i

IMPROVING STUDENTS’ UNDERSTANDING

ON SIMPLE PAST TENSE

THROUGH SONG(A Classroom Action Research with the Second Year Students of

SLTP NU 04 Sunan Abinowo Kendal in Academic Year of 2010/2011)

A Final Project

Submitted in Partial Fulfillment of the Requirement for the Degree of

Bachelor of Education in English Language Education

By:

ISTIROKHAH

(063411006)

TARBIYAH FACULTY

WALISONGO STATE INSTITUTE FOR ISLAMIC STUDIES

SEMARANG

2010

ii

ADVISOR APPROVAL

Dear Sir,

Dean of Faculty of Tarbiyah

State Institute for Islamic

Studies

(IAIN Walisongo Semarang)

Assalamualaikum Wr. Wb.

After correcting it to whatever extent necessary, we state that the final project

belongs to student as bellow:

Name : Istirokhah Reg Number : 063411006 Department : English Title : IMPROVING STUDENTS’ UNDERSTANDING ON

SIMPLE PAST TENSE THROUGH SONG (AClassroom Action Research with the Second YearStudents of SLTP NU 04 Sunan Abinowo Kendal inAcademic Year of 2010/2011)

Is ready to be submitted to join last examination.

Wassalamualaikum Wr. Wb.

Semarang, December 3, 2010

Advisor I Advisor II

Daviq Rizal, M.Pd. H. Mursid, M.AgNIP. 197710252007011015 NIP. 19670305200112 1001

iii

RATIFICATION

RETIFICATION

Name : IstirokhahStudent Number : 063411006Title : IMPROVING STUDENTS’ UNDERSTANDING ONSIMPLE PAST TENSE THROUGH SONG (A Classroom Action Research withthe Second Year Students of SLTP NU 04 Sunan Abinowo Kendal in AcademicYear of 2010/2011)Had been ratified by the team of thesis examiner of education Faculty of WalisongoState Institute for Islamic Studies Semarang on:Day:Date:

The team of examiner

Chairperson Secretary

Siti Tarwiyah, M.Hum Ahwan Fanani, M.Ag.NIP. 197211081999032001 NIP.197809302003121001

Examiner I, Examiner II,

Dra. Hj. Siti Mariam, M.Pd. Dr. Ruswan, M.A.NIP. 196507271992032002 NIP.196804241993031004

Advisor

Advisor I Advisor II

Daviq Rizal, M.Pd. H. Mursid, M.AgNIP. 197710252007011015 NIP. 19670305200112 1001

DEPARTEMEN AGAMAINSTITUT AGAMA ISLAM NEGERI WALISONGO SEMARANG

FAKULTAS TARBIYAHAlamat: Jl. Prof. Dr. Hamka Ngaliyan Telp/Fax (024) 7601295, 7615387

iv

MOTTO

!$tBur$uZù=y™ö‘r&Ï̀B@Aq ß™§‘žwÎ)Èb$|¡ Î=Î/¾Ïm ÏBöq s%šúÎiü t7 ãŠÏ9öN çlm;(‘@ÅÒ ãŠsùª!$#t̀Bâä !$t± o„

“ωôgtƒ urt̀Bâä !$t± o„4uq èdurⓃ͓ yèø9$#ÞO‹ Å3 ysø9$#ÇÍÈ

We sent not a Messenger except (to teach) in the language of his (own) people,in order to make (things) clear to them. Now Allah leaves straying those whom

He pleases and guides whom He pleases: and He is exalted in power, full ofWisdom (QS. Ibrahim: 4).1

''If a foreign Language has been mastered by somebodyhence that Language is very beneficial to him

and can becomes benefactor instrumentwhen happened trouble''

(Syaikh Shafy Ad-Din Al-Hilliy)2

1Yusuf Ali, Translation, Retrieved from Http://Www.Harunyahya.Com/Quran-Translation14.Php. On 1 December 2009.

2 Abdul Fattah Abu Ghuddah, 40 Metode Pendidikan dan Pengajaran Rasulullah,(Bandung: Irsyad Baitus Salam,2009) p.236

v

DEDICATION

The thesis is dedicated to:

§ My lover (Misbahul Huda) thank for all, I am happy because you always

accompany me whenever I go and I hope you always love me until the end of

time.

§ My beloved father (Zaenal Kubro) and mother (Siti Ruibah) who always

support emotionally and materially with prayer, love, and patience. Without

your support I do nothing.

§ My beautiful sisters, (Quni Mushobihah and Umul Amaliyah) thank very

much for your kindness for me. I do not forget to say “do not give up”

because where there is a will there is a way. So, I hope you can study hard to

get what do you want and you are to be succeeding people.

§ My only grandma, I will always taking care for you.

§ My lectures I do not forget your service, but I will remember forever.

Because you I can improve my English speaking, writing, grammar, and

listening. Although, I got bad score, but I am glad especially listening for

song a sing.

§ All my best friends; cloze friend (Intan, Yuning). Friends in boarding house

especially my step sister (mbak Ani, mbak Yuni, mbak Vida and mbak mi2n)

thank for you all.

§ I do not forget to my classmate thank very much. Because all of you who has

teaching me to study how to operate the computer. Although I just can type,

but I can than I can not.

§ Islamic Association of University Students (Himpunan Mahasiswa Islam)

who has given me any experience, who has trained me to be goal mankind.

Thank you for you all without you all I can like this.

vi

A THESIS STATEMENT

I certify that this thesis is definitely my own work. I am completely

responsible for the content of this thesis. Other writers’ opinions or findings

included in the thesis are quoted or cited in accordance with ethical standards.

Semarang, December 21st 2010

The Writer

IstirokhahStudent Number: 63411006

vii

ABSTRACT

Istirokhah (Student Number: 63411006). Improving Students' Understandingon Simple Past Tense through Songs (A Classroom Action Research with theSecond Year Students of SLTP NU Sunan Abinowo Kendal in the AcademicYear of 2010/2011). Thesis, Semarang: Bachelor program of English LanguageEducation of Tarbiyah Faculty Walisongo State Institute for Islamic Studies,2010.Key Words: Grammar; Simple Past Tense, Recount Text, Songs and ClassroomAction Research. The background of the study in this research is based on the phenomenathat are some students' face difficulties in grammar, less of students havemotivation in learning activity because teaching learning process is not satisfiedand less of students understand on simple past tense.The problems of this research can be stated as follows:

1. How is the students' achievement of using songs for students'understanding on simple past tense after taught by using songs at thesecond year student of SLTP NU 04 Sunan Abinowo Kendal in theacademic year of 2010/2011?

2. How does the teaching of simple past tense through songs help studentsimprove their understanding on simple past tense at the second yearstudent of SLTP NU 04 Sunan Abinowo Kendal in the academic year of2010/2011?

Its purposes are:1. The researcher wants to know how the students' achievement of using

songs for students' understanding on simple past tense after taught byusing songs at the second year student of SLTP NU 04 Sunan AbinowoKendal in the academic year of 2010/2011.

2. The researcher wants to know how the teachings of simple past tensethrough songs help to students improve their understanding on simplepast tense at the second year student of SLTP NU 04 Sunan AbinowoKendal in the academic year of 2010/2011.

Improving students' understanding on simple past tense through songs isClassroom Action Research which is aimed at improving students’ achievementin grammar. This research was conducted in three cycles and was done in fiveactivities including the pre cycle and the post cycle. The result of study shows that using Song media can improve students’achievement in teaching simple past tense. This is proved by students’ test thatimproved in every cycle. In this research, the researcher took a test of theirachievements in each cycle. In the first cycle, the average of the students’achievement was 63.7. In the second cycle the students got 71.8 and in the thirdcycle the students got 80.2.

Result of the research shows that the students improve their grammarespecially in simple past tense is effectively by using songs.

viii

ACKNOWLEDGEMENT

First and foremost, I would like to express gratitude to Allah SWT, the

Almighty God for the blessing, kindness, and inspiration in lending me to

accomplish this thesis entitled IMPROVING STUDENTS' UNDERSTANDING

ON SIMPLE PAST TENSE THROUGH SONGS (A Classroom Action Research

with The Second Year Students of SLTP NU Sunan Abinowo Kendal in the

Academic Year of 2010/2011)

Shalawat and Salam for the Prophet Muhammad who brings us from

darkness to the brightness.

I realize that I cannot complete this final project without the help of

others. Many people have helped me during the writing this final project and it

would be impossible to mention of all them. In this chance, the writer would like

to express deeper appreciation to:

1. Dr. Suja'i, M.Ag, as the Dean of faculty of Tarbiyah.

2. Siti Tarwiyah, M. Hum. As the Head of English Department and also as

the first advisor who would like to make time, energy, and thought for

advising and directing me during the arrangement of this thesis.

3. Daviq Rizal, M.Pd as the first advisor for their patience in providing

careful guidance, helpful corrections, very good advice as well as

suggestion and encouragement during the consultation.

4. H. Mursid, M.Ag as the second advisor for their patience in providing

careful guidance, helpful corrections, very good advice as well as

suggestion and encouragement during the consultation.

5. Lectures in English Department of Tarbiyah Faculty for valuable

knowledge, guidance, and advices during the years of my study.

6. My father and my mother (Zeanal Kubro and Siti Ruibah) and my two

sisters (Quni Musabihah and Umul Amaliyah). You always give

inspiration and motivation to continue this study.

7. My beloved affection (Misbahul Huda) you always give spirit and care to

me to improve my study.

ix

8. My team in KKN (posko 15 in Madugowongjati-Batang 2010), PPL SMK

Cut Nyak Dien (Genuk 2009), all members of English class A and all

beautiful Princes of Cinderella. Thank for your support and attention. I

will always remember you.

9. Last but not least, those who can not be mentioned one by one, who have

supported the writer to finish this thesis.

Finally, the writer realizes that this thesis is far from being perfect.

Therefore, the writer will happily accept constructive criticism in order to make it

better. The writer hopes that this thesis would be beneficial to everyone. Amen.

Semarang, December 21st 2010

The writer

Istirokhah

Student Number: 063411006

x

TABLE OF CONTENT

PAGE OF TITLE .......................................................................................... i

ADVISOR APPROVAL ................................................................................ ii

RATIFICATION ........................................................................................... iii

ABSTRACT .................................................................................................. iv

THESIS STATEMENT ................................................................................. v

MOTTO .................................................................................................. vi

DEDICATION ............................................................................................... vii

ACKNOWLEDGEMENT .............................................................................. viii

TABLE OF CONTENT.................................................................................. x

LIST OF TABLES.......................................................................................... xii

LIST OF FIGURES ........................................................................................ xiii

LIST OF APPENDICES…………………………………………………........ xiv

CHAPTER I INTRODUCTION

A. Background of the study ………………………………….... 1

B. Reason for choosing the topic ……………………………… 5

C. Question of the study ………………………………………. 5

D. Objectives of the study …………………………………….. 6

E. Significance of the study …………………………………… 6

F. Limitation of the study …………………………………….. 6

G. Definition of the terms …………………………………….. 7

CHAPTER II UNDERSTANDING ON SIMPLE PAST TENSE

THROUGH SONGS

A. Theoretical Review

1. Teaching Simple Past Tense …………………………...... 9

a. The Definition of Simple Past Tense ………………. 9

b. The Forms of Simple Past Tense …………………… 10

c. The Formula of Sentences In Simple Past Tense …… 11

d. The Use of Simple Past Tense ……………………… 12

e. The Principle of Teaching Simple Past Tense ……… 16

xi

f. Teaching Simple Past Tense at Junior High School … 17

2. Recount Text ……………………………………………… 18

a. The Definition of Recount ………………………….. 19

b. The Social Function of Recount ……………………. 19

c. The Schematic Structure of Recount ……………….. 20

d. The significant Lexicogrammatical Features

of Recount ………………………………………….. 20

3. Songs ……………………………………………………… 20

a. The Definition of Song ……………………………… 20

b. The Characteristics and Component of Song ………... 21

c. The Keys to Use Songs for Teaching ………………... 22

d. The Techniques Using Song

For Teaching English ……………………………….. 23

e. The Use Songs to Teach Simple Past Tense

In Junior High School ……………………………….. 23

f. The Procedure of Using Song ……………………….. 25

g. The Advantages and Disadvantages

of Using Song ………………………………………. 27

B. Previous Research …………………………………………… 28

C. Action Hypothesis ………………………………………….. 29

CHAPTER III METHODS OF INVESTIGATION

A. Setting of the Study ……………………………………......... 30

B. Subject of the Study ………………………………………… 30

C. Focus of the Study ………………………………………….. 30

D. Method of the Study ………………………………………… 31

1. Research Design ………………………………………… 31

2. Design of Study ………………………………………… 33

E. Procedure of the Study ……………………………………… 35

F. Technique of Data Collection Method ……………………… 39

G. Technique of Data Analysis ………………………………... 41

xii

CHAPTER IV FINDINGS

A. The Implementation of Songs

in Teaching Simple Past Tense …………………………… 42

B. The Findings of Test Result ………………………………… 50

C. The Finding of Observation ………………………………… 64

CHAPTER V CONCLUSION

A. Conclusion ………………………………………………….. 67

B. Recommendation …………………………………………… 68

REFERENCES

CURRICULUM VITAE

APPENDICES

xiii

LIST OF TABLES

Table 1 the results of pre-cycle ...................................................................... 51

Table 2 the results of first cycle ..................................................................... 53

Table 3 the results of second cycle ................................................................. 56

Table 4 the results of third cycle .................................................................... 58

Table 5 the results of post-cycle ..................................................................... 60

Table 6 the results of the test from the pre-cycle until post-cycle ................... 62

xiv

LIST OF FIGURES

Figure 1 Action Research Cycle ……………………………………………… 32

Figure 2 Cyclical Process Of Action Research ……………………………..... 35

Figure 3 Diagram of the Whole Test………………………………………….. 61

xv

LIST OF APPENDICES

Appendix 1. Research Journal in Classroom Action Research Students List

Appendix 2. Students Name List

Appendix 3. Lesson Plan

Appendix 4. Observation Scheme in pre - Cycle

Appendix 5. Observation Scheme in 1st Cycle

Appendix 6. Observation Scheme in 2nd Cycle

Appendix 7. Observation Scheme in 3rd Cycle

Appendix 8. Observation Scheme in post - Cycle

Appendix 9. Test of Pre Cycle

Appendix 10. Test of 1st Cycle

Appendix 11. Test of 2nd cycle

Appendix 12. Test of 3rd Cycle

Appendix 13. Test of Post Cycle

Appendix 14. Answer Key Evaluation of Pre Cycle

Appendix 15. Answer Key Evaluation of First Cycle

Appendix 16. Answer Key Evaluation of Second Cycle

Appendix 17. Answer Key Evaluation of Third Cycle

Appendix 18. Answer Key Evaluation of Post Cycle

Appendix 19. Documentation

Certificates

1

CHAPTER I

INTRODUCTION

A. Background of The Study

In Indonesia English is the first foreign language. As an international

language, English spreads all over the world.3 It can be proved by designing

English curriculum in the whole levels of Indonesian education institutions, from

elementary, junior high school, senior high school and finally in university. As

the first foreign language in Indonesian schools, English becomes one of school

subjects. It has done by the teacher and students in many class activities. To

master a foreign language, students should know the language components such

as vocabulary, phonology, and structure or grammar. However, English is not our

own language; everyone will feel that it is difficult. In junior high school,

students learn the four language skills. That is clearly stated in the goals of the

curriculum 2004 as following the objectives of English teaching in Junior high

school. It is to enable the students to develop English skills, especially in

grammar.4

Teaching grammar has often been regarded as a structure base on formal

activities. After relating it with several sources and techniques, which are mainly

based on communicative activities, the teaching of grammar gained a new

insight. In the teaching of grammar, the techniques of resource combinations are

often modified to structure discourse match and they are well developed, they can

be used effectively for all phases of a grammar lesson. In order to make a

grammar lesson more effective, beneficial, and interesting a teacher should use

some well developed and fascinating techniques in the classroom. The examples

of such integrated sources and techniques, such as the use of songs, verses,

3 George Wilkinson and Dony Hariyanto, Complete English Grammar, (Jakarta: PustakaIndonesia, 2004), p.5.

4Depdiknas, Kurikulum Standar Kompetensi Bahasa Inggris SMP, (Jakarta: Diknas,2004), p. 13

2

games, and problem solving activities will be clarified and several examples will

be provided.5

The researcher’s consideration in carrying out this research is based on

the view that grammar is an essential component of language, so it is important to

find and apply a method to teach it effectively. As stated in verse 24 of Surah

Ibrahim that learning grammar is very important aspect to language acquisition.

