts about the production weak forms. Assigning listening practice on Youtube to pay close attention to the production of weak forms. The last, the researcher administered a post-test (02) with a purpose of measuring the students‟ listening ability of eleventh grade students of SMAN 14 Medan after conducting the treatment.

3.2 Population and Sample

The population of this research is the eleventh grade students of SMA Negeri

14 Medan in Academic Year of 2017/2018. Arikunto‟s (1993:112) states that “if the population consists of a large number, the sample can be taken from 10%-15% or

20%-25% or more, it depends on the ability of the researcher by considering her

UNIVERSITAS SUMATERA UTARA time, energy and funds”. Each of the class consists of 21 students. There are five classes of sciences; this means that the total number of the eleventh grade students is105. Twenty percent of the students from three classes are:

x 105 students = 21 students

The numbers of the students who participated was 21. The research applied purposive sample. Arikunto (2006:140) states that “purposive sample is a sample which is taken by the researcher based on a purpose because the researcher can‟t take bigger and higher sample by considering limitation of time, energy and fund”.

3.3 Data and Data Source

Data are one of the most important to solve the problem of analysis. Source of data in the research use samples of the research where the data were obtained. The data were collected by means at the action or the class activities. The data used in this study were the score results of the students listening ability in pre-test and post- test which have been obtained by Cloze test.

3.4 Data Collection Technique

The research applied some questions of weak forms taken from the songs that be given to the students in the pre-test and post-test. Cloze test way chosen to assess the use of weak forms. Cloze test way used to collect the data.

Pre-test was done by giving three song lyrics to the students with weak forms of functional words. They were assigned to fill in the provided spaces. The researcher selected some weak forms of functional words from the songs.

UNIVERSITAS SUMATERA UTARA Post test was administered after the pre-test by giving three different song lyrics to the students. Then, the researcher assigned every students to listen the songs and fill in the blanks.

3.5 Data Analysis Technique

To count the student‟s score, the criteria proposed by the Department of

Education and Culture Diknas (1990:10) is used in this study, the criteria after translated to be some criteria as described as follow:

SCORE CATEGORY

90-100 Exceptional

80-89 Excellent

70-79 Very good

60-69 Good

50-59 More than fair

40-49 Fair

30-39 Lack

20-29 Very Lack

0-9 Worst

The score of eleventh grade students of SMAN 14 Medan will be described with the formulation as follows:

Arikunto (2009 : 176) says to count the score in completion exercises is as follows

S = R

UNIVERSITAS SUMATERA UTARA S = Score

R = Right

To find R from the formulation above, can be formulated as R = x 100

Then the formulation will be:

S = x 100

S = Score

Ar = Number of correct answer

Av = Number of test items

To get the total score of the students for three songs, it can be described with the formulation as follows:

Ts =

Ts = Total score

S1 = score for the first song

S2 = score for the second song

S3 = score for the third song

Aip and Dede (2010:59) say that the presentation formulation is as follows:

P =

P = percentage f = frequency in a category n = amount in a category

UNIVERSITAS SUMATERA UTARA To get the total average of the students can be count as follows:

X = total average of the student

= total score of the students n = amount of the students

The score of the students were counted as formulation above, good (60-69) was the level pass of the students and the scores were listed from the higher to the lower to simplify the level of the students listening skill.

3.6 Step of Research

In this research,the following steps were conducted:

a. Giving English song lyrics to the students for Pre-test.

b. Leting the students fill in the blanks on the answer sheets.

c. Collecting the students' pre-test answers.

d. Scoring the answer of the students.

e. Giving the treatment by assigning practice on Youtube.

f. Giving different English song lyrics to the students (Post-test).

g. Assigning students to fill in the blanks.

h. Collecting the answer from the students.

i. Scoring the students' post-test answers.

UNIVERSITAS SUMATERA UTARA CHAPTER IV

ANALYSIS AND FINDINGS

4.1 Analysis

To improve the students listening skill of eleventh grade students SMAN 14

Medan. Six English songs were selected and this resesarch was conducted with two tests. The two tests given to the students were pre-test and post-test. Cloze test model was applied for the pre-test and post-test.

