THE IMPLEMENTATION OF KIDS SONGS TO IMPROVE

LEARNER’S LISTENING COMPREHENSION

FOR SEVENTH GRADE STUDENT

By
FAUZUL MAHBUBI HOLIL

NIM 12017044

TADRIS ENGLISH

FACULTY OF TARBIYAH AND TEACHER SCIENCES

INSTIUT AGAMA ISLAM NEGERI PONTIANAK

Table of Contents

CHAPTER I.............................................................................................................2

INTRODUCTION................................................................................................2

A. Background of the Research......................................................................2

B. The Problem of the Study..........................................................................5

C. The Objectives of the Study and Advantages...........................................5

CHAPTER II............................................................................................................6

LITERATUR REVIEW.......................................................................................6

A. Definition of Listening Skills....................................................................6

B. The Learning of Process............................................................................7

C. Listening Function.....................................................................................8

D. The Definition of Song..............................................................................9

E. The Elements of Song.............................................................................10

F. Type of Music in Research......................................................................11

G. Music Tempo Effect................................................................................11

CHAPTER III........................................................................................................13

RESEARCH METODOLOGY..........................................................................13

A. Research Design......................................................................................13

REFERENCES.......................................................................................................18
 CHAPTER I

INTRODUCTION

A. Background of the Research

Listening is extremely important in people's lives. Listening is the most

fundamental of the four major areas of communication skills and language

development: listening, speaking, reading, and writing. Before they learn to speak,

children listen to and respond to language. Listening is the first stage of first and

second language acquisition. According to Sharpe (2001), effective learning in all

subjects of the primary curriculum is centered on the development of children's

speaking and listening skills. Students must listen carefully and attentively to

lectures and class discussions in order to understand and retain the information

they have received.

Listening is the most challenging of the four language skills to master. The

training of such a fundamental ability should therefore receive extra consideration

and additional time. Nevertheless, it appears that despite the fact that we spend

55% of our life listening, hearing is not fully covered in the curriculum (Costa &

Kallick, 2019 cited in Pearse & Dunwoody, 2013). According to Pearse and

Dunwoody (2013), in order to assist students develop into lifelong learners, active

listening skills must be a fundamental component of the learning environment.

The linguistic, instructional, cultural, and entertaining qualities of songs are

valued. They are priceless tools for learning languages that can be utilized to

instruct and improve on all facets of a language.

precursor to speaking; the early stages of language development in a person's first

language (and naturalistic acquisition of other languages) rely on listening.

Listening is an important skill in learning English, but many students did not want

to learn it because they thought it was difficult, uninteresting, and unnecessary.

Many junior high school students have unsatisfactory results in Listening

competence. They were not confident and fluent when listening in front of the

class; they also mispronounced words and found it difficult to express their ideas

when listening.

The teacher must find appropriate methods to motivate students so that they are

interested in learning English. As a result, it is expected that the goal of listening

will be met. As an outcome, a few of the strategies that teachers can employ is the

use of media. guide of teaching and learning Because some teaching media is now

available, writers can use songs to improve students' listening skills. As a foreign

language, English has four Students must master four skills: listening, reading,

speaking, and writing. Listening is one of these skills that felt difficult to master

because it requires attention and concentration to understand the sound material

being heard.

There are several reasons why listening skills are difficult to master :

1. Students learn English by reading it, not by listening. Reading and

listening are two different things. How to write and how to read in English

are different, so listeners must understand what we say.

recordings there are usually different accents or pieces of foreign language

in their conversation. At school, usually their English language teachers

are local residents. So students are not used to foreign-style speech.

3. When English people speak they have a slightly fast pace of speech. So

when listening to the material the students’ focus is no longer on the

material being listened but rather the speed of speaking of that person.

Sometimes when they hear, they don't get the meaning of the first

sentence, they are connected again with the second sentence.

4. The recorded material is not always familiar with students. Where

sometimes the material from the recording may not have the background

on foreign countries and cultures, So, sometimes they cannot understand

the material or sometimes they misunderstood the meaning.

B. The Problem of the Study

The research problem will be :

 How well is the listening learning method using kid's songs?

 Does this method also trigger students' interest in learning?

 Is the song used so that it feels relevant to students?

Based on the research questions above, the objectives of this study are: This is to

determine the increase in listening skills of Senior High School students through

songs with slow tempo like Kids Songs.

The advantage of this research is to understand further how learning to listen

using songs that have slow tempos will more easily stimulate the brain to

understand and accurately hear the pronunciation of a word in the song to digest

information.

CHAPTER II

LITERATUR REVIEW

A. Definition of Listening Skills

Listening is a learned behavior, as well as a mental process that includes listening,

attending, differentiating, understanding, and remembering. With practice, it is

possible to improve. Listening is very important in language, which means that

the recipient must not only listen briefly but also provide feedback. A person's

ability to listen has a significant impact on the quality of their relationships with

others. This means that listening is the ability to comprehend the speaker's

message through sound. Listeners process the information they hear by doing at
least five things: listening, attending, understanding, responding, and

remembering.