“Have you not seen how God sets forth a parable? A goodly word likea goodly tree, whose root is firmly fixed and its branches reach to theheavens, of its Lord. So, Allah sets forth parables for men, in order thatthey may receive admonition” (QS. Ibrahim: 24).6

Actually, this verse can be put in language teaching context which states

that learning grammar is important. “A goodly word” can be inferred with

producing the language accurately and appropriately. The place of grammar is

considered as fundamental factors, parable with the root of the tree, which is

firmly fixed in the ground. It means that one should posses the basic knowledge

of grammar in order to be able to communicate grammatically.

Considering the structure of text is not always the same from one

language to other language, Students are very suggested to use text pattern in

English culture especially when they use of puck text such as brochure, leaflet,

and short story. Children, in order to create atmosphere learning happily, it's

better to accustom them with assorted consumer of symbol communications such

as letter, picture, and another object in discourse such as narrative, descriptive,

and recount.7

5 Arif Saricoban & Esen Metin,"Songs, Verse and Games for Teaching Grammar" fromHttp://iteslj.org/Techniques/Saricoban-Songs.html The Internet TESL Journal, Vol. VI, No. 10,October 2000. On 20 October 2009.

6Yusuf Ali, Translation, Retrieved from Http://Www.Harunyahya.Com/Quran-Translation14.Php. On 1 December 2009.

7 Depdiknas, Op. Cit., p. 21

3

Nowadays, many students of junior high school they have not known

what recount text is. Recount is one of subjects in junior high school and it's

taught on eight grade Junior High School students. Recount is a piece of text that

retells past events, which is usually told in order in which they

happened.8Recount text is a text which tells events or experiences in the past.

There are many types of recounts, such as; personal recounts, factual recounts

and imaginative recounts. One of lexicogrammatical features of recounts is the

use of past tense. So this is effective to learn about simple past tense because

simple past tense is indicated that an activity or situation began and ended at a

particular time in the past. Teaching simple past tense using recounts is one of the

best techniques. Recounts as the media for reading are the alternative technique

in improving students' achievement in simple past tense. Gerott and Wignell state

that the social function of a recount is to retell events for the purpose of

informing or entertaining.9 Recount simply retells in what sequence, but they do

not necessarily deal with problem. The point of the recount is to retell the events

and to share the speaker's appraisal of those events so it is only for the purpose of

informing or entertaining.

In Islamic perspective, recount and the role of story are found in verse 78

of Surah Al-Mu’min as follow;

)...........(

“We have sent forth other apostles before you; of some, we havealready told you the story, of others we have told you nothing,…….”(QS. Al-Mu’min: 78).10

In relation with recount and simple past tense, explained in verse 78 of

Surah Al-Mu'min is one of examples of the use of recount text, the use of past

8 Depdiknas, Op. Cit, p. 499 Gerott and Wignell, Making Sense of Functional Grammar, (Queensland: Antipodean

Educational Enterprises, 1994), p. 19410 Mahmud Y. Zayid, the Quran, (Beirut: Dar Al-Choura, 1980), 1st Ed., p. 351.

4

tense to tell event in the past (story). There are many verses in holy Qur'an that

use recount text to explain and give guideless. From the verse above, we know

that Allah told the stories of prophets before that all correct with rational truths.

From the verse is mentioned, we can conclude that tell personal experiences

through article can remind us past experiences in spite of glad or sorrowful. With

experiences, we can self-introspection be better in the future. So it can be

assumed that recount text is one of great techniques to teach grammatical pattern

especially simple past tense. It also indicates that recount text is the effective way

to use in many classes or in learning process.

English has three time systems, present tense, past tense and future tense.

This study the writer wants to discuss about simple past tense. According to

Azar, the simple past tense indicates that an activity or situation began and ended

at a particular time in the past.11 Raimond Murphy states that simple past tense is

to talk about actions or situations in the past.12 Simple past tense is one of the

difficult lesson items for the eight year students of SLTP NU 04 Sunan Abinowo

Kendal. Some students' face difficulties in grammar, less of students have

motivation in learning activity because teaching learning process is not satisfied

and less of students understand on simple past tense.

Concerning from this problem, the teacher needs to choose interesting

techniques which are best for their students, to reduce students' boredom and

motivate them to learn grammar more. In this case, the writer will try to improve

students' understanding on simple past tense through song to teach in SLTP NU

04 Sunan Abinowo Kendal. Because the relation between simple past tense and

songs is the use of lexicogrammatical features of song lyric (recounts) with the

use of past tense.

Songs are the most enchanting and culturally rich resources that can

easily be used in language classrooms. Songs offer a change from routine

classroom activities. They are precious resources to develop student's abilities in

listening, speaking, reading, and writing. They can also be used to teach a variety

11 Azar, Betty Schrampfer, Understanding and Using English Grammar, United States,1989, p. 24

12 Raimond Murphy, English Grammar In Use, (New York: Cambridge UniversityPress, 1985), p. 22

5

of language items such as sentence patterns, vocabulary, pronunciation, rhythm,

adjectives, and adverbs. As stated by Lo and Fai Li (1998:8), learning English

through songs also provides a non-threatening atmosphere for students, who

usually are tense when speaking English in a formal classroom setting.13

Teaching by using song actually is very enjoyable because suggestion of song

music can make students relaxed and free from pressure.14

B. Reasons For Choosing The Topic

The reason of the researcher in choosing the topic can be formulated as follows:

1. Grammar is one of the important language features that have to be

mastered by students in the junior high school.

2. To find out to what extent the students have mastered the English

language, particularly in the grammar dealing with the use of simple

past tense.

3. Song is a very interesting technique that can help students enjoy and

stimulate on teaching simple past tense.

C. Question of The Study

This research is aimed to find the answer of the following research questions.

3. How is the students' achievement of using songs for students'

understanding on simple past tense after taught by using songs at the

second year student of SLTP NU 04 Sunan Abinowo Kendal in the

academic year of 2010/2011?

4. How does the teaching of simple past tense through songs help students

improve their understanding on simple past tense at the second year

student of SLTP NU 04 Sunan Abinowo Kendal in the academic year of

2010/2011?

13 Arif Saricoban & Esen Metin, Ibid14 Kuran Puasa, Teaching English Through Pop Songs, (Bandung: CV Yrama Widya,

2008), p.5

6

D. Objectives of The Study

This research is aimed to find the answer of the following research questions.

3. The researcher wants to know how the students' achievement of using

songs for students' understanding on simple past tense after taught by

using songs at the second year student of SLTP NU 04 Sunan Abinowo

Kendal in the academic year of 2010/2011?

4. The researcher wants to know how the teachings of simple past tense

through songs help to students improve their understanding on simple

past tense at the second year student of SLTP NU 04 Sunan Abinowo

Kendal in the academic year of 2010/2011?

E. Significance of The Study

The study will be significance in the following three ways:

1. The result will be very useful for the writer herself to improve her

teaching process.

2. The result will be useful for other English teachers.

3. The result will be beneficial for students because it will suggest a better

way to improve their English learning so that they will be able to master

English well, especially on simple past tense.

F. Limitation of The Study

The research should be limited in its scope, because the problems examined

are not too wide and the research is effective. The limitations of this study are:

1. The research subject is the Second Year Students of SLTP NU 04

Sunan Abinowo Kendal in Academic Year of 2009/2010.

2. The instrument of the study, consisting of the instructional program

and the achievement test will be developed by the researcher herself

3. Because there are many kinds of teaching technique to improve

students' understanding on simple past tense, songs is one of

alternatives chosen by the writer to teach simple past tense.

4. The researcher use songs to improve students' understanding on

simple past tense.

7

G. Definition of Key Terms

1. Progress

Progress is a process of improving or developing or nearing the

achievement of something.15 So improving students' understanding on

simple past tense is a process of improving or developing or nearing the

achievement of simple past tense.

2. Understanding

Understanding is the ability to learn, judge, make decisions

intelligence or sense.16 Understanding on simple past tense is the ability

of students in learning simple past tense, students know simple past tense,

students understand about simple past tense, and students can practice it.

3. Simple Past Tense

Marcella Frank states that the past tense indicates definite time

terminating in the past.17According to the American Heritage Dictionary

of the English language the simple past tense is a verb used to express an

action or condition that occurs in or during the past.18 Martin Hewings

states that the simple past tense is when we want to indicate that

something happens at a specific time in the past.19

4. Song

Using songs in teaching learning language is not a new technique.

Many materials have been designed to use songs to teach vocabulary,

syntax, and objective of discussion.20 According to Oxford Learner s

15Oxford Learner s Pocket Dictionary, (UK: Oxford University Press, 2005), p. 34216 Collins English Dictionary – Complete and Unabridged 6th Edition 2003. © William

Collins Sons & Co. Ltd 1979, 1986 © HarperCollins Publishers 1991. Fromhttp://ardictionary.com/Understand/1796. On 1 December 2009.

17 Marcella Frank, Modern English; A Practical Reference Guide,(New York University:Prentice-Hall, INC, 1972), p. 73

18 William Morris, the American Heritage Dictionary of the English Language,(Houghton Mifflin Company/Boston, 1981),p.959

19 Martin Hewings, Advanced Grammar in Use, (England: Cambridge University Press,2000), p. 6

20 Eunice Santoso, Learning English With Fun Through Popular Song,(Jakarta: PapasSinar Sinanti, 2009), p.ix

8

Pocket Dictionary the song is a short piece of music with words that you

sing. Song in general is music for singing for a song at a very low price

song and dance unnecessary fuss.21

5. Action Research

According to Geoffrey E. Mills action research is a systematic

inquiry done by teachers (or other individuals in the teaching / learning

environment) to gather information about-and subsequently improve the

ways their particular school operates, how teacher teach and how well

their students learn.22A distinctive feature of action research is that those

affected by planned changes have the primary responsibility deciding a

course of critically informed action which seems likely to lead to

improvement, and for evaluating the results of strategies tried out in

practice.23

An action research is also as professional growth opportunity for

the researcher, with the reasons; everyone needs professional growth

opportunities, all professional want to improve, all professional can learn,

all professionals are capable of assuming reasonability for their own

professional growth and development, people need and want information

about their own performance, and collaboration enriches professional

development.24

21 Oxford Learner s Pocket Dictionary, (UK: Oxford University Press, 2005), p. 41222 Geoffrey E. Mill, Action Research: A Guide For The Teacher, (New Jersey: Clarida

Company, 2000), p. 2123 David Nunan, Research Methods in Language Learning,(New York: Cambridge

University Press, 1992), p.17-18.24 Geoffrey E. Mill, Ibid , p.11

9

CHAPTER II

UNDERSTANDING ON SIMPLE PAST TENSE

THROUGH SONGSA. Theoretical Review

1. Simple Past Tense

a. The Definition of Simple Past Tense

English has three time systems, present tense, past tense and

future tense. In this study the writer wants to discuss about simple past

tense. There are many definitions of simple past tense. According to Azar,

the simple past tense indicates that an activity or situation began and

ended at a particular time in the past.25 For example; he lived in Paris for

ten years, but now he is living in Rome. Raymond Murphy states that

simple past tense is to talk about actions or situations in the past.26 For

example; I very much enjoyed the party.

Marcella Frank states that the past tense indicates definite time

terminating in the past, whether a time word is given or not.27 For

example; Shakespeare lived in England. Besides he identified the simple

past tense into three, they are; first, simple past has one event completed

in the past for example; I saw him last night and they left two hours ago.

Second, simple past repeated events completed in the past and no longer

happening for example; last year it rained frequently in this area and

when I was young, I went swimming everyday. Third, simple past have

duration of an event completed in the past for example; he lived in New

York for thirty years and then he decided to return to France.

Based on the definition above it can be concluded that simple past

tense express an activity or situation happened began and ended at a

particular time in the past, whether the time was mentioned or not for

25 Azar Betty Schrampfer, Understanding and Using English Grammar, (United States,1989), pg. 24.

26 Raymond Murphy, English Grammar In Use, (New York: Cambridge UniversityPress, 1985), p. 22.

27 Marcella Frank, Modern English; a Practical Reference Guide, (New YorkUniversity: Prentice-Hall, INC, 1972), p. 73.

10

example; Joe washed his car and Joe cleaned his apartment once a week.

So the writer makes the following scheme:

b. The Forms of Simple Past Tense

There are two kinds of verbs in simple past tense, regular and

irregular verbs.

As state by Lindell and Hagiwara there are four forms of regular

verbs in simple past tense that are affirmative statements, question,

negation, and short answer.28

First, affirmative statements, it makes the past tense of regular

verbs add –ed to the present tense form for example; I call up my friend

everyday become I called up my friend yesterday. Then the spelling rules

of affirmative statement divided into three, they are; first, when a simple

verb and with –e, it is only necessary to add –d to form the simple past for

example: smile – smiled, agree – agreed. Second, when simple past verb

ending in consonant y; change the y to – I and add –ed for example; hurry

– hurried, try – tried. Third, when simple past have one-syllable verbs

end in a consonant is double before –ed for example; stop – stopped,

occur – occurred. Next the pronunciation rules of affirmative statement

also divided into three, they are; First, simple past verbs are ending in the

sound /t/ or /d/: add the sound /d/ for example; want – wanted (wontid),

need – needed (ni:did). Second, simple past verbs are ending in a vowel

or a voiced consonant (except /d/): add the sound /d/ for examples;

answer – answered (anse:d), call – called (ka:ld). Third, simple past

verbs are ending in a voiceless consonant (except /t/): add the sound /t/ for

example; stop – stopped (sto:pt), kiss – kissed (kist).

28Lindell, A and Hagiwara, Peter M. Intensive English for Communication Book I, (TheUniversity of Michigan Press – Jakarta: Binarupa Aksara, 1990), Pg.105.

11

Second, in question; the past tense form of the auxiliary verb did

is used before the subject, and the main verb remains in its regular present

form example; I work everyday become I worked everyday. And do I

work everyday? Become did I work everyday?

Third, in negation; the past tense of don't (do not) and doesn't

(does not) is didn't (did not). Note that the main verb occurs in its regular

present form example; I don't work everyday become I didn't work

everyday.

Four, in short answer; simple past used the auxiliary did/didn't is

used in sort answers to yes/no question in the past tense for example; did

you call Eko yesterday? Yes, I did. (I called Eko yesterday) Or No, I

didn't. (I didn't call Eko yesterday).