The students were asked to fill in the missing words in six English songs lyrics, three selected tittles in pre test and post-test. In the pre-test the songs used were: two ghosts by Harry style, fireflies by Owl city, and true colors by Justin timberlake. And in the post test the songs used were: sweet creature by Harry style, sign of the times by Harry style, vanilla twilight by Owl city. The lyrics have been blank for each weak forms of functional words.

Table 4.1.1

The Functional Words in the Test

Word Class Functional word Number of occurrences

Prepositions To 8

Of 8

Auxiliary Can/Can‟t 4

verbs

Conjunctions But 9

And 11

Total 40

UNIVERSITAS SUMATERA UTARA

In pre-test for 1st song (two ghosts) consisted of 2 („but‟) conjuctions , 1

(„of‟) preposition, 2 („and‟) conjunctions, 2 („to‟) prepositions, 1 („can‟t‟) auxiliary verbs there were 8 functional words. The 2nd song (fireflies) consisted of 2 („but‟) conjuctions, 1 („of‟) preposition, 2 („and‟) conjunctions, 2 („to‟) prepositions, there were 7 functional words. The 3rd song (true colors) consisted of 1 („of‟) preposition,

1 („and‟) conjunction, 1 („to‟) preposition, 2 („can‟) auxiliary verbs, and there were 5 functional words.

Table 4.1.2

The Functional words in Pre-test songs

Functional word to of can/can‟t but and

SONG 1 Number 2 1 1 2 2

Total 8

SONG 2 Number 2 1 - 2 2

Total 7

SONG 3 Number 1 1 2 - 1

Total 5

In post-test for 1st song (sweet creature) consisted of 3 („but‟) conjuctions , 1

(„of‟) preposition, 1 („and‟) conjunction, there were 5 functional words. The 2nd song (sign of the times) consisted of 1 („but‟) conjuction, 2 („of‟) prepositions, 1

(„and‟) conjunction, 1 („to‟) prepositions, 1 („can‟) auxiliary verb, there were 6 functional words. The 3rd song (vanilla twilight) consisted of 1 („but‟) conjuction, 2

(„of‟) prepositions, 4 („and‟) conjunctions, 2 („to‟) prepositions, and there were about 9 functional words.

UNIVERSITAS SUMATERA UTARA Table 4.1.3

The Functional words in Post-test songs

Functional word to of can/can‟t but and

SONG 1 Number - 1 - 3 1

Total 5

SONG 2 Number 1 2 1 1 1

Total 6

SONG 3 Number 2 2 - 1 4

Total 9

In order to find the listening ability improvement of the eleventh grade students of SMAN 14 Medan in learning on weak forms of functional words through English songs in the pre-test and post-test. Here are the student‟s score in pre-test. It is listed from the highest to the lowest.

Table 4.1.4

The score of students’s listening in pre-test listed from the highest to the lowest

Pre-test Score

NO Student Total Score Initial 1st Song 2nd Song 3rd Song Score Category Name

1 ZQ 100 86 80 87 Excellent

2 SQ 75 71 80 75 Very good

3 ES 38 71 60 56 More than fair

4 AR 75 14 80 56 More than fair

UNIVERSITAS SUMATERA UTARA 5 KS 63 43 60 55 More than fair

6 GA 63 43 60 55 More than fair

7 IG 38 43 80 50 More than fair

8 AA 63 57 20 47 Fair

9 IN 38 43 60 47 Fair

10 KG 25 71 40 45 Fair

11 KSS 38 14 80 44 Fair

12 GM 38 43 40 40 Fair

13 NA 38 43 40 40 Fair

14 VC 25 29 60 38 Lack

15 FS 38 14 60 37 Lack

16 JM 38 15 40 30 Lack

17 RJ 38 14 20 24 Very lack

18 CT 38 14 20 24 Very lack

19 RG 25 43 0 24 Very lack

20 DR 38 14 20 24 Very lack

21 RS 0 14 20 10 Worst

UNIVERSITAS SUMATERA UTARA Based on the student‟s Pre-test scores above, so the percentages are as follows:

