| 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.
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contrast, 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 |