Simple past tense of irregular verb is also divided into four. Those

are; first, the simple past tense used was and were in the past tense form

of be for example; I am at home today become I was at home yesterday

and we are in class now become we were in class yesterday. Second, the

simple past used verbs be and the subjects are reserved in questions for

example; I was late this morning become was I late this morning? And

we were on time today become were we on time today?. Third, the

simple past tense used of be are was not and were not in negative forms.

The contraction wasn't and weren't occurs in the spoken English and in

informal written English example; I was home yesterday become I wasn't

home yesterday. They were in class become they weren't in class. Four,

the simple past tense is the part of the sentence after be is omitted in sort

answer for example; were you at home this morning? Yes, I was or No, I

wasn't.

c. The Formula of sentences in Simple Past Tense.

a.) Verbal sentences

§ Affirmative sentence

Ex; I studied English yesterday.

Subject + Verb 2

12

§ Negative sentence

Ex; I did not study English yesterday.

§ Interrogative sentence

Ex; did you study English yesterday?

§ Interrogative sentence with question word

Ex; why did you go yesterday?

b.) Nominal sentences

§ Affirmative sentence

Ex; she was happy yesterday

§ Negative sentence

Ex; she was not happy yesterday

§ Interrogative sentence

Ex; was she happy yesterday?

d. The Use of Simple Past Tense

1. According to Rudy Hariyono and Bryan L Wilkinson

They stated that the simple past tense is the time used explains

an actions or events at the specific time in the past in the form of

modestly.29 It is used for; first, the simple past tense expresses an

action which has done and has finished in the past or describes an

event that happened in the specific time in the past for example; he

helped me last week. Second, the simple past tense expresses the

habitual action in the past but it does not happen in this time for

29 Rudy Hariyono and Bryan L Wilkinson, Essential ABC English Grammar, (Jombang:Lintas Media, first edition, 2008), pg. 433.

Subject + did + not +Verb 1

Did + subject + Verb 1?

Qw + did +subject + Verb 1

Subject + was/were + Non verb

Subject + was/were + not + Non Verb

Was/were + subject + Non Verb?

13

example; he worked in the restaurant, but now he is working in a

factory. Third, the simple past tense expresses a situation that

happened in the past for example; we were at home last night.

2. According to Thomson and Martinet

They stated that the simple past tense is the tense that is used

for an action completed in the past at definite time.30 It is therefore

used for;

First, the simple past tense used an action completed in the

past at definite time. It is divided into four they are; first, the simple

past have a past action and the time is given for example; I met him

yesterday and Pasteur died in 1895. Second, the simple past when the

time is asked about for example; when did you meet him?. Third, the

simple past have the action clearly took place at a definite time even

though this time is not mentioned for example; the train was teen

minutes late and how did he get his present job?. Four, the simple past

sometimes the time becomes definite time because of a question and

answer in the present perfect tense for example; where have you

been?, I've been to the opera? And did you enjoy it?

Second, the simple past tense is used for an action whose time

is not given but which occupied a period of time now terminated, or

occurred at a moment in a period of time now terminated for example;

he worked in that bank for four years and my grandmother once saw

Queen Victoria.

Third, the simple past tense is also used for past habit for

example; he always carried an umbrella and they never drank wine.

Four, the simple past tense is used conditional sentence for

example: if it were rain, I would carry an umbrella. He will invite me

if he had a party.

The time signals that are usually applied in simple past tense,

they are; yesterday (yesterday morning, yesterday afternoon,

30 Thomson, A.J. and Martinet, A.V, A Practical English Grammar, (Oxford UniversityPress: Low-Priced Edition, 1986), Pg.161.

14

yesterday evening), last (last night, last Sunday, last week, last year,

last month, last century), ago (a few minute ago, a month ago, an hour

ago, two weeks ago, two hours ago, a year ago, two days ago, a

fortnight ago, a week ago, a century ago), in (in 1999, in 2005), before

(the day before yesterday), other (the other day, the other week, the

other month, the other year), when (when she was a girl, when he was

a boy), on (on Monday morning, on Monday afternoon, on Monday

evening).

3. According to Megan B. Wyatt

He stated that the simple past tense is probably the most

common tense used, especially in print media. It is similar to simple

present tense in that it can consist of a sequence that just happened or

has been happening for a longer amount of time.31 The use for: first,

the simple past tense use completed action in the past; it is that the

simple past expresses the idea that an action started and finished at a

specific time in the past. Sometimes, the speaker may not actually

mention the specific time, but they do have one specific time in mind

for example; I saw a movie yesterday.

Second, the simple past tense uses a series of completed actions; it is

that the simple past lists a series of completed actions in the past.

These actions happened 1st, 2nd, 3rd, 4th, and so on for example; He

arrived from the airport at 8:00, checked into the hotel at 9:00, and

met the others at 10:00.

31 Megan B. Wyatt, ''Basic Verb Tenses in the English Language''From http://editing.suite101.com/article.cfm/basic_verb_tenses_in_the_english_languagedownloaded on Saturday 5 December 2009.

15

Third, the simple past tense has duration in the past; it is that the

simple past can be used with a duration which starts and stops in the

past. Duration is a longer action often indicated by expressions such

as; for two years, for five minutes, all day, all year, for example;

Shauna studied Japanese for five years.

Four, the simple past tense has habits in the past; it is that The Simple

Past can also be used to describe a habit which stopped in the past. It

can have the same meaning as "used to." To make it clear that we are

talking about a habit, we often add expressions such as; always, often,

usually, never, when I was a child, when I was younger, for example;

I studied French when I was a child.

Five, the simple past have fact or generalization; it is that the simple

past can also be used to describe past facts or generalizations which

are no longer true. That the Simple Past is quite similar to the

expression "used to" for example; she was shy as a child, but now she

is very outgoing.

e. The Principle of Teaching Simple Past Tense

In teaching simple past tense, teacher has to manage the learning

situation where the learners can make sentences with the pattern of simple

16

past tense. Therefore, it is importance to develop principle for the

perforation of language teachers, especially for simple past tense

teaching.

According to Nunan there principle for teaching grammar

especially for simple past tense to intermediate learners as follows:32

First, begin to move learners along the continuum from

reproductive to creative language use. Reproductive language exercises

are those that require learners to mimic the language models provided by

a text book, audio/video sources, or by you, the teacher. Common

reproductive include drill of various kinds, fill in the blank passages,

word and sentence sequencing work, matching exercises, listen and

repeat, and so on. Despite their differences, al these exercise require the

students to generate language that accurately reproduces the target

language form.

Second, where possible, personalize the content of practice

activities. Personalization is a key principle regardless of the focus of the

lesson (whether it is listening, speaking, reading, writing, grammar,

pronunciation, or vocabulary), and irrespective of the level of students.

Task involving personalization encourages the learners to bring in their

own ideas, feelings, attitudes, and opinion. It is, therefore, a perfect

strategy for linking what students already know whit what they have to

learn.

Personalization can often be problematic for beginning students.

Such students are often frustrated by their limited vocabulary for

expressing opinions and attitudes. However, it can work wonderfully well

whit intermediate level students who have sufficient language by this

stage to enable you, the teacher, to exploit the principle.

Third, encourage learners to see grammar as a process as much as

a product. A number of people have made the point that grammar is both

a product and a process.

32 David Nunan, Practical English Language Teaching, (New York: Mc Graw - HILLESL/ELT 2005), pg 85-89.

17

f. Teaching Simple Past Tense In Junior High School

In learning a foreign language, there are many factors, which

influence the result, including personal factors like age, motivation,

experiences and certain environmental factors. Age is one of the

influential factors, which affect learning. Children should learn English as

early as possible, because children are better in attaining the target

language than adult people. Children do not find it easy to use language to

talk about language, in order word they don not have the same access as

older learners to metalanguage that teacher can use to explain about

grammar or discourse33

The range of the age of junior high school students varied between

thirteen to fifteen years old. They were in the process of changing from

children to adult. So, the children of thirteen to fifteen seemed to be less

lively and humorous than adults. They were so much less motivated and

they presented outright discipline problems.

The way children learn a foreign language depends on their

development stage. Some children develop early, while others in leaps

and a bound. We can not say that at the some age, the children will have

the some ability.

The students' culture and community play an important role in

learning. Teachers do not only pay attention to the students'

characteristics, but also the students' personally, individual differences

because the students have difference abilities and point of view

background and experience.

In teaching, teacher should have an objective. The common

objective of teaching a foreign language is to make learners able to

communicate by using the target language orally and in written form.

However, since the emphasis of learning and teaching English as the first

foreign language in Indonesia is generally on the mastery of grammar or

33 Lynne Cameron, Teaching Language to Young Learner, (Australia: CambridgeUniversity Press,2001), Pag.1

18

structure, it makes students learn English through written most of time. It

does not mean the other skill such as listening, speaking, and writing are

completely ignored. The lesson in each English teaching and learning

process involves listening and speaking skills. The writing skill is also

involved in which students are asking to do exercises on structure or

vocabulary in written form.

Teaching a language, especially a foreign language is not an easy

task. Since English is a foreign language for Indonesia students, it will

surely cause some problem for them but it does not mean that they will

always fail in learning it. Because, teaching English in Indonesia is

teaching a language to students whose native language is quite different

both phonologically and grammatically from that of the foreign language.

It is, therefore understandable why it is difficult for Indonesian students to

learn English.

From the argument above, it assumed that students will meet

learning problems. The problems, which are faced by students, may be

due to the differences between English and Indonesian, in grammatical as

well as phonological system.

The problems are; in phonological is, when students meet the

sound that occur in English but do not in Indonesian. In grammar, when

students meet the usage of various tense but there is no tense in

Indonesian.

2. Recount Text

Tense is the time that the action takes place in the text. It can be in the

past tense (already happened), in the present tense (is happening now), or in

the future tense (will happen later). The verbs show the tense of the text for

example; past tense (I was, I had, I went), present tense (I am, I have, I go),

and future tense (I will, I will have, I will go), recount use the past tense.

Verbs that show the past tense usually end I ed, for example; I jumped, I

walked, I looked, and other verbs change their form, for example; slept, ate,

and fought. In a recount we reconstruct past experience. A recount is the

19

unfolding of a sequence of events over time. We are using language to keep

the past alive and help us to interpret experience. There are many references

to define what recount is, such as; definition, social function, schematics

structure and significant lexicogrammatical features or language features.

a. The Definition of Recount

Recount text is a text which tells events or experiences in the past.

There are many types of recounts, such as; personal recounts, factual

recounts and imaginative recounts.34 According to Depdiknas Kurikulum

2004 Standar Kompetensi Mata Pelajaran Bahasa Inggris, Recount is a

piece of text that retells past events, which is usually told in order in

which they happened.35 Mark Anderson and Kathy Anderson stated that a

recount is a piece of text that retells past evens, usually in the order in

which they happened.36 Some example of recount: newspaper reports,

television interviews, conversations, eyewitness accounts, speeches, and

letters.

b. The Social Function of Recount

The social function of recount by Linda G and Peter W is to retell

events for the purpose of informing or entertaining.37 It means that the

purpose of recount is to give the reader a description of what and when it

occurs. According Mark Anderson and Kathy Anderson stated that the

social function of recount is the purpose of a recount is to give the

audience a description of what occurred and when it occurred.38

c. The Schematics Structure of Recount

34 Beverly Derewianka, Exploring How To Texts Work, (Australia: Primary EnglishTeaching Association, 1990), p. 15.

35 Depdiknas, Kurikulum 2004 Standar Kompetensi Mata Pelajaran Bahasa Inggris,(Jakarta: Depdiknas, 2004), p. 49.

36 Mark Anderson and Kathy Anderson, Text Types in English 1, (Malaysia: MacmillanEducation Australia PTY LTD, 1997), pg. 48

37 Linda Gerot and Peter Wignell, Making Sense of Functional Grammar, (Sydney: GerdStabler, 1994), p. 194.

38 Mark Anderson and Kathy Anderson, Op. Cit. 48

20

According to Gerott and Wignell stated that the schematics

structure of recount divided into three, they are; orientation (provides the

setting and introduces participants), Events (tell what happened, in what

sequence), and re-orientation (optional-closure of events).39

d. The Significant Lexicogrammatical Features of Recount

According to Gerott and Wignell stated those significant

lexicogrammatical features of recount are: focus on specific participants,

Use of material processes, Circumstance of time and place, and Use of

past tense.40 Derewianka stated those the significant lexicogrammatical

features of recount are Specific participants, Use of simple past tense, Use

of action verb, use of linking items to do whit time, and detail irrelevant

to the purpose of the text should be avoided.41 Mark Anderson and Kathy

Anderson stated that the language features of recount are: proper nouns to

identify those involved in the text, descriptive words to give detail about

who, what, when, where and how, the use of the past tense to retell the

events, word that show the order of events for example; first, next, then.42

3. Songs

a. The Definition of Songs

Song is sung or uttered with musical modulations of the voice,

whether of a human being or of a bird, insect, etc.43 it also says that song

is a distinctive or characteristic sound. Besides that, song is the imperial

dynasty of china from 960 to 1279 and very small sum. 44 According to

Oxford Learner s Pocket Dictionary the song is a short piece of music

with words that you sing. Song in general is music for singing for a song

39 Ibid40 Ibid41 Beverly Derewianka, Op.Cit, P.1542 Mark Anderson and Kathy Anderson, Op. Cit. 50.43 ''The definition of song''

http://www.brainyquote.com/words/so/song221638.html#ixzz17WShKOL6 downloded on 2september 2010.

44 http://www.thefreedictionary.com/Song downloaded on January 2010

21

at a very low price song and dance unnecessary fuss.45 Based on some

definition of song above, The writer will provide his own definition that

song is a set of or group of words which are contracted in / or not in

poetic phrases, sentences or composition with the musical

accompaniment.

Using songs in teaching learning language is not a new technique.

Many materials have been designed to use songs to teach vocabulary,

syntax, and objective of discussion.46 Because song in foreign language

classes maybe use to motivate students and to create a more relaxing

foreign language classes.47

b. The Characteristics and Component of Song

According to Jan Peterson that a good song contains four

important characteristics they are; first, a good song needs a universal

message and a story worth telling. It means that songs ideas whirl around

us everyday, but you need to catch that one special massage. Second, a

good song needs memorable hook. Usually the hook line appears in the

chorus, or if there is no chorus it is in the first or last line of each verse.

Third, a god song is easily understood. It means that you use song as

media for teaching you need to tell the ''who, where and why' of the story.

Four, a good song uses imagery. If you listen to a song, listen for the

images.48

The component of songs they are;49 song structure (chorus, verse,

bridge) lyric (lyric topic, lyric title, lyric themselves) Rhyme (rhyme

45 Oxford Learner s Pocket Dictionary, (UK: Oxford University Press, 2005), p. 412.46 Eunice Santoso, Learning English With Fun Through Popular Song,(Jakarta: Papas

Sinar Sinanti, 2009), p.ix.47 Siti Tarwiyah, Game, Song and Practical Ideas to Teach Language, (Semarang:

2008), p. 2.48 Jan Peterson, Characteristics of a Good Song, from

http//www.associatedcontent.com/article/1… downloaded on 27 July 2010.49 http://www.songwritingfever.com/songwritingtips/getstarted6.html. Downloaded on 6

October 2010.