Table 4.1.5

The percentages of student’s pre-test score

SCORE (x) N PERCENTAGE

87 1 21 4,75%

75 1 21 4,75%

56 2 21 9,5%

55 2 21 9,5%

50 1 21 4,75%

47 2 21 9,5%

45 1 21 4,75%

44 1 21 4,75%

40 2 21 9,5%

38 1 21 4,75%

37 1 21 4,75%

30 1 21 4,75%

24 4 21 19,0%

10 1 21 4,75%

Total : 908 21 21 100%

The average of the score above is as follows:

X = = 43 (Fair) =

UNIVERSITAS SUMATERA UTARA From the pre-test score above it can be concluded that out of the 21 students,

1 student got 87 (excellent) 4,75%, 1 student got 75 (very good) 4,75%, 2 students got 56 (more than fair) 9,5%, 2 students got 55 (more than fair) 9,5%, 1 student got

50 (more than fair) 4,75%, 2 students got 47 (fair) 9,5%, 1 student got 45 (fair)

4,75%, 1 student got 44 (fair) 4,75%, 2 students got 40 (fair) 9,5%, 1 student got 38

(lack) 4,75%, 1 student got 37 (lack) 4,75%, 1 student got 30 (lack) 4,75%, 4 students got 24 (very lack) 19,0%, 1 student got 10 (worst) 4,75%.

The level pass of the students based on the score category was 60 (good), it can be seen from the table above there were 2 students out of 21 students passed, it was 9,5% and 90,5% of the students failed. Based on the data from whole of the students, the average of the score was 43 (fair).

The students felt difficult to fill in the cloze test in pre-test. It was hard for them in understanding stretches of natural speech where the weak form are used in the lyrics during listening. The treatment was done in the next day for three times after they finished the pre-test.

In the treatment, the researcher introduced the basic of concepts about the production of weak forms. Then, the students were taught how to pronounce weak forms of functional words by assigning listening practice on Youtube. One of the song from pre-test played in the classroom for two times. The students sang along and pronounce the weak form of functional word found in the lyric repeatedly. After they finished the treatment, the researcher gave post-test to the students.

UNIVERSITAS SUMATERA UTARA Here are the student‟s score in post-test. It is listed from the highest to the lowest,

Table 4.1.6

The score of students’s listening in post-test listed from the highest to the lowest

Post-Test Score

NO Student Total Score

Initial 1st Song 2nd Song 3rd Song Score Category

Name

1 ZQ 80 100 100 93 Exceptional

2 GA 100 83 89 91 Exceptional

3 VC 100 50 100 83 Excellent

4 IN 100 67 67 78 Very good

5 NA 100 50 78 76 Very good

6 CT 100 83 44 76 Very good

7 ES 80 80 67 76 Very good

8 JM 80 67 78 75 Very good

9 KG 80 67 78 75 Very good

10 RJ 100 67 55 74 Very good

11 GM 100 67 55 74 Very good

12 AR 60 100 55 72 Very good

13 KS 80 83 55 72 Very good

14 IG 60 83 67 70 Very good

15 DR 60 83 67 70 Very good

16 KSS 60 67 78 68 Good

17 SQ 80 83 33 65 Good

UNIVERSITAS SUMATERA UTARA 18 RG 80 67 44 64 Good

19 RS 80 50 55 62 Good

20 FS 60 67 44 57 More than fair

21 AA 40 83 22 48 Fair

Based on the student‟s Post-test scores above, so the percentages are as follows:

Table 4.1.7

The percentages of student’s post-test score

SCORE (x) N PERCENTAGE

93 1 21 4,75%

91 1 21 4,75%

83 1 21 4,75%

78 1 21 4,75%

76 3 21 14,25%

75 2 21 9,5%

74 2 21 9,5%

72 2 21 9,5%

70 2 21 9,5%

68 1 21 4,75%

65 1 21 4,75%

64 1 21 4,75%

62 1 21 4,75%

UNIVERSITAS SUMATERA UTARA 57 1 21 4,75%

48 1 21 4,75%

Total : 1.519 21 21 100%

The average of the score above is as follows:

X = = 72 (Very good) =

Based on the post-test score above it can be concluded that out of 21 students, 1 student got 93 (exceptional) 4,75%, 1 student got 91 (exceptional) 4,75%, 1 student got 83 (excellent) 4,75%, 1 student got 78 (very good) 4,75%, 3 students got 76 (very good) 14,25%, 2 students got 75 (very good) 9,5%, 2 students got 74 (very good)

9,5%, 2 students got 72 (very good) 9,5%, 2 students got 70 (very good) 9,5%, 1 student got 68 (good) 4,75%, 1 student got 65 (good) 4,75% ,1 students got 64

(good) 4,75% ,1 students got 62 (good) 4,75%, 1 students got 57 (more than fair)

4,75%, 1 students got 48 (fair) 4,75%.

