CHAPTER IINTRODUCTION

1.1.The Background of StudyOne thing that cannot be denied by us is almost every day we can hear a voice in a strange word pronounced in our daily life in our country. The common people know it as a foreign word. Each word that it is unfamiliar to them usually to be considered as an English word, even though it is not always true.But however it expresses that the use of English word in our social life inter course has been a very popular way either as a term that might not owned by our language or it used for showing up someones status that he/she is from an educated person.Vocabulary seems has a very important role in studying English. Many people believe that the starting point in studying a foreign language is by learning words or vocabularies. Perhaps this is true because how someone will communicate with other people without having vocabularies (words) in their mind.According to (http/english.unitechnology.ac.nz/resources/spelling. html) that children need to learn a core vocabulary. Sandra Wilde, (1991) writes : I believe we must be more proactive in developing core of known words from an early age. Mean While (Hood, 2000) : Children need to learn the most commonly used words as early as possible.As the best conclusion the writer can pick out from the above statement is : Parents or teachers have to teach children or learners the simple vocabulary since the early ages.Nevertheless, in the case of studying English in our country is not all primary schools teach English to its students yet up to know. It is confessed English has been taught for third to sixth grade in a few favorite primary schools in town, where as in the country side they tend to study the region language (Mulok) instead.In (http/english.unitechnology.ac.nz/resources/spelling.html) (De Ath, 1993) explains about the core vocabulary as follows It is obviously the core vocabulary that writes must have is small compared to the typical wider vocabulary they will use. Ideally, the core vocabulary will be mastered as part of the process of learning to read and write. The question is when is direct teaching appropriate? Croft suggest later rather than sooner and not before the fourth year. Do we wait until they are struggling and frustrated? There is no suggestion that words are being learned in isolation. These are words they need in their writing on a daily basis. Teachers will do what they believe is best and use their professional judgment. After seeing the statement above, the writer agreed with the author said. No suggestion that words are being learned in isolation.

Shortly, De Ath advices to teach the used or core vocabulary at a very early stageb, yet our school circumstances do not support us to do so, regarding that many basic schools still do not teach English to its students. Therefore we can say that it is become the first factor why English achievement can be a far different rate among our students who finish their school from a town than those from the village or the country side.For that reason the writer tries to make a research on teaching vocabulary to the first year students of SMP Negeri 1 Tamiang Hulu. This is coincidently the writers home town. She is confident that the students here (Tamiang Hulu) need to study it by using a casual way that is through singing.As we know experts have divided human ways to study, they are cognitive, motorist, and kinesthetic. In this research the writer would like to develop the students ability in motorist to study English vocabulary, because song is a universal language.The writer believes that song is a universal language. She means by this people tend to enjoying rhythm if it can make them entertained. They frequently never make any judgment whether the song or lyrics is not in their language. They become interested in the song caused by a pleasant tone or rhythm penetrated into their hearing organs.Based on that reality the writer wants to take some advantages from song/singing for building the objects cognitive in studying vocabulary in this research hoping this system will be useful as well as possible.Indeed pople have many strategies to learn something but Georgi Lazanov, Meier (2002 : 176) have developed the ttechnique to assist students quicker in study and one of the technique is through melody or song.Speaking about teaching vocabulary through singing in this writing, the writer would like to implement it as simple as she can. Because it is impossible for her to teach them just like a music teacher does to her students for the target she hopes to make students feel happy to study vocabulary so in turn the object research are quick to recall words and able to use them in sentences.Doris Hutton (http://www.jstor.org/pss/3344546) writer : The problem of teaching children to read music at sight is as old as the music program itself. Many systems have been employed in the effort to teach this rather complicated skill. Chief among them have been the shape note, the fixed do, and the movable do system. Singing with scale step numbers and scale letter names may be considered as variations of the last named. Still another system used involves the utilization of neutral syllables.

Considering the statement above, the writer has to organize the students into an attractive situation to sing with cheer songs for her purpose. Because she gets an inspiration from Doris Hutton as follows. When the average child begins school he has had little contact with music, other than music from the juke box, the radio, TV, or the church. (http://www.jstor.org/pss/3344546)

1.2.The Problem of StudyRegarding that vocabulary is very important therefore the wise way for an English teacher, she/he has to find out the system of teaching vocabulary in English. One of them is by using rhythm, words, or song to teach vocabulary is good breakthrough in other to make students of first year of junior high school feel like to study English. So if they are interested enough in studying the basic of English at the beginning they will be curious to be in English class in the following time.Based on the background of study, the writer formulates as follows :1.The teaching vocabulary through singing to the seventh grade students of SMP Negeri 1 Tamiang Hulu?2.What are the advantages of teaching vocabulary through singing?3.Does the teaching vocabulary through singing increase students achievement?