22

scheme, rhyme types, rhyme your lyric) composing vs song writing

(song's music convention, music after lyric, music before lyric,

arrangement, chord progressions) melody vs chord progression (chord

music in theory, song write habit).

c. The Keys To Using Songs For Teaching

According to Larry M. Lynch stated that the keys to using songs

for teaching children English as a foreign language there are 12 keys they

are; first, teacher uses most popular song in language teaching. Second,

teacher should also select song with easy to understand lyrics absolutely,

no profanity (violent, illegal or immoral themes like sex drug use,

prostitution, gang violence, kill your mother, suicide, etc). Third, teacher

can give motivate their students (teacher takes along children's songs on

cassette or CD with the lyrics). Four, teacher will need to be very careful

of downloads most popular song lyric from sites (like this since they

frequently full of viruses). Five, teacher uses films and shorts directly or

just a recording with display pictures for visual support. Six, teacher

should use the standard children's song (teacher do not use children's song

difficulty to understand). Seven, teacher should use inter-active games

and total physical response (TPR) along with the songs. Eight, teacher

keeps a fairly past faced class going as children get bored and restless

easily with their short attention, and teacher can change activities every is

minutes. Nine, teacher tries incorporating some simple dance moves into

the songs too for some added benefit (like pantomime, swing, sway, kick,

jump etc). Ten, teacher uses pictures as an aid in teaching key words in

the song lyrics (like posters, drawings anything that provides positive

visual support and reinforcement for lexical elements, grammatical then

connected speech, pronunciation or use on context is fair game in EFL

classes for children). Eleven, teacher give practice a couple of the songs

23

and activities before hand in front of a mirror or your own. Twelve,

teacher should make classroom interesting with teaching is fun.50

d. The Techniques Using Song For Teaching English

Ethan Pendleton state that there are two techniques using song for

teaching English because song can help a person learn English they are; first,

Lyrics. Employ lyrics as mnemonic reminders in song that you write yourself.

For example, it can be very difficult to conjugate verbs, particularly irregular

ones. Write lyrics that will fix the tenses in the student's mind: ''catch, caught/

buy, bought/ go, went/ spend and spent. Second, Performance. Performance

encourages students to perform song in English, as correct their pronunciation

and difficult words in the context of sentence.51 Set lyrics to easy songs that

all of your students understand, like local nursery rhymes. Star with easy

topics, such as the weather or eating, but begin increasing the difficulty.

e. The Use Songs To Teach Simple Past Tense In Junior High School

In learning English, there are some methods to teach English one

of them is songs methods. Many reasons why songs are used in learning

process, there are; first, songs almost always contain authentic and natural

language. Second, songs have a variety of new vocabulary can be

introduced to students. Third, songs are usually very easily obtainable.

Four, songs can be selected to suit the needs and interests of the students.

Five, songs have grammar and cultural aspects can be introduced. Six,

songs have a time length that is easily to control. Seven, students can

experience a wide range of accents. Eight, Songs lyrics can be used in

50 Larry Lynch, ''12 Keys to Using Songs For Teaching Children English as a ForeignLanguage'', From http://ezinearticles.com/?/-Keys-To-Using-Song-For-Teaching-Children-English-As-a-Foreign-Language&id=2128182 downloaded on 20 may 2010.

51 Ethan Pendleton, Techniques Using Song For Teaching English, fromhttp/www.ehow.com/ downloaded on 21 September 2010.

24

relating to situations of the world around us. Nine, songs are natural and

fun.52

Junior high school was formed to provide a school for adolescents

in whom they would study a curriculum different from that the

elementary school but not as advanced as that of the high school.

Teaching simple past tense to adolescents is different from teaching them

to children or to adult. There are some characteristics of adolescent’s

learner, they are; They seem to be less lively and humorous than adults,

Identity has to be forged among classmates and friends; peer approval

may be considerably more important for the student than the attention of

the teacher, They would be much happier if such problems did not exist,

They may be disruptive in class, and They have great capacity to learn,

have a great potential for creativity, and a passionate commitment to

things, which interest them.53

To teach simple past tense to adolescents who have wider

knowledge than children, a teacher mush has some technique.

Furthermore, in this case the writer has to draw adolescents' interest and

arouse their motivation by choosing a songs if the adolescents are

motivated, they will participate actively and will learn hard during the

teaching learning process.

Teaching using songs as an alternative of teaching simple past

tense for young learners is such a good choice as they offer change in

routine classroom. Furthermore, song is one of the richest resources of

cultures that can be applied in the classroom easily. It is precious resource

to develop students' abilities in listening, speaking, reading, writing and

even grammar. Finally, children songs contain authentic text that can be

used to motivated young learners.

52 Larry Lynch, ''9 Reasons Why You Should Use Songs to Teach EFL'', From http://www.eslbase.com/articles/songs.asp downloaded on 30 December 2009.

53 Jeremy Harmer, the Practice of English Language Teaching, (England: PearsonEducation Limited, 2001), 3rd Ed., p. 39.

25

By exploiting children songs to teach young learners, teacher as

well as students will obtain amount advantages. The teacher will find new

insight in teaching simple past tense by using songs. They will also

converse a new challenge with students' need that teacher should create

something inexperienced in instructing students that he or she not

encountered before. The students will also acquire the class fascinating

instead of being bored.

f. The Procedure of Using Songs

The procedure of using songs in teaching English; First, teacher

explains about the simple past tense (there are two kinds of verbs in

simple past tense, regular and irregular verb. There are four forms of

regular verbs in simple past tense: affirmative statements, question and

negation, and short answer). Second, teacher gives students song lyric that

will be played and explains about the activities that will be done with

work sheet (Teacher asks to students to listen to song while they are

completing the sentences of songs lyric). Third, Teacher plays a full song

as long as 3-5 times and guides to students in completing the song lyric.

Finally, Teacher plays again the song and asks students to sing a song

together.54

Songs lyric include the poetic text type. The poetic text type is

used to express feelings and views of life.55 A poem can tell a story or

give the poet's thoughts on experiences, people or events. The purpose of

poems is to give description or point of view. The poet uses words to

make images in our minds. The poet's purpose may also be to make the

reader or listener think and fell. Poetry is usually written to be read aloud.

For example song lyric:

ON TOP OF SPAGHETTI

(A children song by Tom Glazer)

54Kuran Puasa, Teaching English Through Pop Songs, (Bandung: CV Yrama Widya,2008), p. 39.

55 Mark Anderson and Kathy Anderson, Op. Cit. 8

26

On top of spaghetti,All ______ (cover) with cheese,I ______ (loss) my poor meatball,When somebody ______ (sneeze).It ______ (roll) off the table,And onto the floor,And then my poor meatball,_______ (roll) out of the door.It ______ (roll) in the garden,And under a bush,And then my poor meatball,Was nothing but mush.The mush _____ (is) as tastyAs tasty could be,And then the next summer,It _____ (grow) into a tree.The tree ______ (is) all covered,All _______ (cover) with moss,And then it ______ (grow) meatballs,And tomato sauce.So, if you eat spaghetti,All ________ (cover)with cheese,Hold on to your meatball,And don’t ever sneeze!

The structure of poem: first, title of poem (on top of spaghetti).

Second, use of a rhyming pattern A, B, C, B (The mush was as tasty, as

tasty could be, and then the next summer, It grew into a tree). Third,

stanzas of four lines (The tree was all covered, All covered with moss,

and then it grew meatballs, and tomato sauce). Four, surprise ending (So,

if you eat spaghetti, All covered with cheese, Hold on to your meatball,

and don’t ever sneeze!). Five, the poet (Tom Glazer).the advantages and

disadvantages of using song

g. The Advantages and disadvantages of Using Songs

As a teaching media, song prevents students’ boredom in language

classroom. The use of song in teaching learning process has good

27

implication, those are56: first, create a welcoming atmosphere (It is the

function of song as a warmer; students are expected to be enthusiastic in

the learning process). Second, facilitate a positive learning mood and

motivate students to learning (Music helps students to focus on the

material discussed and raise their concentration in the learning activities).

Third, connect students to content topics (Students are expected to

understand the topic that they studied through song lyrics). Four, reduce

learning stress levels (As a filler, when students are boring teacher can

stimulate them by playing music to make they active again). Five, deepen

understanding and reinforce memory through emotional association

because songs are familiar with students live .So, students are easy to

understand the material. Six, stimulate imagination and creativity (Music

is good stimulus to imagine and it can explore students’ creativity).

Seven, reinforce grammatical structures (Students are easy to understand

the grammatical structure of a song by analyze the tenses from the lyrics

of a song). Eight, Embed new vocabulary (Students can enrich their

vocabulary after listen to a song). Nine, teach pronunciation efficiently (It

is possible to us to imitate the native speaker pronunciation by listening

English song). Ten, make learning English fun for learners (They create a

relaxed atmosphere and get learners motivated with enthusiasm for

learning).

In other hand, the use of song in teaching learning process has

disadvantages. Those are57; first, music disturbs concentrations when

applying to people who hate a genre of music. Second, Music can hurt

eardrums if it is set up so loud.

According the advantages and the disadvantages above, the

researcher concluded that the use of song in teaching learning process has

good effect than bad effect. It gives good effects to activate understanding

and make students easy to memorize the material.

56ChrisBrewer,MusicinTheLearningCycle,http//www.songforteaching.com/teacingtips/musicinthelearningcycle.accessed on May 08, 2010.

57 http://www.eslbase.com/articles/songs.asp accessed on May 08, 2010.

28

B. Previous Research

The research will describe some works which are relevant to these

thesis to make the thesis arrangement easier:

1. The thesis entitled the thesis entitled ''The Use of Recounts in Teaching

Simple Past Tense at Eight Grade Junior High School Students (A Case of

SMP N 3 Grabag, Magelang)''by Lina Andreyani (2201403550), English

Department Faculty of Language and Art Semarang State University, 2008.

The concluded she said that teaching simple past tense using recounts was

better than teaching it using explanation. Because in her research the

control group got 6.14 point and the experimental group got 10.86 points.

So the technique of teaching simple past tense was proved effective for

students. She focused on teaching simple past tense though recounts text.58

2. The thesis entitled “English Children Songs as Alternative For Teaching

Grammar of Pluralization at Elementary School : Action Research (The

case of The Sixth Grade Students of State Elementary school of Gunung

Pati 03, Semarang, in The Academic year 2006-2007)” by Bedi Budiwoyo

(2201402558), English Department Faculty of Language and Art Semarang

State University, 2007. The concluded he attempted to offer the song to be

used for teaching grammar to the children. He found that actually song can

help the children learn grammar. A significant result is shown in the

posttest that is 83.11% .it means that songs are good choice for teaching

elementary school since it encourages and motivate students in learning

English. As we know that it is very difficult to teach grammar to children.

His research focused on teaching grammar based on his view that grammar

is the basic component of language competence which should be possessed

since childhood.59

However, the first thesis stated that the research was conducted in

teaching simple past tense through recounts. The second one was carried

58 Lina Andriyani, The Use of Recount in Teaching Simple Past Tense at Eight GradeJunior High School Students, (Semarang: State University of Semarang, 2008), unpublishedthesis.

59Bedy Budiwoyo, Song as Alternative for Teaching Grammar at Elementary School,(Semarang: State University of Semarang, 2006), unpublished thesis.

29

out in English language teaching context and the focus of study is the same

with the researcher’s that is the importance of grammar in English teaching

learning. On the other hand, there is a difference between Bedy’s and

researcher’s study. In this study, the researcher try to offer one of teaching

technique while the previous one offered teaching media, that is song, to

teach grammar. The researcher hopes that this study can fill in the gap in

teaching simple past tense.

C. Action Hypothesis

In this research, the writer thinks that using songs in teaching grammar

especially simple past tense can improve the students’ ability because classical

songs music can help students to imagine and memorize their interesting

experiences that happened in the past.

30

CHAPTER III

METHOD OF INVESTIGATION

A. Setting of Study

The researcher will conduct the classroom action research at SLPT

NU 04 Sunan Abinowo Kendal. It is located at JL Sunan Ampel, Ngampel –

Kendal. The subject of the research is the second year students of SLTP NU

04 Sunan Abinowo Kendal. The researcher chooses this setting because it

geographical location was not far from the researcher to reach. The students

were come from different intelligence, social background, and characteristic

of student setting and subject of the research.

B. Subject of The Study

The subject of this study was students of VIII B of SLTP NU 04

Sunan Abinowo Kendal, where the total number 45 students. The writer only

used one classes as the subject of study because simple past tense is taught at

eight-grade student therefore the writer chose in VIII A class. This research

was done at 1st semester in academic year 2010 / 2011.

C. Focus of Study

In this Classroom Action Research, the research focuses on:

a) Students

Students as subject of the study can be seen from students’

activity in teaching learning process: students’ understanding and

comprehend about text which is indicated by students’ achievement,

students’ activity during teaching learning process.

b) Teacher

In this research, focuses on teachers’ way in constructing

teaching learning condition using songs to teach simple past tense:

Organizes is conducive class when teaching learning process, presents the

lesson, and gives question to students.

31

c) Teaching learning process

The improving students understanding on simple past tense

and achievement in grammar teaching process by using songs.

D. Method of Study

1. Research Design

In this research, the researcher used the form of action research as

stated by Wallace that is a kind of research which is done systematically

in collecting the data on the lesson and analyzing it in order to come to

some decisions about what the future lesson should be.60 It means that in

action research, a researcher not only needs the theories which supports

research but also needs to practice and to act with the subject of research.

Action research is the name given a series of procedures teachers can

engage in, either because they wish to improve aspects of their teaching,

or because they wish to evaluate the success and or appropriacy of certain

activities and procedures.61 Furthermore, classroom action research is a

reflective study done by teacher in a classroom for getting solution about

the problem until it can be solved.

The researcher intends to elaborate Classroom Action Research it

is a kind of research to be used in her research and it could be done by a

teacher in which involve a group of students to improve the teaching and

learning process.

There are four steps in Classroom Action Research, they are

planning (identify the problems), acting (collect the data), observing

(analyze and interpret data), reflecting (develop an action). All these

aspects are made a cycle, as stated by Kemmis and Mc Taggart:62

60 Michael J Wallace, Action Research For Language Teachers, ( New York :Cambridge University, Press, 1998 ), p. 17

61 Jeremy Harmer, The Practice Of English Language Teaching, ( New York :Longman,2002 ), p. 344

62 Suharsimi Arikunto, et. al. , Penelitian Tindakan Kelas,(Jakarta: PT Bumi Aksara,2008), 6th ed., p.16.

32

Figure 1 Action Research Cycle

Classroom action research has several characteristics which will

be elaborated as follows:63

1) On the job problem oriented

Problem which is being investigated appears from the

authority of the researcher herself. The problem is the real problem

faced by students’ everyday.

2) Problem solving oriented

This research is oriented in the problem solving. This short of

research puts the researcher as the agent of change.

3) Improvement Oriented

This research gives emphasizes on the improvement of quality.

This concept is according to the principle of critical research has to

construct product oriented.

4) Multiple Data Collection

In fulfilling the critical approaches principle, there are several

ways of collecting data, such as observation, test and questionnaire.

5) Cyclic

The sequences of the classroom action research are identify of

a problem (planning), collect data (acting), analyze and interpret data

(observing), and develop an action (reflecting).64 Classroom action

63 Subyantoro, Penelitian Tindakan Kelas, (Semarang: UNDIP, 2009), p. 10-12.64 Geoffrey E. Mills, Action Research; A Guide for the Teacher Researcher, (New

Jersey: Prentice Hall Inc, 2000), p. 6.

ObservingPlanning

Reflecting

Acting

33

research usually conducted cyclic in which seeks to unit. Its two

central concerns, improvement in practice and increased knowledge

and understanding is by linking them into an integrated cycle of

activities in which each phase learns from the previous one and shapes

the next.