The level pass of the students based on the score category was 60 (good). It can be seen from the table above there were 19 students out of the 21 students passed, it was 90,5%. And 2 students failed, it was about 9,5% who failed. Out at the average of the score of the students was 72 (fell into very good). This means that based on the score category, the listening ability has improved of the eleventh grade students of SMA N 14 Medan in post-test.

UNIVERSITAS SUMATERA UTARA The percentage of the improvement at the students‟ listening ability based on the score category was 60 (good) could be seen as follows:

1. In pre-test, P = = 9,5%

2. In post-test, P = = 90,5%

Table 4.1.8

The Percentage of the Student’s Listening Test

No. Session Percentage Number of students who get point above

1. Pre-test 9,5% 2

2. Post-test 90,5% 19

4.2 Findings

Based on the analysis, there was a significant improvement of students‟ score.

The score of the students became better after the students got the treatment. Their score in post-test was better than the pre-test. In pre-test the total average score of the students was 908:21 =43 (fair) with 2 students passed and 19 students failed. While in post-test the total average score of the students is 1519:21 = 72 (very good) with

19 students passed and 2 students failed. It can be concluded that the students‟ listening ability on weak forms of functional words can be improved through English song.

UNIVERSITAS SUMATERA UTARA Table 4.2.1

Data of research result

NO Test Activities Score Percentage

1 Pre-test 43 9,5%

2 Post-test 72 90,5%

It can be argued that after giving some treatments, the students score has improved significantly in post-test. The treatment helps students in improving their listening ability achievement through English songs.

UNIVERSITAS SUMATERA UTARA CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

Based on the results of the data analysis, it can be concluded as follows:

1. Students‟ listening ability on weak forms of functional words is weak before

getting treatment in the form of listening to English songs.

2. The students' listening ability on weak form of functional words improve

through English songs from 9,5% to 90,5%. It can be seen through the

student‟s score after the researcher giving the treatment using listening

material on Youtube. The student‟s average score has increased from 43

(students fell into fair category) to 72 (students fell into very good category).

5.2 Suggestion

In this study, the writer discuss about improving students' listening ability on weak forms of functional words through English songs as a media. For the other researches, it is suggested to do research on the same subject by applying other media. Such as using guessing games, role play, dictation, and etc.