1.3.The Scope of StudyThe scope of study focused on teaching vocabulary through singing to the seventh grade students of SMP Negeri 1 Tamiang Hulu.

1.4.The Purpose of StudyBased on the problem study, the writer has some purposes for this research. The purposes are as the orientation for the writer in doing the research.The purposes of study are :1.To know whether teaching speaking through singing is an effective technique in mastering vocabulary.2.To know the advantages of teaching vocabulary through singing.3.To know whether teaching vocabulary through singing able to increase students achievement in mastering vocabulary.

1.5.Basic Assumption and Hypothesis1.5.1.Basic AssumptionThe writer writes the basic assumption of this research are :1.Teaching vocabulary through singing is able to increase student achievement.2.Teaching vocabulary through singing is a concept in teaching learning process.3.Students should be active in mastering vocabulary.

1.5.2.HypothesisHypothesis is a tentative answer to problems in research that still need to be proved. So that writer proposes the hypothesis of this study as follows :1.Teaching vocabulary through singing is an effective technique of seventh grade students of SMP Negeri 1 Tamiang Hulu.2.Teaching vocabulary through singing will be easy for teacher to teach in English.3.Teaching vocabulary through singing increases students achievement in mastering vocabulary.

CHAPTER IIREVIEW OF LITERATURE

2.1.A Brief Description of Vocabulary

8One of the most important language components was vocabulary. The mastery of it would be very helpful when someone was learning English. Having a great mastery on it would also facilitate him to comprehend. The subject learnt in which it was in English.Vocabulary is one of the English components, which has to be mastered and acquired by students in learning a new language. Allen (1983 : 5) give one reason for the emphasis on vocabulary in English learning.Schoolars are taking a new interest in the study of the word meaning. A number to research studies recently dealt with lexical problems (problems related to word). Through research the scholar are finding that the lexical problems frequently interfere with communication. Communications break down when people do not use the right word. Such discoveries by scholars do not surprise classroom teachers. Teachers have never doubted the value of learning vocabulary. They know communication stop when learners lack the necessary word.

From above statement it can be argued that vocabulary is one of most important part in communication, because communication cannot run well when people do not use the right words. Vocabulary must be mastered by students to get a succes in learning English. They will find some difficulties in their learning process without mastering it, since most learning activities such as listening, reading, speaking and writing need a large and solid vocabulary. As it is stated by Michael Bennet (1991 : 63) : Yet everyone, especially the English learners need a lot of vocabulary to succeed in their learning process because reading and listening are the ways they learn.According to Morgan (1961 : 192), says : Vocabulary is a number of words person possesses which is considered to be ones vocabulary, so vocabulary is the word with has meaning and should be posed by a person. The students who have a good vocabulary are more successful in studying English.A good vocabulary is a vital part of effective studying. Vocabulary includes all the word they normally use in daily activities of listening, speaking, reading and writing. The vocabulary increases ability to understand a conversation or a text. Thus, vocabulary is an aspect that is very fundamental for every body to be mastered in language learning. John Morgan and Mario Rinvolutry (1986 : 3) say that :The acquisition of vocabulary is not a linier but a branching process. Words are not learnt mechanically as little packets of meaning but associatively. It is not an impersonal but an intensely personal process, therefore, the associations and vibrations that a word sets up depend on our own past and present fell experience. It is not a solitary but a social process, we expand our apprehension of word meaning by interchanging and sharing them others. It is not a purely intellectual, effortfull process but an experiental hands on process too. An over intellectual approach cause the language to be incorporated with in the subject and the learners.

Unfortunately, most of students consider learning vocabulary as a tedious job. Because of that, the teacher should look for an effective technique make learning vocabulary easier, more pleasant and enjoyable.