6) Participatory

Researcher makes such collaboration with an English teacher

to do the classroom action research.

2. Design of Study

This research is a classroom action research. The researcher plans

to conduct it in three cycle's approaches, they are identifying problems

(planning), collecting data (acting), analyzing and interpreting data

(observing), developing and auctioning plan (reflecting).65 Before the

researcher does the cycles in action, she will do preliminary observation

(pre cycle). Research design can be done with some steps as follows:

1. Preliminary Observation

In this step, the researcher intends to:

1) Collect data such as documentation includes the number of the

students, students name list, and average scores' of students.

2) The researcher interviewed an English teacher interrelated

teaching learning process in English subject.

3) Identify the problem

Based on the interview with an English teacher, the

researcher can identify the problem of teaching learning process at

SLTP NU 04 Sunan Abinowo Kendal. The problem of this

research is some students' face difficulties in grammar, less of

students have motivation in learning activity because teaching

learning process is not satisfied and less of students understand on

simple past tense.

65 Bambang Setiadi, Metode Penelitian Kelas Untuk Pengajaran Bahasa Asing,(Yogyakarta: Graha Ilmu,2006), p.232-233.

34

2. Planning in Action

In this research, the researcher plans to conduct three cycles of

classroom action research; there are four steps in each cycle for doing

classroom action research:

1) Planning

Planning an action by focusing on who, what, when, where,

and how the action will be done.

2) Action

The planning strategy will be applied in teaching learning

process.

3) Observation

In this case, the researcher will make an observation and take

notes during teaching learning process.

4) Reflection

Reflection means to analyze the result based on the data that

have been collected to determine the next action in the next cycle. In this

phase, the researcher could observe whether the acting activity had

resulted any progress, what progress happened, and also about the

positives and negatives.66 Result from observation then being reflected

together by teacher and researcher, this includes analysis, and evaluation

toward observation result.

A cyclical process involving stages of action research is followed

by action. It can be illustrated below:67

66 Suharsimi Arikunto et. al. Op.Cit, pp.75-80.67 Ibid, p.16

35

Figure 2 Cyclical Process Of Action Research

E. Procedure of The Study

In this classroom action research, the researcher plans to conduct three

cycles. In this research, the English teacher will teach simple past tense

through songs. The cycle consists of;

a. Pre – cycle

The first step in making Classroom Action Research, The

researcher stars observation to know the condition of teaching learning in

the classroom when the simple past tense through songs was taught. The

researcher tries to get the information about students’ understanding and

problem in simple past tense. In this activity the teacher will teach

students with conventional method. After the researcher gets the data

from observation, the researcher decides to analyze problem faced by the

students. Then the researcher is designing a plan which reflects the

problem.

The Problem ofStudent

Planning 1 Action I

Observation 1

Action 2

Observation 2

Reflection I

Planning 2

Reflection 2

The Problem ofStudent

The Problem ofStudent

Planning 3 Action 3 Observation 3 Reflection 3

The problemwas solved

36

b. The first cycle

No Steps Activity of Researcher asCollaborator

TeacherActivity

1 Planning • Arranging a lesson plan basedon the teaching material.

• Preparing the teachingmaterial.

• Preparing the test instrument.• Preparing the observation

scheme.

• Preparing theteachingmaterial

• Preparingstudent’sattendance list.

2 Acting • The researcher as observerduring teacher teaches simplepast tense through songs.

• The teacherintroduces thesongstechnique.

• The teacherteachessimple pasttense throughsongs.

• Teacher gives atest to evaluatestudents.

3 Observing • The researcher is as observerof the teaching learningprocess.

• Observing students’ respondtoward songs.

• The teacherapplies thistechnique.

• Observing theteachinglearningprocess.

4 Reflecting • The researcher and teacherdiscuss about teachinglearning process that havebeen done to find weaknessand how to improve it in thenext cycle.

• The teacherand researcherevaluate thestep in teachinglearningprocess as theresult ofobservation forthe students’ability onsimple pasttense.

37

c. The second cycle

No Steps Activity of Researcheras Collaborator

Teacher Activity

1 Planning • Arranging the lessonplan based on theteaching material.

• Preparing theteaching material.

• Preparing the testinstrument.

• Preparing theobservation scheme.

• Preparing the teachingmaterial.

• Preparing students’attendance list.

• Teacher arrangesimprovement action tobe developed becomelearning improvementpoint.

2 Acting • The researcher is asobserver during theteacher teachessimple pats tense.

• Teacher asks tostudents about theirproblem on theprevious lesson.

• The teacher teachessimple past tensethrough songs.

• Teacher gives the test.3 Observing • The researcher is as

observer of theteaching learningprocess.

• Observing students’respond towardsongs.

• The teacher applies thistechnique.

• Observing students’participation.

4 Reflecting • The researcher andteacher discuss aboutteaching learningprocess that havebeen done to findweakness and how toimprove it in the nextcycle.

• The teacher andresearcher evaluate thestep in teachinglearning process anddiscuss the result ofobservation for thestudents’ ability insimple past tense.

d. The third cycle

No Steps Activity of Researcher asCollaborator

TeacherActivity

1 Planning • Arranging the lesson planbased on the teachingmaterial.

• Preparing the teachingmaterial.

• Preparing theteachingmaterial.

• Preparingstudents’attendances

38

• Preparing the test instrument.• Preparing the observation

scheme.

list.

2 Acting • The researcher as observerduring the teacher teachessimple past tense throughsongs.

• Teacher asks tostudents abouttheir problemon the previouslesson.

• The teacherteaches simplepast tensethrough songs.

• Teacher helpsstudents tounderstandabout simplepast tense andgive a test

3 Observing • The researcher is as observerof the teaching learningprocess.

• Observing students’ respondtoward songs technique.

• Observe students preparation.

• The teacherapplies thistechnique.

• Observing theteachinglearningprocess.

4 Reflecting • The researcher and teacherdiscuss about teachinglearning process that havebeen done to find weaknessand how to improve it in thenext cycle.

• The teacherand researcherevaluate thestep in teachinglearningprocess anddiscuss theresult ofobservation forthe students’ability insimple pasttense.

• The teacherand researcherreflect theactivity thathas been done.

39

e. Post – test

This is the last activity in classroom action research; the students

will be evaluated by giving a post – test to check students’ understanding

on simple past tense through songs. The researcher will analyze the result

of post- test and compare the whole result test, then the researcher will

make conclusion in conducting Classroom Action Research.

F. Technique of Data Collection Method

1. Source of Data

The source of data was the subject where the data can be got in

detailed, those data were the field data, they are:

a) Data from the teacher especially the English teacher of eight grades

involves teaching learning process and students’ name.

b) Data from the students involves: students’ achievement that was

obtained from students’ score in the end of every cycle, data

observation from students during teaching learning process took

place, data from the picture documentation during the research.

2. Data Collection Method

The method will be used by the researcher to get the data in this

research is as follows:

a. Documentation

The first way of getting data is documentation method. It

refers to the archival data that helps the researcher to collect the

needed data. The researcher will use the document related to the

object research such as; students name list, geographical location,

profile, documentation of teaching learning in English subject and

other document. It will help the researcher in doing the research. In

this case, the data will be gained by the help of the English teacher.

40

b. Test

Test is a set of questions and exercises used to measure the

achievement or capability of the individual or group.68 In this

research, it will be held in four grammar test, the first, second, and

third are three evaluation tests that will be given in the end of each

treatment to know the result of the students after they are treated

through songs in the action and the last one is post – test. These test

used to measure the students understanding on simple past tense. The

researcher uses complete the songs lyric tests. This type of test is

chosen because technique of scoring is easy and it is more practical

for students to answer.

c. Observation

Observation is a perception activity to know how far research

effectiveness of action have reached target.69

It means that observation is used to monitor student’s activity

during the teaching learning process to get a data. To collect a data

through observation used checklist technique.

The checklist technique defines certain behaviors or events

that can be checked off as they occur during a lesson.70 According to

Barry Friedman, there are some matters, which must be paid attention

in doing observation, among others are; the purpose of the

observation., the activity occurs teaching learning process, the social

interaction, People talk to each other, and Investigation is focused on

individuals, events, setting, and circumstance.71

Observation will get maximal result if the statement above

executed in this research.

G. Technique of Data Analysis

68 Hitchock, and David Hughes, Research and Teacher: A Quantitative Introduction toSchool based Research, London; Rout Ledge, 1989. p.158.

69 Suharsimi Arikunto, et. al , Op. Cit, p.127.70Jeffrey Glanz, Action Research: an Educational Leader s Guide to School

Improvement, (Norwood: Christopher-Gordon, 1998), p. 142.71Ibid, p. 141.

41

After collecting the data, the researcher wills analysis the data. It can

be defined as the process of analyzing data required from the result of the

research. Qualitative data is gained from field notes, observation, and

questionnaire.

1. Observation

Data from the observation will be analyzed by using some steps.72

First, the data will be edited, and then the writer makes a categorization and

tabulation.

2. Writing Test

Writing test includes pre test, test and post test. The formula that will

be used to calculate the result of those three tests is.

The score of students’ achievement can be calculated by using this

following formula:73

%100xquestionsofnumberThe

answerrightofnumberTheScore =

The mean score of the class can be searched by using this followingformula:74

Scores Mean = Frequency (the number of student)

72 Michael J. Wallace, op.cit, p. 109.73 Slameto, Evaluasi pendidikan, ( Jakarta, Bumi Aksara, 2001), p. 18974 Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktik ,(Jakarta: PT

Rineke Cipta, 2006), 13th ed., p.246.

42

CHAPTER IV

FINDINGS

In this chapter, the data that have been collected were analyzed and

discussed to know the result of each activity during a research.

A. The Implementation of Songs In Teaching Simple Past Tense

This is a classroom action research for improving students'

understanding on simple past tense through songs. Its aims are to describe the

use of songs in teaching simple past tense and to describe students’

understanding on simple past tense after taught by using songs. There were

three cycles, and there was also pre- cycle to get students base score on

simple past tense and post-cycle to be compared with pre-cycle after taught

by using songs. Each activity will be explained as follows:

1. Pre – Cycle

Before conducting this action research, a pre-test was given. The

purpose of pre-test was to know the students’ ability in simple past tense.

This activity was done on Tuesday July 20th, 2010. In this first stage, the

teacher was used conventional way in teaching simple past tense

(conventional method) this is done to know students’ basic score of

simple past tense when taught by using Non – songs.

In this activity, the teacher was doing teaching learning process as

usual, the teacher learning process began with explained about simple

past tense. But not all the students paid attention to the teacher. There

were only some students active to ask questions to teacher during the

teaching learning process. After that the teacher gave pre-test to got

students basic score using method that usually applied by the teacher.

They were 38 students who followed the test.

The teacher asks students to fill in the blanks (song lyrics simple

past tense trick) by using the words on the right column. But not all words

43

are used and a certain word can be use more than once or they can choose

one word to fill it. The time allotment was 40 minutes for them to do the

test. The pre-test result would be compared to the students’ test results

after treatment to know the improvement of the students’ ability in simple

past tense. So, the purpose of the test was to measure the skill of the

students in grammar especially simple past tense and to know basic score

of simple past tense when taught by using conventional method.

Based on the observation in this activity, most of the students had

difficulties to do it. It can be seen from their faced which appeared

nervous and also from their activities. After doing the test, the teacher

asks them to difficult for them as long as to do the test. The students said

that almost of the verb that use is irregular verb and they do not

understand before. So make them difficult to answer. This condition was

not interesting for class. The teacher and researcher decided to use

another method to make students interested and enjoyed the class in order

to improve students’ understanding on simple past tense through songs.

2. First Cycle

This activity was done on Monday July 26th 2010. Knowing the

students result from the pre - cycle not satisfied enough. The teacher and

researcher decided to use songs to solve the problem.

In this activity, the teacher taught simple past tense using songs,

it made students paid attention. Before the teacher done the action, the

teacher began to explain to the students about songs method, gave

overview, and how to work with it. First time, the students faced

difficulties about the teacher means, but not long after that, by brief

explanation from the teacher students can understood and got the point

of songs method. It maybe caused the teacher ever little explanation

about song method and gave example how to practice in simple past

tense.

After the teacher gave explanation about the material, then the

teacher organized the students into the seat position that suitable with the

44

students list to make easy for researcher on observation. Then the

teacher distributed the material to each student afterwards the teacher

asks students to understood it. Students still little bit confused and need

much help for the teacher. As we know that one of the teachers’ roles

facilitated teaching learning process. So, the teaching learning process

runs well.

Further result explained as follows:

a. Planning

The teacher arranged the learning instrument such as:

1) Lesson plan based on the teaching material

2) Simple past tense material (recount text/ song lyric)

3) Test

4) Observation scheme

5) Students’ attendance list

From planning above, the teacher used lesson plan as the

form to implement of action will be done. In the first cycle, teacher

used songs lyrics with the title "On Top Of Spaghetti" that is

traditional children and recount text focus on simple past tense verb.

Simple past tense is kind of two form are nominal (irregular verb)

and verbal (regular verb). In this phase, the teacher began from pre-

activity, whilst activity, and post-activity.

Pre activity is the activity where a teacher must prepared for

teaching learning process. In this activity, the teacher greets the

students, checked the students’ attendance in order to the teacher

knew who the students absent today. In the whilst activity, the

teacher explained the material (simple past tense), the differences of

nominal and verbal. Then teacher organized students into the seat

position that suitable with the students list so make easy for

researcher in observation. Then, the last activity is post activity, in

this phase; the students completed the songs lyrics by using simple

past tense.

b. Acting

45

In this activity, the teacher was introduced the song method

in teaching simple past tense, gave overview songs and how to

practice this method. After that, the teacher gave the songs lyrics by

the title “ On Top Of Spaghetti” then the teacher asked the students

to complete it using simple past tense verb, the teacher also gave

explain the verb that use in simple past tense to help student more

easy to understood the songs lyrics. But, there were some students

who sit in the backside of the class did not pay attention with

explanation the teachers’ instruction, and they tried to talk each other

by her friend, look bored and feel sleepy. To solve the problem, the

teacher gave more attention to the students and sometimes the

teacher walk to behind of class.

c. Observing75

1) Teacher still had low preparation in learning tool

2) Teacher less motivate students

3) Some students had not paid attention well

4) Students less active in teaching learning process, although they

still confused.

d. Reflecting

1) Teacher should prepare learning tool well

2) Teacher should improve students motivation in learning process

especially for students that less attention.

The teacher organized the students into the seat position that

suitable with the students list so make easy for researcher in

observation. The teacher spread the songs lyrics to students. Then

teacher asks them completed the songs lyrics. The teacher provided

40 minutes to students to do the test. Each student does it

individually and they can not open the book or another.

3. Second Cycle

75 Observation The Second Years Students of SLTP NU 04 Sunan Abinowo Kendal, infirst cycle on 26th July 2010.

46

This activity was done on Tuesday July 27th, 2010. Students did

the activity same as the first cycle. The teacher taught teaching simple

past tense using songs method. In this cycle, the teacher explained more

detailed about simple past tense. Teacher prepared other songs lyrics that

more interesting than before, he used traditional children song lyric with

the title "Marry Had Little Lamb". Before the students complete the songs

lyrics, the teacher asked to find difficult vocabulary, to made students

understood what they write. After that, the teacher gave a test to measure

the students’ ability in understanding on simple past tense.