UNIVERSITAS SUMATERA UTARA REFERENCES

Adimaz, M. 2016. “The Effectiveness of Songs As A Means of Improving Children English Vocabulary: a case study at SD Namira”. Medan: USU Printing Press. Agnes. Et al (ed). 2002. Webster’s New World College Dictionary (4th Ed). Cleveland: Wiley Publishing, Inc. Arikunto, Suharsimi. 1993. Prosedur Penelitian. Yogyakarta: PT Rineka Cipta. Arikunto, Suharsimi. 2006. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: PT. Asdi Mahasatya. Arikunto, Suharsimi. 2009. Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara. Asnawir, H. & Usman, M.B. Media Pembelajaran. Jakarta: Ciputat Press. Aufa, Nawal. 2017. Using Movie To Increase Students’ Pronunciation. Banda Aceh: Faculty of Tabbiyah and Teacher Training Ar-Raniry State Islamic University Darussalam Press. Badrujaman, Aip. & Rahmat, D. 2010. Penelitian Tindakan Kelas. Jakarta: Trans Media Info. Brewer, C. 2010. Music in Learning. Retrieved from http://www.songforteaching. com//teachingtips/musicinthelearningcycle.html(January 2018) Collins, B., & Mees, I. M. 2003. Practical Phonetics and Phonology: a resource book for students. London: Routledge. Creswell, W. 2013. Research Design Pendekatan Kualitatif, Kuantitaif, dan Mixed. Yogyakrta: Pustaka Pelajar. Dalton, C., & Seidlhofer, B. 1994. Language Teaching: Pronunciation. Oxford: Oxford University Press. Depdikbud. 1995. GBPP Muatan Lokal SD Pelajaran Bahasa Inggris. Semarang Depdikbud. P.1. Djiwandono, S. 2008. Tes Bahasa: Pegangan bagi Para Pengajar Bahasa. Malang: PT Macanan Jaya Cemerlang. Dretzke, B. 1998. Modern British and American English Pronunciation. Paderborn: Verlag Ferdinand Schoningh. Fraenkel, D.G. 1984. Learning How to Pronounce a Language. London. Gavora, P. Úvod do pedagogického výzkumu. Brno: Paido, 2000. ISBN 80-85931- 79-6. Griffee, T. D. 1992. Songs in Action: Classroom Techniques and Resources. New York: Pretice Hall. Griffee, T.D. 1995. Song in action. Segakuin University: Japan. Hancock, M. 1998. Singing Grammar. New York: Cambridge. Harmer, J. 1998. How To Teach English. Essex: Longman. Helgesen, Marc, and Brown Steven. 2007. Practical English Language Teaching: Listening. America: The McGraw-Hill Companies Hornby, A. S. 1995. Oxford Advanced Learner’s Dictionary of Current English.

UNIVERSITAS SUMATERA UTARA London: Oxford University Press. Howatt, A., & Dakin, J. 1974. Language laboratory materials. Techniques in applied linguistics. Ediburgh course in applied linguistics. Vol. 3. London: Oxford University Press. Ito, Y. 2006. The Significance of Reduced Forms in L2 Pedagogy. In J. D. Brown, & K. Kondo Brown, Perspectives on Teaching Connected Speech to Second Language Speakers. Jannah, Nurul. 2016. Developing Sound Mixing Listening Media for Junior High School. Medan: Undergraduate thesis, UNIMED. Laoubi, Mohamed. 2009. The Importance of Learning Strong and Weak Forms in Listening Comprehension. Algeria: Mentouri University Press. Lihua, M. 2002. Factors on influencing listening comprehension of second language Journal of Xi’an foreign language faculty. Journal, 22, 68-71 Lucas, S. 1992. The Art of Public Speaking. New York: Mc. Graw Hill. Machmudah, U. & Rosyidi, W.A. 2008. Active Learning dalam Pembelajaran Bahasa Arab. Malang: UIN Malang Press. Mee. 1990. Teaching Listening:An Overview. The English Teacher Vol XIX. Morley, J. 1991. Teaching English as a Second or Foreign Language.(Vol. teaching English as a second or foreign language). P. 81-122. Mortimer, C. 1985. Elements of Pronunciations: Intensive Practice for Intermediat and more Advanced Students. Cambridge: Cambridge University Press. Muchtar, dkk. 2012. Buku Pedoman Penulisan Proposal/Skripsi dan Ujian Kompetensi Program Strata Satu (S1). Medan: FIB USU Press. Mukarrama, dkk. 2015. “Improving Students‟ Listening Ability By Using Whispering Words or Sentences Tecnique at The First Year of SMP SOMBA OPU SUNGGUMINASA GOWA”. In Journal English Education Department of UIN Alauddin Makassar, Vol 1. Murphey, T. 1992. Music and Song. New York: Oxford University Press. Peterson, P. W. 1991. A Synthesis of Methods for Interactive Listening. In M. Celce-Muricia, Teaching English as a Second or Foreign Language. Richards, J. C., & Renandya, W. A. 2002. Methodology in Language Teaching: An Anthology of Current Practice. Cambridge University Press. Roach, P. 1998. English Phonetics and Phonology. Cambridge: Cambridge University Press. Ronald, K. & Roskelly, H. 1985. Listening as an act of composing. Paper Presented on the 36th Conference on College Composition and Communication, 12, 257-284 Rubin, Joan. 1995. A Guide for the Teaching of Second Language Listening. Canada: Dominie Press Selkirk, E. 1996. The Prododic Structure of Function Words. In J. L. Morgan, & K. Demuth, Signal to Syntax. Providence, R.I. Sugiyono. 2010. Metode Penelitian Kuantitatif Kualitatif dan R&D. Bandung: Alfabeta.