Being a good listener will help us become better speakers because it will train our

concentration on the material being discussed so that we understand it. As a result,

we must strengthen our concentration while listening. This type of thing occurs

frequently during the process of learning and teaching in the classroom.

Many students do not understand or misinterpret the material presented by the

teacher because they do not practice concentration when listening. According to

the preceding statement, listening is the process of receiving information from

speakers to listeners while paying close attention.

B. The Learning of Process

Listening is a skill in communication. As a result, listeners must understand good

and correct listening methods in order for communication to be effective, because

the message conveyed may be unclear if the communication process is ineffective.

According to As Roost (1994, p.141-142) demonstrates the importance of

listening in language class because it provides student feedback Any learning

cannot take place unless the appropriate level of input is understood begin. Since

the early 1980s, two perspectives on listening have dominated language

pedagogy.

There is a lot of listening that happens in five stages. They hear, comprehend, and

recall. assess and respond Listening does not occur in this manner, but there must
be a mechanism in place. committee, energy, and concentration because not

everyone else is paying attention so that he or she can become a good listener

during the critical stages of listening.

1. Hearing

The listening process refers to responses in the form of verbal and

nonverbal

messages such as facial expressions and sign language.

2. Understanding

At this stage the recipient of the message will try to understand or analyze

what the speaker said, both the speaker's mind and the intonation that

represents the speaker's emotions or stimuli that we feel.

3. Remembering

Remembering is an important listening process because the recipient of

information

does not only listen but filters out the most important topics in the material

we listen to.

4. Evaluation

This stage is usually referred to as the conclusion stage to determine the

next step or listener response.

5. Responding

For the final stage of listening is responding to or responding to the

speaker. At this stage the sender of information will receive feedback

about the information in sending the message.

The objective of listening is to fully comprehend what we are attempting to

communicate to others. The following is a summary of the listening function:

a) To concentrate on communicating with others.

b) Gain a complete and accurate understanding of the problem.

c) To show interest, care, and concern for others.

d) During interactions, develop an interlocutor-centered approach.

D. The Definition of Song

Songs are musical works intended to be accompanied. Typically, song lyrics

describe a person's emotions, such as when they are joyful, in love, sad, or

experiencing other emotions. Through spoken words, sentiments, and sentence

structures in song lyrics that capture the listener's imagination and convey a

variety of meanings. Song also unites variety and instills views or beliefs that can

be felt by others, acting as a passionate spirit similar to that in times of struggle.

According to Hornby (1995: 1133) a song is a piece of music with the words

sung. In a different way, according to Nurhayati (2009: 2) the song is the right

source, the song is a good tool to help the process of learning English, the song is

believed to motivate children in learning. Songs are an important part of learning

English because songs make students more sensitive to sounds.

describe a person's emotions, such as when they are joyful, in love, sad, or

experiencing other emotions. Through spoken words, sentiments, and sentence

structures in song lyrics that capture the listener's imagination and convey a

variety of meanings. Song also unites variety and instills views or beliefs that can

be felt by others, acting as a passionate spirit similar to that in times of struggle.

"Songs can stimulate a positive emotional attitude towards language learning (El-

Nahhal, 2011: 18)".

A method of mass communication involving songs that have been created and

sung by many communicators is connected to music and uses the mass media as a

storage medium.

E. The Elements of Song

When a teacher selects a song to help students develop their listening abilities, the

instructor must be familiar with the song's fundamental components.

a) the melody

A melody is a group of three or more musical notes that are heard in a

particular order and rhythm. The fundamental components of a melody are

duration, level, and quality. Melody is sweet music; tone and tone settings

are present in the music.

b) Rhythm
 Horizontal variations and accents of typical sounds make up rhythm. So

rhythm is both the time of song and the melody of silence.

c) Lyric

The words in a song are its lyrics. The lyrics of a song serve as more than

just a compliment to the music; they are also the most crucial component

of the musical elements that later form the song's meaning, personality,

and goal.

F. Type of Music in Research

The type of music in this research is Kids songs. Why did research choose kids

song music? Because kids song have slow tempo and students can easyly

understand and right now kids song have really good instrument.

Sevik (2012: 13-14), in his latest article discusses pre-teaching activities,

temporary teaching activities, post-teaching activities, and follow-up activities.

Sevik recognizes this, The teacher must engage the students' interest during the

lesson's introduction in order to Ask them to predict the images that correspond to

the song's language contents. The teacher reads and explains the title of the book

using visual reading with play the music. The instructor then instructs the class to

speak the words aloud in English so that they can write the words on the board

and match the song title. At the end, the instructor employs actions and using

images from the student book to define new words. By praising and first, children

are encouraged to better understand these language items while listening to songs.
Understand the song while supporting the activity while listening. However, the

song must be played several times so that students can play the song and

accompany the movements.