As the previous observation, some of the students said that they

had difficulties in finding irregular verb example; ''everywhere that Marry

go'' Some of students still confuse to change into past verb. So, the

teacher helps them to explain once more how to get the verb from text. In

this cycle, the teacher focuses more to the lowest students who get low

score in the previous score. According to the observer it can motivated to

the students because the teacher gave more attention.76 So the teaching

learning process will be better.

After that, he gave a test to measure the students’ ability in

understanding the text and the success of the goal of the process.

a. Planning

The teacher arranged the learning instrument such as:

1) Lesson plan based on the teaching material

2) Simple past tense material (recount text/ song lyric)

3) Test

4) Observation scheme

5) Students’ attendance list

Same as the first activity the second plan began from pre

activity. Whilst activity and post activity. In this activity, the teacher

explained more detailed about simple past tense, teacher prepared

another songs lyrics that more interesting than before. In second

76 Observation The Second Years Students of SLTP NU 04 Sunan Abinowo Kendal insecond cycle on 27th July 2010.

47

cycle, students complete the songs lyrics Mary Had Little Lamb that

is traditional children.

In the pre activity, the teacher did the same activity with the

first cycle. At the previous cycle, some of students had not paid

attention well. So, teacher more gave the motivation of students who

less attention. Teacher also asked students about the previous

lesson, and gave reviewed about previous material. It was to be

developed become learning improvement point in this cycle. The

whilst activity, did same activity with the first cycle. The last

activity the teacher gave a test to measure the students’ ability in

understanding on simple past tense.

b. Acting

The second cycle, the teacher taught simple past tense using

songs method. In this phase, the teacher explained more detailed

about simple past tense, teacher prepared another songs lyrics that

more interesting than before. Before the teacher started the lesson,

he asked students about their problems on the previous lesson, some

of students said they had difficulties in finding new vocabulary. So,

the teacher help them to explained one more how to get the verb

from text. In this cycle, the teacher focuses more to the lowest

students who get low score in the previous score. The low score is

60, the students who get low score are; Lilik Irvania, Lilik

Kurniawati, Mamnuatul Fajiroh, M. Labilul Mujib, Shahrul Nizam,

and Siti Chamidah. According to the observer it can motivated to

the students because the teacher gave more attention. So the

teaching learning process will be better. After that the teacher gave

them songs lyrics by the title “Mary Had Little Lamb”. Then the

teacher asked them to complete the songs lyrics.

48

c. Observing77

1) Teacher prepared learning tool better than first cycle

2) Students paid attention well

3) Students needed less help from the teacher

4) Students active in teaching learning process better than before.

d. Reflecting

1) Teacher should motivate less active students in order to be brave

to active in teaching learning process.

2) Students’ activeness during teaching learning process must be

improved again.

4. Third Cycle

This activity was done on Monday August 2nd, 2010. In this cycle,

teacher and researcher prepared planning as well as previous one. The

teacher reviewed previous lesson, improve learning tool to improve

students’ understanding on simple past tense. In this phase, the teaching

learning process runs well. The students very interested in this method.

In this cycle, students were active, they tried to complete and

understood the songs lyrics. It can be proved by their motivation in

teaching learning simple past tense. The students completed and tried to

understand the songs lyrics enthusiastically. After that, the teacher gave a

test to measure students’ achievement in simple past tense.

a. Planning

The teacher arranged the learning instrument such as:

1) Lesson plan based on the teaching material

2) Simple past tense material (recount text)

3) Test

4) Observation scheme

5) Students’ attendance list

77 Observation The Second Years Students of SLTP NU 04 Sunan Abinowo Kendal insecond cycle on 27th July 2010.

49

In this cycle the teacher gave different kind of songs lyrics.

Love songs a lyric is used in this cycle with the title ''Girl in Your

Dreams''. In this phase, the teacher began from pre-activity, whilst

activity, and post-activity. The activity is same with the previous

cycle. The teacher organized the students into the seat position that

suitable with the students list to make easy for researcher in

observation. The teacher spread the songs lyrics to each student to

complete it. The teacher provided 40 minutes to students to do the

test. They were 37 students who followed the test. Each student

does it individually and they can not open the book or another.

b. Acting

The third cycle, the teacher taught simple past tense using

songs method. In this phase, the teacher explained more detailed

about simple past tense, teacher prepared another songs lyrics that

more interesting than before. In this cycle the teacher used love song

in teaching simple past tense with the title “Girl In Your Dreams”.

The teacher organized the students into the seat position that suitable

with the students list to make easy for researcher in observation. The

teacher spread the songs lyrics to each student then the teacher asks

students to complete songs lyrics from the text. The teacher provided

40 minutes to students to do the test. Each student does it

individually and they can not open the book or another.

c. Observing78

1) Teacher prepared learning well

2) Students paid attention well

3) Students understanding and comprehend the song lyrics well

4) Students did complete the songs lyrics well

d. Reflecting

1) Teacher should be interested in use method in teaching

78 Observation The Second Years Students of SLTP NU 04 Sunan Abinowo Kendal insecond third on 27 July 2010.

50

simple past tense to motivate less active students in order to be

brave to active more.

2) Students’ should be more activeness in teaching learning process.

5. Post Cycle

This activity was done on 3rd August, 2010. In this post-cycle

teacher used conventional way in teaching simple past tense. The teacher

gave 10 multiple choice (who is take from song lyrics Delilah) to the

students and he asks them to answer it with choose one from the multiple

choice. This is done to know the final score of students after they were

taught using songs method.

B. The Findings of Test Result

After the researcher implement the use of songs method in teaching

simple past tense, the researcher got the data, it was analyzed of pre cycle,

three cycle and post cycle, the researcher got the result of Classroom Action

Research.

1. The Result of Pre Cycle

The pre cycle was conducted on Tuesday July 20th, 2010. In this

activity, the teacher was doing teaching learning process as usual, the

teacher learning process began with explanation of simple past tense. But

few the students paid attention to the teacher. There were only some

students active to ask questions to teacher during the teaching learning

process. In this teaching learning has passive communication, it means

the teacher speaks and the students just listen, the students are not brave

enough to ask question if they do not understand yet. Students are not

given maximum response. After that the teacher gave pre-test to got

students best score using method that usually applied by the teacher

(conventional method).

a. Measuring the Students Individual Achievement

51

After conducting the test, the researcher gave score. Each

correct answer was scored 4 and 0 to each wrong answer. The

maximum score was 70.

After finding the result of students’ test score in simple past

tense, the researcher went to further analysis by using percentage of

scoring as follow:

%100xquestionsofnumberThe

answerrightofnumberTheScore =

Students’ score in simple past tense was analyzed by using the

percentage of scoring in order to get the percentage of descriptive

analysis of the score in simple past tense test.

The result of the pre cycle can be seen in the table below:

Table 1The results of the pre cycle are as follow

No Students’ Code Score123456789

101112131415161718192021

A-1A-2A-3A-4A-5A-6A-7A-8A-9A-10A-11A-12A-13A-14A-15A-16A-17A-18A-19A-20A-21

-607060-

5050506060606060-

70605050-

5040

52

222324252627282930313233343536373839404142434445

A-22A-23A-24A-25A-26A-27A-28A-29A-30A-31A-32A-33A-34A-35A-36A-37A-38A-39A-40A-41A-42A-43A-44A-45

505060505060506060-

60--

6050605050406060605050

Sum 45 2100

b. Measuring the Mean

Students’ score in simple past tense was analyzed by using the

percentage of scoring in order to get the percentage of descriptive

analysis of the score in simple past tense.

The mean score of the class can be searched by using this

following formula:79

)( studentsofnumbertheFrequencyScoresMean =

382100' =scorestudentsofaverageThe

79 Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktik ,(Jakarta: PTRineke Cipta, 2006), 13th ed., p.246.

53

The average of students test result of the pre cycle was 55. 2. It

means that the result was low. According to observer, this condition

was not interesting for the class. The teacher and researcher decided

to use another method to make students interested and enjoyed in the

class in order to students improve their simple past tense ability. The

researcher applied songs method.

2. The Result of First Cycle

This activity was conduct on Monday July 26th, 2010. Knowing

the students result from the first cycle was not satisfied enough. The

teacher and researcher decided to use songs method to solve the problem.

In this activity, the teacher taught simple past tense using songs

method. The planning for the first cycle is the researcher preparing the

learning tools, lesson plan, simple past tense material that used songs

lyrics (recount text) to balance with syllabus and completed the songs

lyrics with replace present verb into past verb. The other is observation

scheme was also prepared by the researcher to observe during teaching

learning process. Based on the observation, there were some students who

had difficulties to do it. It can be seen from the class was noisy and

students who always made noise tried to cheat and discussed the answer

with their friends.80 After implementing the test, the researcher examined

the answer sheet and found the result.

Table 2

The results of the first cycle are as follow

No Students’ Code Score123456

A-1A-2A-3A-4A-5A-6

-7080706060

80 Observation The Second Years Students of SLTP NU 04 Sunan Abinowo Kendal infirst cycle on 26th July 2010.

54

789

101112131415161718192021222324252627282930313233343536373839404142434445

A-7A-8A-9A-10A-11A-12A-13A-14A-15A-16A-17A-18A-19A-20A-21A-22A-23A-24A-25A-26A-27A-28A-29A-30A-31A-32A-33A-34A-35A-36A-37A-38A-39A-40A-41A-42A-43A-44A-45

60607070-

70-

7080-

6060-

606060-

706060706070-

6070--

70-

70-

60607070706060

Sum 45 2230

From the result, she could calculate the average of the students’

average or mean of the score using the following formula:

55

studenttheofNumberscoreTotalscorestudentsofaverageThe ='

352230' =scorestudentsofaverageThe

From the result above, it is clear that the average of the students

test result of the first cycle was 63.7. Students had difficulty in

understanding the text and in finding irregular verb or unfamiliar

vocabulary. The researcher decided to conduct the next cycle and the

teacher intended to give better explanation to them. It can be concluded

that the students’ achievement where not really different from pre-cycle.

They still need much help from their teacher because they still confuse.

3. The Result of Second Cycle

This activity was conduct on Tuesday July 27th, 2010. Students

did the activity same as the first cycle. The teacher taught simple past

tense using songs method. As the previous observation, some of the

students said that they had difficulties in finding irregular verb. In this

cycle, the teachers focus more to the lowest students who get low score in

the previous score. The low score is 60, the students who get low score

are; Lilik Irvania, Lilik Kurniawati, Mamnuatul Fajiroh, M. Labilul

Mujib, Shahrul Nizam, and Siti Chamidah, because they always make

noise tried to cheat and discussed the answer with their friends in the

class, so they do not paid teacher's explanation. According to the observer

it can motivated to the students because the teacher gave more attention.

When they finished, the teacher and students discussed the result to assist

them their difficulties. Then, he gave a test to measure the students’

ability in understanding on simple past tense using songs lyrics and the

success of the goal of the process. After implementing the test, the

researcher examined the answer sheet and found the result.

56

Table 3

The results of the second cycle are as follow

No Students’ Code Score123456789

1011121314151617181920212223242526272829303132333435363738394041

A-1A-2A-3A-4A-5A-6A-7A-8A-9A-10A-11A-12A-13A-14A-15A-16A-17A-18A-19A-20A-21A-22A-23A-24A-25A-26A-27A-28A-29A-30A-31A-32A-33A-34A-35A-36A-37A-38A-39A-40A-41

-80---

65--

80-

70-

707590-

70756565706575706570757075756580--

75-

8060706575

57

42434445

A-42A-43A-44A-45

75707070

Sum 45 2370

From the result, she could calculate the average of the students’

average or mean of the score using the following formula:

studenttheofNumberscoreTotalscorestudentsofaverageThe ='

332370' =scorestudentsofaverageThe

From result above shows that the average of students' test of the

second cycle was 71.8. The result of the second cycle was better than the

previous one. It means that, there was improvement for the students’

ability although it was step by step. One of students got low mark in the

previous test because they did not review the lesson at home. They also

said that grammar especially simple past tense was difficult enough to be

learned because they do not differences present verbs and past verbs. It

means that their vocabulary was limited.

From their observation and the result in second cycle it can be

concluded that most of students had some difficulties with some irregular

verb or unfamiliar vocabularies that they had never met before. So, the

teacher and the researcher decided conduct better action in the next cycle.

4. The Result of Third Cycle

This activity was conduct on Monday 2nd August 2010. In this

cycle, teacher and researcher prepared planning as well as previous one.

The teacher reviewed previous lesson, improve learning tool to improve

students’ comprehension in the class. It can be proved by their motivation

58

in simple past tense. The teacher gave a test to measure students’

achievement in simple past tense. Based on this observation; the

researcher noticed that they understood the songs lyrics better. In this

cycle no students was noisy, they paid attention to the lesson and took

part to it.81 Students’ difficulties in vocabulary were decrease, the

improvement of students' simple past tense was more real. It can also be

proved from their result of the test.

Table 4

The results of the third cycle are as follow

No Students’ Code Score123456789

10111213141516171819202122232425262728

A-1A-2A-3A-4A-5A-6A-7A-8A-9A-10A-11A-12A-13A-14A-15A-16A-17A-18A-19A-20A-21A-22A-23A-24A-25A-26A-27A-28

-808090-

708580--

8590859095907575857080-

80857075-

80

81 Observation The Second Years Students of SLTP NU 04 Sunan Abinowo Kendal inthird cycle on 2nd August 2010.

59

2930313233343536373839404142434445

A-29A-30A-31A-32A-33A-34A-35A-36A-37A-38A-39A-40A-41A-42A-43A-44A-45

808570-

65708090-

7080-

8085758075

Sum 45 2970

The result of test can be calculated by using this formula:

studenttheofNumberscoreTotalscorestudentsofaverageThe ='

372970' =scorestudentsofaverageThe

The analysis above shows that the average of students’ test result

of the third cycle was 80.2. The result of the third cycle was better than

previous one, there was an improvement in this cycle and the problems

with difficult word can be solved. According to the researcher, mastery

vocabulary is one of important aspect by the students in order to

understand English sentence. Teacher and researcher also agreed to finish

the cycle in this stage, it can be seen from students’ improvement in

simple past tense has been proven since the first cycle until third cycle.

60

5. The Result of Post Cycle

This activity was done on 3 August 2010. In this post-cycle

teacher used conventional way in teaching simple past tense. The teacher

gave 10 multiple choice (who is take from song lyrics Delilah) to the

students and he asks them to answer it with choose one from the multiple

choice. This is done to know the final score of students after they were

taught using songs method.

Table 5

The results of the post cycle are as follow

No Students’ Code Pre-Cycle Post Cycle123456789

10111213141516171819202122232425262728293031

A-1A-2A-3A-4A-5A-6A-7A-8A-9A-10A-11A-12A-13A-14A-15A-16A-17A-18A-19A-20A-21A-22A-23A-24A-25A-26A-27A-28A-29A-30A-31

-607060-

5050506060606060-

70605050-

5040505060505060506060-

-9090-

7080-

90909090-

909090-

8080908080-

809070809090909080

61

3233343536373839404142434445

A-32A-33A-34A-35A-36A-37A-38A-39A-40A-41A-42A-43A-44©-45

60--

6050605050406060605050

90--

90-

908090709090809080

2100 3070

If it compared with the first meeting (pre-cycle), it showed

difference on the score average.

studenttheofNumberscoreTotalscorestudentsofaverageThe ='

363070' =scorestudentsofaverageThe

From the result above, the average students were 85.2. It can be

concluded that students’ average score in the pre-cycle was only 55. 2 and

in this post-cycle, their average score improved became 85.2. It means

that the implementation on songs method was successful.

