| dc.description.abstract | Listening is one of the language skills that should be mastered by the
students in Junior High School. Unfortunately, EFL students still have difficulties
in listening comprehension. Further, it makes difficult for them to gain better
score for other language skills and components. When a teacher gives listening
test to the students, they still make some mistakes mostly in catching what the
speaker says. It is caused by unfamiliar English words they have.
One solution to solve this problem is using interesting media appropriate
for students named slow beat English songs. Supporting this solution, Davies
(2000) suggests that we can use songs to capture students’ interest or to reinforce
content. Besides through music, children can keep information permanently
because normally, children’s mind is good in catching information through songs.
Further, an experimental research on listening skill by using songs had
been done by Saputri (2003) at SMU PGRI 1 Lumajang in the 2002/2003
academic year. Based on the calculation, the result showed that the value of t-test
of the post test was 4,148 while the critical value of t-test with the significant level
of 5% and the degree of freedom 88 was 1,980. Since 4.148 was higher than
1.980, therefore the major hypothesis of the research was accepted.
Based on the interview with the English teacher at SMPN 3 Jember it was
known that she rarely gave listening practice to the students. Although the school
had already had good facilities as it is an RSBI school, but still she rarely used it.
It was because she thought that bring them to multimedia room was wasting time.
However, when she teaches listening, she speaks orally to the students. So the
English teacher had never used slow beat English songs in teaching listening.The English teacher should apply the appropriate and interesting materials
for listening practices to help the students get the messages or the information
from the text. Therefore, applying slow beat English songs can be used to help the
students to comprehend the listening comprehension since songs can make
students feel comfortable with the materials.
This research was an experimental research. The purpose of this research
was to know whether or not the use of Slow Beat English Songs has a significant
effect on the eighth grade students’ listening comprehension achievement at
SMPN 3 Jember in the 2011/2012 Academic Year. The area of this research was
SMP Negeri 3 Jember. It was chosen purposively because the use of Slow Beat
English Songs had never been applied in teaching learning process in this school.
The respondents of this research were the eighth grade students of SMPN
3 Jember in the 2011/2012academic year. The research respondents were
determined by cluster random sampling through homogeneity analysis of
teacher’s score. The total number of the respondents was 57 students that
consisted of 29 students of VIII D as the experimental group taught by using Slow
Beat English Songs, while the control group consisted of 28 students of VIII B
taught by using researcher’s voice recording.
The data of this research were collected from the students’ scores of
listening comprehension test, interview and documentation. The listening
comprehension test was taken from the post test to make comparison between the
two groups after the treatment, and the result was analyzed by using t-test formula
in SPSS ver 11.5. Based on the calculation, the mean score of the experimental
group was higher than that of the mean score of the control group (71.83 > 66.68).
Based on the computation of the result of the post test’s score, the value
of the t-test was 6.551, while the degree of freedom was 55. It was consulted with
the 5% table of significant level and the critical value of t-test was 1.67. The value
of the t-test was higher than the critical value of t-test (6.551>1.67).
Consequently, the null hypothesis (Ho) that there was not any significant effect of
slow beat English songs on the eight year students’ listening comprehension
achievement at SMPN 3 Jember in the 2011/2012 academic year was rejected. Incontrast, the alternative hypothesis (Ha) that there was a significant effect of slow
beat English songs on the eight year students’ listening comprehension
achievement at SMPN 3 Jember in the 2011/2012 academic year was accepted.
Besides, the degree of effectiveness was 7.72%. It meant that the degree of
relative effectiveness of using slow beat English songs in teaching listening
comprehension applied to the experimental was 7.72% more effective than
teaching listening without using slow beat English songs applied to the control
group. | en_US |