UNIVERSITAS SUMATERA UTARA Titin. 2006. “An analysis on the role of audiovisual in improving student‟s listening comprehension: a case study of the eleventh year students in Yayasan Perguruan Indonesia Membangun (YAPIM) MABAR”. Medan: USU Printing Press. Zahirah. 2015. “Improving Students‟ Speaking Ability Through Role Play Technique In Nurul Hasanah Foundation”. Medan: USU Printing Press. Wikipedia. 2018. Song. Retrieved from https://en.wikipedia.org/wiki/Song. Accessed on (May 2018)

UNIVERSITAS SUMATERA UTARA APPENDICES

Sweet Creature Harry Styles

Sweet creature Had another talk about where it's going wrong we're still young /bət/ We don't know where we're going we know where we belong /bət/

And oh we started Two hearts in one home It's hard when we argue We're both stubborn I know, oh /bət/

Sweet creature, sweet creature Wherever I go, you bring me home Sweet creature, sweet creature When I run out road, you bring me home /ɒv/

Sweet creature We're running through the garden Oh, where nothing bothered us we're still young /bət/ I always think about you how we don't speak enough /en/

And oh we started Two hearts in one home I know, it's hard when we argue We're both stubborn I know, oh /bət/

UNIVERSITAS SUMATERA UTARA Sweet creature, sweet creature Wherever I go, you bring me home Sweet creature, sweet creature When I run out road, you bring me home /ɒv/

I know when we started Just two hearts in one home It gets harder when we argue We're both stubborn I know, oh /bət/

Sweet creature, sweet creature Wherever I go, you bring me home Sweet creature, sweet creature When I run out road, you bring me home /ɒv/ You'll bring me home

UNIVERSITAS SUMATERA UTARA Sign of the Times Harry Styles

Just stop your crying It's a sign the times /əv/ Welcome to the final show Hope you're wearing your best clothes You bribe the door on your way the sky /kənt/ /tə/ You look pretty good down here you ain't really good /bət/

If we never learn, we been here before Why are we always stuck running from /en/ The bullets? The bullets We never learn, we been here before Why are we always stuck running from /en/ The bullets? The bullets

Just stop your crying It's a sign the times /əv/ We gotta get away from here We gotta get away from here Just stop your crying It'll be alright They told me that the end is near We gotta get away from here

Just stop your crying Have the time your life /əv/ Breaking through the atmosphere And things are pretty good from here Remember everything will be alright

UNIVERSITAS SUMATERA UTARA We meet again somewhere /kən/ Somewhere far away from here

We never learn, we been here before Why are we always stuck running from /en/ The bullets? The bullets We never learn, we been here before Why are we always stuck running from /en/ The bullets? The bullets

Just stop your crying It's a sign the times /əv/ We gotta get away from here We gotta get away from here Stop your crying Baby, it will be alright They told me that the end is near We gotta get away from here

We never learn, we been here before Why are we always stuck running from /en/ The bullets The bullets We never learn, we been here before Why are we always stuck running from /en/ The bullets? The bullets

We don't talk enough We should open up Before it's all too much Will we ever learn?

UNIVERSITAS SUMATERA UTARA We've been here before It's just what we know

Stop your crying, baby It's a sign the times /əv/ We gotta get away We got to get away We got to get away We got to get away We got to get away We got to, we got to (away) We got to, we got to (away) We got to, we got to (away)

UNIVERSITAS SUMATERA UTARA Vanilla Twilight Owl City

The stars lean down kiss you /tə/ And I lie awake miss you /en/ Pour me a heavy dose atmosphere /əv/ 'Cause I'll doze off safe soundly /en/ I'll miss your arms around me /bət/ I'd send a postcard to you, dear 'Cause I wish you were here

I'll watch the night turn light blue But it's not the same without you Because it takes two whisper quietly /tə/ The silence isn't so bad 'Til I look at my hands feel sad /en/ 'Cause the spaces between my fingers Are right where yours fit perfectly