Table 6

The result of the test from the pre cycle until post cycle can be seen

In the table 6 are as follow:

No Students’Code

Pre-Cycle Cycle 1 Cycle 2 Cycle 3 Post-

Cycle1234

A-1A-2A-3A-4

-607060

-708070

-80--

-808090

-9090-

62

56789101112131415161718192021222324252627282930313233343536373839404142434445

A-5A-6A-7A-8A-9

A-10A-11A-12A-13A-14A-15A-16A-17A-18A-19A-20A-21A-22A-23A-24A-25A-26A-27A-28A-29A-30A-31A-32A-33A-34A-35A-36A-37A-38A-39A-40A-41A-42A-43A-44A-45

-5050506060606060-

70605050-

5040505060505060506060-

60--

6050605050406060605050

606060607070-

70-

7080-

6060-

606060-

706060706070-

6070--

70-

70-

60607070706060

-65--

80-

70-

707590-

70756565706575706570757075756580--

75-

806070657575707070

-708580--

8590859095907575857080-

80857075-

80808570-

65708090-

7080-

8085758075

7080-

90909090-

909090-

8080908080-

80907080909090908090--

90-

908090709090809080

Sum 2100 2230 2370 2970 3070Average mean 55.2 63.7 71. 8 80.2 85.2

Low score 40 60 60 70 70High score 70 80 90 95 90

63

From the table 6 above, the use of songs in teaching grammar can improve

students’ understanding on simple past tense. So, this classroom action research

of the use songs to improve students’ understanding on simple past tense at SMP

NU 04 Sunan Abinowo Kendal was success. It can be seen from the result of pre

cycle until post cycle shows any improvement.

The improvement of students’ achievement in simple past tense can be seen

taught the histogram as follows:

Figure 3 Diagram of the Whole Test

From the diagram above, the researcher can conclude that there

was an improvement on students’ achievement in simple past tense after

taught using songs method. From pre cycle showed that students’

achievement was 55.2 it means that still low ability in some students,

because the standardized from KKM was 60.

In the cycle I showed that there was increasing students’

achievement up to 63.7 from cycle II the students’ achievement more

increase 71.8. But in the cycle III became 80.2 increased. For the last

cycle or post cycle was 85.2 increased. It means there was improvement

in every cycle after using songs method.

55.2 63.7

71.8 80.2

85.2

0102030405060708090

Pre-Cycle Cycle I Cycle II Cycle III Post Cycle

64

C. The Finding of Observation

In observation, there were some important matters, which must be

paid attention during a research. This observation, the writer took 10 items,

which was focused in research. The monitoring was started since early to the

last research and the checklist observation result can be seen in appendix;

First monitoring, it was conducted on Tuesday, 20 July 2010. This

observes was executed while pre-test. Here, the writer observed students’

activity when teaching learning process. The first meeting, there were 38

students’ attendance in class and three students were absent. All of the

students listened to teacher’s explanation and none students did not pay

attentions to the learning process. In this observe there were three students

active in asking questions, such as; Elsa Rosalina, Ivan Febriawan, and Siti

Murtiana. While pre-test, there were not students to be crowded. They were

also discipline in doing a task and did by themselves. In this matter, none

students did not do a task. When teaching learning process was began there

were not students asked permission to leave the classroom even though one

student. From the observed, none students were not active during a lesson.

Second monitoring, it was conducted on Monday, 26 July 2010. In this

meeting, there were 35 students’ attendance in class and nine students were

absent. While the teacher applied a song method, they listened to teacher’s

explanation; they did what the teacher says and none students to be crowded

also asked permission to leave the classroom. In the second activity, there

were not students did not pay attention to the learning process. Elsa Rosalina,

Ivan Febriawan, Siti Murtiana, Miftahul Huda, Agus Widodo, Ellya Ulfa,

were the students who active in asking question because they wanted to know

more simple past tense. When the teacher gave a task to them, none students

did not do the tasks but they discipline in doing the task and four students

were not active during a lesson, they were; Khairul Azman, Sarlita and Siti

Chamidah.

Third monitoring, it was conducted on Tuesday, 27 July 2010. In this

meeting, there were 33 students’ attendance in class and 12 students were

absent. This observation was executed while the teacher gives explain about

65

how to practice teaching English lesson by using song method. All of the

students attended in class and listened explanation. While he teacher

explained, there were four students did not pay attention to the learning

process as like Sarlita, Sahidin, and Krismon. Two students’ like to be active

in class, such as Ivan Ferbriawan and Ellya Ulfa, there were two students

asked permission to leave the classroom but all of the students discipline in

doing the task.

Four monitoring, it was conducted on Monday, 2 August 2010. In this

meeting, there were 37 students’ attendance in class and 8 students were

absent. This observation was executed while students' performance music

plays. In a music play, all of the students attended in class and listened songs.

While performance a music play, there were seven students did not pay

attention to the learning process and there was six students’ active in asking

questions, two students’ like to be crowded, such as Sarif Hidayatuliah and

Sahidin In this activity, there were two students asked permission to leave the

classroom but all of the students discipline in doing the task and none the

students were not active during the teaching learning process.

Five monitoring, the last monitoring, it was conducted on Tuesday, 3

August 2010. The last meeting, all of the students attended in class and

listened to teacher’s explanation while the teacher reviewed a lesson and gave

the instruction to a post-test and questionnaire. Here, all of students were

active in asking question, most of them asked about vocabulary and past

participle. In addition, none students did not pay attention to the learning

process. While did a post-test, there were two students like to be crowded,

they were Krismon Anik M and Kamalludin These students also made

crowded each activity but none students asked permission to leave the

classroom and all of students discipline in doing the task and none student

was not active during a lesson. While did a task, they were not cooperating

in-group because they must do a task by themselves.

From the statement above, it can be concluded that while executed

observation the writer knew the activity what the students did during teaching

learning process. The writer concluded that class VIII A of SMP NU 04

66

Sunan Abinowo Kendal belonging to the active and in the law obedient’

students. It was proved while most of the students listened to teacher’s

explanation, active asked the questions, and discipline in doing a task. In the

law obedient’ students, it proved from the attendance list and the students

were not like to be crowded although two of three students still made

crowded.

67

CHAPTER V

CONCLUSION

A. Conclusion

Based on the research in SLTP NU 04 Sunan Abinowo Kendal.

Teaching grammar using songs method can be applied to improve students’

understanding on simple past tense. Songs method applied in teaching simple

past tense could be an effective method; the researcher draws some

conclusions based on the discussion. The conclusions are:

1. The students' achievement of using songs for students' understanding on

simple past tense after taught by using songs method at the second year

student of SLTP NU 04 Sunan Abinowo Kendal in the academic year of

2010/2011. Teaching simple past tense using songs can be interested

experience for teacher and students. In fact, students can improve their

students 'understanding on simple past tense after taught by this method.

It shows that on the pre-cycles the average of the students’ achievement

was 55.2 then on the first cycles the average of the students’

achievement was 63.7, on the second cycles the average of the students’

achievement was 71.8, on the third cycles the average of the students’

achievement was 80.2, and on the post cycles the average of the

students’ achievement was 85.2, A significant progress is shown in the

result of the post cycles.

2. The teachings of simple past tense through songs help students improve

their understanding on simple past tense at the second year student of

SLTP NU 04 Sunan Abinowo Kendal in the academic year of

2010/2011. The students can recognize the most important ideas and

information from songs lyric and completing a song lyric with simple

past tense verb to help their understanding on simple past tense. By

using this method will help students focus on simple past tense verb in

their own words understand and remember. Students’ understanding on

simple past tense increased as well as their motivation to learn English

68

and they were understood simple past tense verb well. Result of the

research showed that the students improve their students' understanding

on simple past tense effectively. Song in teaching learning English that

it encourages their spirit to study and reduce boredom.

B. Recommendation

1. In English language teaching and learning at Junior High School, the

teacher should create enjoyable, fun and interesting situation as much

as the teacher can. The enjoyment ought to be the foremost aims

which hopefully will have good effects on the education because they

like it. In other word, the teacher should make learning interesting

because students like to learn when they are enjoying themselves.

2. The researcher suggests the teacher uses this method because it will

make enjoyment in teaching learning process. For the future research,

the next researcher maybe uses the other text because this text is more

complicated and researcher hopes that this study could be reference

for future researcher that will analyze teaching simple past tense

through songs.

3. Teaching English by using song should be recommended to all

English teachers because it can raise the students' motivation to learn

English in the classroom.

4. Finally, the writer realizes that this paper is far from being perfect

hence constructive critics and advice are really expected for the

perfection of the thesis. Hopefully, this thesis will be useful for all of

us. Amen.

69

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Thomson, A.J. and Martinet, A.V, A Practical English Grammar, Oxford University Press: Low-Priced Edition, 1986.

Wilkinson, George and Hariyanto, Dony, Complete English Grammar, Jakarta: Pustaka Indonesia, 2004.

72

Wyatt, Megan B. ''Basic Verb Tenses in the English Language'' http://editing.suite101.com/article.cfm/basic_verb_tenses_in_the_english language downloaded on Saturday 5 December 2009..Zayid, Mahmud Y, the Quran, Beirut: Dar Al-Choura, 1980, 1st Ed.

Http://www.eslbase.com/articles/songs.asp accessed on May 08, 2010.

Http://Www.Songwritingfever.Com/Songwritingtips/Getstarted6.Html. Downloaded on 6 October 2010.

Http://Www.Brainyquote.Com/Words/So/Song221638.Html#Ixzz17wshkol6 downloded on 2 september 2010.

Http://Www.Thefreedictionary.Com/Song downloaded on January 2010

73

CURRICULUM VITAE

Name : ISTIROKHAH

Date of Birth : Batang, December 20th, 1987

Student Number : 063411006

Address :1. Home

Madugowongjati Rt 04 Rw 1

Gringsing, Batang 51281

2. Boarding House

Jln. Maulana Malik Ibrohim No.13

Kel. Tambakaji Ngaliyan Semarang

E -mail : putra_agung17@yahoo.com

Educational Background

1. TK Madusari Madugowongjati2. MIS Madugowongjati Tersono3. MTs Nurul Huda Banyuputih, Batang4. MAN Kendal5. Fakultas Tarbiyah IAIN Walisongo Semarang

Semarang, November 30th 2010

The Writer,

IstirokhahStudent's number: 063411006

74

Appendix 1

RESEARCH JOURNAL IN CLASSROOM ACTION RESEARCH

Teacher : TOMY, S.PdResearcher : ISTIROKHAHClass : VIII A SLTP NU 04 Sunan Abinowo Kendal

No Activities Date

1. Give research letter and proposal to school 19 July 2010

2. Pre – Cycle 20 July 2010

3. Cycle 1 26 July 2010

4. Cycle 2 27 July 2010

5. Cycle 3 2 August 2010

6. Post – Cycle and Questionnaire 3 August 2010

7. Ask research letter from school 4 August 2010

8.

9.

10.

75

Appendix 2

STUDENTS NAME LIST

Name Students Code ABDUL FATAH A -1 AGUS SUPRIYANTO A -2 AGUS WIDODO A -3 ANANG MAKRUF A- 4 ANDI HERMAWAN A -5 ANIK ANIQOTURROHMANIYAH A -6 BAEHAKI SAMBAS A -7 CHOINUR ROCHIM A- 8 ELLYA ULFA A -9 ELSA ROSALINA A-10 ENDANG LESTARI PUJIATI A -11 FARIYADI A -12 FATKHUR ROKHIM A- 13 FITRI WULAN SARI A -14 IVAN FEBRIAWAN A -15 KAMALLUDIN A -16 KHAIRUL AZMAN A- 17 KHOIRUL ANWAR A- 18 KHOZAINUL ULUM ZULFA A -19 KRISMON ANIK MULYAWATI A -20 KURNIA RAHMAN A- 21 LILIK IRVANIA A-22 LILIK ISKANDAR A -23 LILIK KURNIAWATI A -24 M. EKO BUDI ADI DARMAWAN A -25 M. KHAIRUL ANWAR A- 26 MAMNUATUL FAJIROH A -27 MIFTACHUL HUDA A -28 MINA ULFA A -29 MUHAMAD LABILUL MUJIB A- 30 MUHAMMAD FAERUS A- 31 MUHAMMAD SAPUTRO A -32 MUHAMMAD SIFAI A -33 MUJI LISTIYANTO A -34 SAHIDIN A- 35 SARIF HIDAYATULLAH A -36 SARLITA A 37 SHAHRUL NIZAM A -38 SITI AMBARWATI A- 39 SITI CHAMIDAH A-40

41 SITI MURTIANA A-4142 SUMARNI A-4243 TRI UJIANTO UTOMO A-4344 UCUK TITIM FATIMAH A-4445 ZULFATUL KARIMAH A-45

76

Appendix 3LESSON PLAN

School : SMP NU 04 Sunan Abinowo KendalSubject : English LessonClass/ Semester : VIII/2Time allotment : 2 x 45 minutesTopic : simple past tenseSkill focus : grammarMedia : Song LyricTechnique : The Audio- Visual Method

Standard Competence : Understanding meaning of short functional text and

sustained transactional and interpersonal recount in daily

life context.

Basic competence : Responding meaning and rhetorical steps in essay in

recount text accurately and smoothly in daily life context

to access knowledge.

Indicator : Students are able to identify the simple past tense from

the lyrics of song.

Learning outcomes :

By the end of the lesson, students will have been able to:

- Explain the definition and the use of simple past tense.

Teaching and Learning Activities:

Ø Pre activity

- Teacher enters the room and greets the students

- Students respond the teacher’s greeting.

- Teacher checks the students’ attendance list.

Ø Main activity

First Meeting• BKoF (Building Knowledge of The Field) (10 minutes)

- Teacher gives questions related to the topic

- Students answer teacher questions.

77

• MoT (Modeling of Text) (30 minutes)

- Teacher explains the simple past tense and gives examples.

- Students pay attention to the teacher explanation.

- Teacher gives song lyric to students

- Students listen carefully when teacher plays song and complete the song

lyrics with simple past tense

• JCoT (Join Constriction of Text) (20 minutes)

- Students identify the simple past tense from the lyrics of song.

- One of students writes their verb of simple past tense in the black board.

- Teacher and students discuss the verb that use in simple past tense

together.

• ICoT (Independence Constriction of Text) (30 minutes)

- Teacher reviews the material

Second Meeting

• BKoF (Building Knowledge of The Field) (10 minutes)

- Teacher gives questions related to the topic

- Students answer teacher questions.

• MoT (Modeling of Text) (30 minutes)

- Teacher explains the simple past tense and gives examples.

- Students pay attention to the teacher explanation.

- Teacher gives song lyric to students

- Students listen carefully when teacher plays song and complete the lyrics

with simple past tense.

• JCoT (Join Constriction of Text) (20 minutes)

- Students identify the simple past tense from the lyrics of song.

- One of students writes their verb of simple past tense in the black board.

- Teacher and students discuss the verb that use in simple past tense

together.

• ICoT (Independence Constriction of Text) (30 minutes)

- Teacher reviews the material

Third meeting• BKoF (Building Knowledge of The Field) (10 minutes)

78

- Teacher gives questions related to the topic

- Students answer teacher questions.

• MoT (Modeling of Text) (30 minutes)

- Teacher explains the simple past tense and gives examples.

- Students pay attention to the teacher explanation.

- Teacher gives song lyric to students

- Students listen carefully when teacher plays song and complete the song

lyrics with simple past tense.