G. Music Tempo Effect

Music can be said to be a chanting tone accompanied by a beat at a musical speed

which is known as tempo. Tempo itself is the speed of the beat of a song and has a

certain size called BPM (Beats Per Minute), which indicates the number of beats

per minute. There is no definite BPM measure used in previous studies to indicate

fast and slow tempos, but you can see the contrast in the speed of the music being

played. For example, in the study of Thompson, Schellenberg, and Letnic (2011),

the slow and fast tempo music used is classical music with a tempo of 110 BPM

and 150 BPM. Meanwhile, in Park, Kwak, and Han's (2020) research, the music

with slow and fast tempos used has 70 BPM and 160 BPM. Therefore, in this

study, music with a tempo that contrasts between slow and fast will be used

Studies that have been carried out regarding the tempo of the music used and one's

attention get mixed results. Like the study previously explained by Chou (2010),

fast-tempo hip-hop music is a distraction that reduces students' attention when

reading, but slow-tempo classical music does not distract. Similar results were

also found in a study conducted by Amezcua, Guevara, and Loyo (2005) which

found that music with a fast tempo had a significant effect in the form of

decreasing a person's reaction to a stimulus, even though slow music did not affect

a person's reaction to a stimulus.

volume could distract someone, while fast-tempo music at a soft volume and

slow-tempo music at either loud or soft volume did not distract someone

(Thompson, Schellenberg, & Letnic, 2011). In addition, there is research which

states that the tempo of music can increase a person's attention. One of them is

Clauss (1994) who has conducted research on the effect of music tempo on a

person's attention. The results of this study found that someone with autism

experienced increased attention in carrying out daily activities when accompanied

by slow tempo music.

Based on the results of the data analysis that has been done, it can be concluded

that the tempo of the music heard while doing the Concentration Grid Test has a

significant effect on the test score. Further analysis shows that slow-tempo music

can significantly increase attention compared to fast-tempo music or not listening

to music at all. The test scores of participants who listened to fast-tempo music

were found to have no significant difference from those who did not listen to

music while doing it. This means that up-tempo music does not distract

participants from taking tests that measure attention.

CHAPTER III

RESEARCH METODOLOGY
A. Research Design

1. Research approach and type

a. Research Apporach

This research method uses a quantitative approach. According to Subana

(2011), he describes that quantitative research is an approach used to test a

theory, state facts or describe statistics, show relationships between

variables, and develop concepts, develop understanding, or describe

things.

b. Research Type

This study uses the type of experiment that is quasi-experimental.

Experimental research is research that investigates and examines the

effects after the subject is treated with independent variables. Thus,

experimental research is research that aims to see causal relationships.

2. Research Setting

a. Research Place

This research was conducted at MA Al-Baariq Sungai Ambawang, Kubu

b. Research time

The time of the research will be in July 2023.

3. Population and sample

a. Research subject
 Population is a general area consisting of objects, subjects that have

certain characteristics and characteristics determined by the researcher,

from which conclusions can be drawn. Population is not only humans, but

also objects and other natural objects. (Sugiyono, 2017). The population of

this study were students of MA Al-Baariq Sungai Ambawang.

b. Research sample

According to Sugiyono (2017), the sample is part of the population and

characteristics. So, the sample is an element of the population. The

researcher used one class with 20 students.

c. Sampling technique

The sampling technique of this research is simple random sampling.

4. Data Collection Techniques and Tools

a. Data Collection Techniques

1) Observation

Observation is a complex process consisting of various biological and

psychological processes. The two most important are the processes of

perception and memory. Observation as a data collection technique has

and surveys. (Sugiyono, 2017). To obtain research data, the authors

observed the location at MA Al-Baariq Sungai Ambawang.

2) Questionnaire

Questionnaire survey is a data collection technique conducted by asking

a series of questions or written statements to respondents. Questionnaire

is an effective data collection technique if the researcher knows with

certainty the measurable variables.

3) Documentation

According to Sugiyono (2016), documentation is a way to obtain data

and information in the form of books, archives, documents, written

numbers and pictures in the form of reports and information to support

research.

5. Data analysis technique

a. Normality test

The purpose of the normality test is to test the normality of the

research data. This study uses the normality test with the

Kolmogorov-Smirnov formula. If the significance value is greater

than 0.05 (α : 5%), then the research data is normally distributed

(Nurgiyantoro, 2004)
b. Homogeneity test

Homogeneity test, which aims to determine whether the variances of

the samples taken are the same. and are there any significant

differences between them. (Nurgiyantoro, 2004)

c. T-test

The t-test tested whether there was a significant difference in memory

improvement between the test results before using digital songs and

after using digital song. Here's how you can tell the difference.
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Alfabeta”.

Aryanto. 2019. “Pengaruh Musik Dengan Tempo Cepat & Lambat Terhadap

Atensi Mahasiswa”.

Simanjuntak, Uswar. 2020. “Improving Students’ Listening Skills By Using

Song”.

Creswell, John W. (2009). Research Design Qualitative, Quantitative, and Mixed

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Campbell Donald T, and Stanley Julian C (1963). Experimental and

QuasiExperimental Design for Research. Boston: Houghton Mifflin Company.

Subana., dan Sudrajat. 2011. Dasar-Dasar Penelitian Ilmiah. Bandung : Pustaka