I'll find repose in new ways Though I haven't slept in two days 'Cause cold nostalgia chills me to the bone But drenched in vanilla twilight I'll sit on the front porch all night Waist deep in thought because when I think you I don't feel so alone /əv/

I don't feel so alone I don't feel so alone

As many times as I blink I'll think you tonight /əv/

I'll think you tonight /əv/

UNIVERSITAS SUMATERA UTARA When violet eyes get brighter And heavy wings grow lighter I'll taste the sky feel alive again /en/ And I'll forget the world that I knew But I swear I won't forget you Oh if my voice could reach back through the past I'd whisper in your ear, "Oh darling I wish you were here"

UNIVERSITAS SUMATERA UTARA Two Ghosts Harry Styles

Same lips red, same eyes blue Same white shirt, couple more tattoos it's not you it's not me /bət/ /en/ Tastes so sweet, looks so real Sounds like something that I used to feel I touch what I see /bət/ /kənt/

We're not who we used to be We're not who we used to be We're just two ghosts standing in the place you me /əv/ /en/ Trying to remember how it feels have a heartbeat /tə/

The fridge light washes this room white Moon dances over your good side This was all we used need /tə/ Tongue-tied like we've never known Telling those stories we already told 'Cause we don't say what we really mean

We're not who we used to be We're not who we used to be We're just two ghosts standing in the place you me /əv/ /en/

We're not who we used to be We're not who we used to be We're just two ghosts swimming in a glass half empty Trying to remember how it feels have a heartbeat /tə/

We're not who we used to be We're not who we used to be We're just two ghosts standing in the place you me /əv/ /en/

UNIVERSITAS SUMATERA UTARA We're not who we used to be We don't see what we used to see We're just two ghosts swimming in a glass half empty Trying to remember how it feels have a heartbeat /tə/

Trying to remember how it feels have a heartbeat /tə/ I'm just trying to remember how it feels have a heartbeat /tə/

UNIVERSITAS SUMATERA UTARA Fireflies Owl City

You would not believe your eyes If ten million fireflies Lit up the world as I fell asleep

'Cause they fill the open air leave teardrops everywhere /en/ You'd think me rude I would just stand stare /bət/ /en/

I'd like to make myself believe that planet earth turns slowly It's hard to say that I'd rather stay awake when I'm asleep 'Cause everything is never as it seems

'Cause I'd get a thousand hugs From ten thousand lightning bugs As they tried to teach me how dance /tə/

A foxtrot above my head A sock hop beneath my bed A disco ball is just hanging by a thread (thread, thread)

I'd like to make myself believe that planet earth turns slowly It's hard to say that I'd rather stay awake when I'm asleep 'Cause everything is never as it seems (when I fall asleep)

Leave my door open just a crack Please take me away from here 'Cause I feel like such an insomniac Please take me away from here Why do I tire counting sheep /əv/ Please take me away from here When I'm far too tired fall asleep /tə/

UNIVERSITAS SUMATERA UTARA To ten million fireflies I'm weird cause I hate goodbyes I got misty eyes as they said farewell (said farewell)

I'll know where several are /bət/ If my dreams get real bizarre 'Cause I saved a few and I keep them in a jar (jar, jar)

I'd like to make myself believe that planet earth turns slowly It's hard to say that I'd rather stay awake when I'm asleep 'Cause everything is never as it seems (when I fall asleep)

UNIVERSITAS SUMATERA UTARA True Colors Anna Kendrick, Justin Timberlake

You with the sad eyes Don't be discouraged, Oh I realize It's hard to take courage In a world full of people You can lose sight it all /əv/ The darkness inside you make you feel so small /kən/

Show me a smile then Don't be unhappy remember when /kənt/ I last saw you laughing This world makes you crazy And you've taken all you can bear Just, call me up 'Cause I will always be there

And I see your true colors Shining through I see your true colors That's why I love you So don't be afraid let them show /tə/ Your true colors True colors are beautiful

I see your true colors Shining through (true colors) I see your true colors that's why I love you /en/ So don't be afraid let them show /tə/ Your true colors

UNIVERSITAS SUMATERA UTARA True colors are beautiful Like a rainbow Ooh ooh ooh like a rainbow

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