• JCoT (Join Constriction of Text) (20 minutes)

- Students identify the simple past tense from the lyrics of song.

- One of students writes their verb of simple past tense in the black board.

- Teacher and students discuss the verb that use in simple past tense

together.

• ICoT (Independence Constriction of Text) (30 minutes)

- Teacher reviews the material

Ø Post Activity

- The teacher review the explanation they have discussed.

- The students have time to ask

- Teaher closes the lesson and says greeting.

References

a. English on Sky 2 for Junior High School Students Year VIII, 2007

b. Internet; song and the lyrics of song

c. Lks MODUL B. Inggris kls VIII

Semarang, July 20th 2010.

English Teacher The Reseascher

Tomy, S.Pd Istirokhah

79

Appendix 4FIRST OBSERVATION

No Name of students 1 2 3 4 5 Description1 Abdul Fatah2 Agus Supriyanto3 Agus Widodo4 Anang Makruf5 Andi Hermawan6 Anik Aniqoturrohmaniyah 7 Baehaki Sambas8 Choinur Rochim9 Ellya Ulfa

10 Elsa Rosalina 11 Endang Lestari Pujiati12 Fariyadi13 Fatkhur Rokhim14 Fitri Wulan Sari15 Ivan Febriawan 16 Kamalludin17 Khairul Azman18 Khoirul Anwar19 Khozainul Ulum Zulfa20 Krismon Anik Mulyawati 21 Kurnia Rahman22 Lilik Irvania23 Lilik Iskandar24 Lilik Kurniawati25 M. Eko Budi Adi Darmawan 26 M. Khairul Anwar27 Mamnuatul Fajiroh28 Miftachul Huda29 Mina Ulfa30 Muhamad Labilul Mujib31 Muhammad Faerus32 Muhammad Saputro33 Muhammad Sifai34 Muji Listiyanto35 Sahidin36 Sarif Hidayatullah37 Sarlita

38 Shahrul Nizam39 Siti Ambarwati

40 Siti Chamidah41 Siti Murtiana 42 Sumarni43 Tri Ujianto Utomo44 Ucuk Titim Fatimah45 Zulfatul Karimah

1. Student’sattendance.

2. Studentslistened toteacher’sexplanation.

3. Students liketo becrowded.

4. Student’sactiveness inaskingquestions.

5. Thediscipline indoing thetask.

80

ppendix 5SECOND OBSERVATION

No Name of students 1 2 3 4 5 Description1 Abdul Fatah2 Agus Supriyanto 3 Agus Widodo4 Anang Makruf5 Andi Hermawan6 Anik Aniqoturrohmaniyah 7 Baehaki Sambas8 Choinur Rochim9 Ellya Ulfa

10 Elsa Rosalina 11 Endang Lestari Pujiati12 Fariyadi13 Fatkhur Rokhim14 Fitri Wulan Sari15 Ivan Febriawan 16 Kamalludin17 Khairul Azman18 Khoirul Anwar19 Khozainul Ulum Zulfa20 Krismon Anik Mulyawati 21 Kurnia Rahman22 Lilik Irvania23 Lilik Iskandar24 Lilik Kurniawati25 M. Eko Budi Adi Darmawan 26 M. Khairul Anwar27 Mamnuatul Fajiroh28 Miftachul Huda29 Mina Ulfa30 Muhamad Labilul Mujib31 Muhammad Faerus32 Muhammad Saputro33 Muhammad Sifai34 Muji Listiyanto35 Sahidin36 Sarif Hidayatullah37 Sarlita

38 Shahrul Nizam39 Siti Ambarwati

40 Siti Chamidah41 Siti Murtiana 42 Sumarni43 Tri Ujianto Utomo44 Ucuk Titim Fatimah45 Zulfatul Karimah

1. Student’sattendance.

2. Students listened toteacher’sexplanation.

3. Students like to becrowded.

4. Student’sactiveness inasking questions.

5. The discipline indoing the task.

81

Appendix 6THIRD OBSERVATION

No Name of students 1 2 3 4 5 Description1 Abdul Fatah2 Agus Supriyanto3 Agus Widodo4 Anang Makruf5 Andi Hermawan6 Anik Aniqoturrohmaniyah 7 Baehaki Sambas8 Choinur Rochim9 Ellya Ulfa

10 Elsa Rosalina11 Endang Lestari Pujiati12 Fariyadi13 Fatkhur Rokhim14 Fitri Wulan Sari15 Ivan Febriawan 16 Kamalludin17 Khairul Azman 18 Khoirul Anwar19 Khozainul Ulum Zulfa20 Krismon Anik Mulyawati 21 Kurnia Rahman22 Lilik Irvania23 Lilik Iskandar24 Lilik Kurniawati25 M. Eko Budi Adi Darmawan 26 M. Khairul Anwar 27 Mamnuatul Fajiroh28 Miftachul Huda 29 Mina Ulfa30 Muhamad Labilul Mujib 31 Muhammad Faerus32 Muhammad Saputro33 Muhammad Sifai34 Muji Listiyanto35 Sahidin 36 Sarif Hidayatullah37 Sarlita

38 Shahrul Nizam39 Siti Ambarwati

40 Siti Chamidah41 Siti Murtiana 42 Sumarni43 Tri Ujianto Utomo44 Ucuk Titim Fatimah45 Zulfatul Karimah

1. Student’sattendance.

2. Students listenedto teacher’sexplanation.

3. Students like tobe crowded.

4. Student’sactiveness inasking questions.

5. The discipline indoing the task.

82

Appendix 7FOURTH OBSERVATION

No Name of students 1 2 3 4 5 Description1 Abdul Fatah2 Agus Supriyanto3 Agus Widodo4 Anang Makruf5 Andi Hermawan6 Anik Aniqoturrohmaniyah 7 Baehaki Sambas8 Choinur Rochim9 Ellya Ulfa

10 Elsa Rosalina11 Endang Lestari Pujiati 12 Fariyadi13 Fatkhur Rokhim14 Fitri Wulan Sari15 Ivan Febriawan16 Kamalludin 17 Khairul Azman18 Khoirul Anwar19 Khozainul Ulum Zulfa 20 Krismon Anik Mulyawati 21 Kurnia Rahman22 Lilik Irvania23 Lilik Iskandar24 Lilik Kurniawati25 M. Eko Budi Adi

Darmawan26 M. Khairul Anwar27 Mamnuatul Fajiroh28 Miftachul Huda29 Mina Ulfa30 Muhamad Labilul Mujib 31 Muhammad Faerus32 Muhammad Saputro33 Muhammad Sifai34 Muji Listiyanto35 Sahidin36 Sarif Hidayatullah37 Sarlita

38 Shahrul Nizam39 Siti Ambarwati

40 Siti Chamidah41 Siti Murtiana42 Sumarni43 Tri Ujianto Utomo44 Ucuk Titim Fatimah45 Zulfatul Karimah

1. Student’sattendance.

2. Studentslistened toteacher’sexplanation.

3. Students like tobe crowded.

4. Student’sactiveness inaskingquestions.

5. The disciplinein doing thetask.

83

Appendix 8FIVE OBSERVATIONS

No Name of students 1 2 3 4 5 Description1 Abdul Fatah2 Agus Supriyanto3 Agus Widodo4 Anang Makruf5 Andi Hermawan6 Anik Aniqoturrohmaniyah 7 Baehaki Sambas8 Choinur Rochim9 Ellya Ulfa

10 Elsa Rosalina 11 Endang Lestari Pujiati12 Fariyadi13 Fatkhur Rokhim14 Fitri Wulan Sari15 Ivan Febriawan16 Kamalludin17 Khairul Azman18 Khoirul Anwar19 Khozainul Ulum Zulfa20 Krismon Anik Mulyawati 21 Kurnia Rahman22 Lilik Irvania23 Lilik Iskandar 24 Lilik Kurniawati25 M. Eko Budi Adi Darmawan 26 M. Khairul Anwar27 Mamnuatul Fajiroh28 Miftachul Huda29 Mina Ulfa30 Muhamad Labilul Mujib31 Muhammad Faerus32 Muhammad Saputro33 Muhammad Sifai34 Muji Listiyanto35 Sahidin36 Sarif Hidayatullah37 Sarlita

38 Shahrul Nizam39 Siti Ambarwati

40 Siti Chamidah41 Siti Murtiana42 Sumarni43 Tri Ujianto Utomo44 Ucuk Titim Fatimah45 Zulfatul Karimah

1. Student’sattendance.

2. Studentslistened toteacher’sexplanation.

3. Students like tobe crowded.

4. Student’sactiveness inaskingquestions.

5. The disciplinein doing thetask.

84

Appendix 9Pre - Cycles

Simple past tense trick

If it happens (1) _______ in the past, you often add (2) _______But these words keep playing tricks on me

Now I sing. Yesterday I (3) _______I hear a bell ring. Yesterday it (4) _______

Now I speak. Yesterday I (5) _______

My toy might break. Yesterday I (6) _______

If it happens _______ in the past, you often add _____But these words keep playing trick on me

Now I fly. Yesterday I 7.______Now I draw. Yesterday I (8) ______

Now I send a letter. Yesterday I (9) _______Now I spend my money. Yesterday I (10) ______

If it happens _______ in the past, you often add _______But these words keep playing trick on me

85

Appendix 10Cycles 1

On Top of SpaghettiTraditional Children's Song Lyrics

On top of spaghetti,All 1. (Cover) __________ with cheese,I 2. (Loss) __________ my poor meatball,When somebody 3. (sneeze) ________

It 4. (Roll) ________ off the table,And onto the floor,And then my poor meatball,Rolled out of the door.

It 5. (roll) _________ in the garden,And under a bush,And then my poor meatball,Was nothing but mush.

The mush was as tastyas tasty could be,and then the next summer,It 6. (grow) ________ into a tree.

The tree was all 7. (Cover) _________,All 8. (Cover) __________ with moss,and then it 9. (Grow) _________ meatballs,and tomato sauce.

So, if you eat spaghetti,All 10. (Cover) __________ with cheese,Hold on to your meatball,and don’t ever sneeze!

86

Appendix 11Cycles 2

Mary Had a Little Lamb

Traditional Children's Song LyricsMary 1. (Have)__________ a little lamb,little lamb, little lamb,Mary 2. (Have) __________ a little lamb,its fleece 3. (To be) __________white as snow

everywhere that Mary 4. (Go) __________,Mary 5. (Go)_________, Mary 6. (Go)__________,everywhere that Mary 7. (Go) __________the lamb 8. (To be) ___________ sure to go

It 9. (Follow) _________ her to school one daySchool one day, school one dayit 10. (Follow) _________ her to school one daywhich was against the rules.

It 11. (Make) _________ the children laugh and play,Laugh and play, laugh and play,It 12. (Make) __________ the children laugh and playto see a lamb at school

and so the teacher 13. (Turn) ____________ it out,14. (Turn) _________ it out, 15. (Turn) ___________ it out,and so the teacher 16. (Turn) ___________ it out,But still it 17. (Linger) __________ near

And 18. (Wait) __________ patiently about,patiently about, patiently about,And 19. (Wait) ___________ patiently aboutTill Mary 20. (Do) _________ appear

"Why does the lamb love Mary so?"Love Mary so? Love Mary so?"Why does the lamb love Mary so?"The eager children cry

"Why, Mary loves the lamb, you know."Loves the lamb, you know, loves the lamb, you know"Why, Mary loves the lamb, you know."The teacher did reply

87

Appendix 12Cycles 3

GIRL IN YOUR DREAMS

I 1. (am) walking down the street one dayThen I 2. (see) you I 3. (do) not know what to sayYou are eyes 4. (are) shiningYou are smile 5. (is) so kindWhen I 6. (see) you I 7. (want) you to be mine

Maybe I do not have the blonde hair you likeOr maybe I do not have eyes like the skyAnd I am not sure if I am the girl in your dreamsBut I can show you what love means

One day you 8. (come) and 9. (talk) to meAnd you 10. (say) we are meant to beI 11. (am) happy, everything 12. (is) so niceBut then I 13. (find) out that everything 14. (is) a lie

Maybe I do not have the blonde hair you likeOr maybe I do not have eyes like the skyAnd I am not sure if I am the girl in your dreamsBut I can show you what love means

How 15. (can) you do this to meYou 16 (say) we are meant to beYou 17. (show) me how to cryWhen you 18. (tell) me everything 19. (is) a lie

Maybe I do not have the blonde hair you likeOr maybe I do not have eyes like the skyAnd I am not sure if I am the girl in your dreamsBut I can show you what love means

88

Appendix 13Post Cycles

1. I _________ the light on the night that __________ by her window.

a. see, pass b. saw, passed c. seen, passing2. I _________ the flickering shadows of love on her blind.

a. see b. seen c. saw3. She ________ my women, as she _________ me.

a. was, deceived b. were, deceiveed c. was, deceives4. I __________ and _________ out of my mind.

a. watched, went b. watched, gone c. watch, goes5. I ________ see that girl _______ no good for me.

a. can, was b. could, were c. could, was6. But I ________ lost like a slave that no one _______ free.

a. were, can b. was, could c. were, could7. At the break of day when that man ________ away I _______ waiting.

a. drove, was b. drive, were c. droved, was8. I __________ the street to her house and she _________ the door.

a. crosses, open b. crossed, opened c. cross, opens9. She ________ there laughing, I ______ the knife in my hand.

a. stand, leave b. standed, lefted c. stood, left10. And she ________ no more.

a. laughed b. laughing c. laughes

89

Appendix 14ANSWER KEY

EVALUATION OF PRE – CYCLE1. happened

2. -ed

3. sang

4. rang

5. spoke

6. broke

7. flew

8. drew

9. sent

10. spent

90

Appendix 15ANSWER KEY

EVALUATION oF FIRST CYCLE

1. covered

2. lost

3. sneezed

4. rolled

5. rolled

6. grew

7. covered

8. covered

9. grew

10. covered

91

Appendix 16ANSWER KEY

EVALUATION OF SECOND CYCLE

1. had

2. had

3. was

4. went

5. went

6. went

7. went

8. was

9. followed

10. followed

11. made

12. made

13. turned

14. turned

15. turned

16. turned

17. lingered

18. waited

19. waited

20. did

92

Appendix 17ANSWER KEY

EVALUATION OF THIRD CYCLE1. was

2. saw

3. did

4. were

5. was

6. saw

7. wanted

8. came

9. talked

10. said

11. was

12. was

13. found

14. was

15. could

16. said

17. we

18. showed

19. told

20. -

93

Appendix 18ANSWER KEY

EVALUATION OF POST CYCLES

1. B. (saw, passed)

2. C. (saw)

3. A. (was, deceived)

4. A. (watched, went)

5. C. (could, was)

6. B. (was, could)

7. A. (drove, was)

8. B. (crossed, opened)

9. C. (stood, left)

10. A. (laughed)

i

The documentation at SMP NU 04 Sunan Abinowo Kendal

The school of SMP NU 04 Sunan Abinowo Kendal

Classroom VIIIA SMP NU 04 Sunan Abinowo Kendal

The researcher was helping students who need more explanation

ii

In pre-cycles there are some students tried to talk each other by her friend, look boredand feel sleepy

In first cycles, there were some students who sat in the backside of the class did not payattention with explanation the teachers’ instruction

The teacher gave more attention to the students and sometimesthe teacher walked to behind of class.

iii

In second cycles, the students look still little bit confusedand need much help for the teacher

In third cycles, the students look at the students were doing the test while listened the songs very seriously

In the post cycles, the students look enjoy and relaxed

iv