2.2.A Brief Description of SingingSinging is an activity that used sound tone with certainly lyrics. It is one of the best ways in teaching vocabulary. Asking the students to sing an English songs in getting their vocabulary. It will improve students skill in vocabulary. Before giving the English songs, a teacher sould select familiar and easy listening songs for the students. The selection the songs are important because it will increase students motivation in learning vocabulary.Geist (1970 : 25 - 28) defines that one of the best ways in teaching vocabulary is using English songs. Asking students to listen English songs in finding their vocabulary, it will improve students skill in vocabulary. Singing plays an important role in learning vocabulary. In order the students can learn and easy to memorize vocabulary, of course, teachers must find the best ways in teaching vocabulary. In this situation, Dave Maier (2002 : 23), says that : People can learn goodly in physic environment, emotion and positive social namely good environment and arise spirit. It may be means that in learning English, a teacher is allowed to do anything to raise up students enthusiasm and education spirite include sing a song which can deep out all educated participant in learning vocabulary. Hopefully, the words used in the lyrics remain in the active store as long as students listen to the particular song and since the aim of this work is to use students favourite songs, the period of time when pupils listen the song for long time. Scott Thornbury (2002 : 17) described the following challenges that a learner of a second language has to face the following problem. He further says : Making the correct connections, when understanding the second language, between the form and meanig the words.

2.3.Teaching Vocabulary Through SingingUsing songs to teach vocabulary, several conditions for teaching stated by Scott Thurnbury are met in lyrics, words usually appear in context, the sound of new words is easily remembered along with the melody of the song and by listening to the song, and the students are exposed to the new words many times. As mentioned earlier, the roots of singing and speech seem to be closely connected. Stansell (2005 : 125) says, Singing positively affects language accent, memory, and grammar as well as mood, enjoyment and motivation and that pairing words and rhythm properly helps to hold songs together and to improve the ability of the mind to recall it. He also stated that singing and language teaching help each other in the process of teaching vocabulary.In the teaching learning vocabulary process, some words seem to be easier to remember than the others. Scott Thurnbury (2002 : 27-28) made a list of several factors that make some words more difficult than others do as follows :a.Difficult pronunciation (some words in English are rather difficult to pronounce especially the loan words derived from french, example : mosque, league, unique, lieutenant, and etc).b.Spelling (words that contain silent letters such as foreign, listen, often, etc).c.Length and complexity (long words are more difficult).d.Grammar (verb patterns).e.Meaning (two words overlapping in meaning get confused, words with multiple meanings).f.Range, connocation and idiomatic (idiomatic expressions will generally be more difficult than words whose meaning is transparent).

On the same page the expect Scott Thornbury gives the ways to the English teacher to do some steps to overcome students problems in teaching vocabulary through singing as follows :a.Students need tasks and strategies to help themselves to organize their mental lexicon by building networks of associations more better.b.Teachers need to accept that the learning of new words.c.Students need to wean themselves of a reliance on direct translation from their mother tongue.d.Songs need to be presented in their typical contexts, so that the students can get a feel for the meaning, the collocations, and the syntactic environments.e.Teaching should direct attention to the sound of new words, particularly way they are stressed.f.Students should aim to build a threshold vocabulary as quickly as possible.g.Students need to be actively involved in the learning of words.h.Students need multiple exposures to words and they need to retrieve words from memory repeatedly.i.Students need to make multiple decisions about words.j.Memory of new words can be reinforced if they are used to express personally relevant meaning.

2.4.The Role of Teacher and Students in Teaching Vocabulary Through Singing2.4.1.Teachers RoleTeacher is a leader in the class and all of the class activities cooperate by teacher. The teachers role in teaching vocabulary through singing as follows :

1)InstructorIt means that the teacher gives some orders or directions to the students to do exercises or practice about the topic of the day.Example :Teacher :Well, students. Please, sing your favourite songs in front of the class. After that find the vocabulary and meaning about that song. Are you ready?Students:Yes, mom.

2)CounselorIt means that the teacher can be a good advisor when the students face some problems. For example :Students:Mum, what are the examples of verbs in this song?Teacher:The examples of verbs in that songs are help, sing, fail, see, believe, know and etc.

So, if there is a good interaction between the teacher and the students it means the teaching learning process run well.

3)ModelIt means that the teacher as a model. When he or she teaches and explain the material to the students. In the teaching vocabulary through singing, the teacher have to practice sing a song in front of the students as a model. The teacher must used a good pronounciation and found the vocabulary from the songs.

4)As a Class ManagerIn teaching learning process, the teacher must be able to manage the class situation and condition of the students. The teacher has to organize the environment and the behavior the students in the class, because the teacher has responsibility for all activities in teaching learning English. For example, before the students know the topic, she asks all the students to be quit.Teacher:Keep silent, please!Students, topic for today is sing a song. Practice this song and found the vocabulary with the meaning.Students:Yes, mom.

As a manager, the teacher can motivate and support the students to make the lesson comfortable and safe. The teacher also can develop the situation and condition to be a good activities.

5)EvaluatorAt the end of the lesson, the teacher must be able to evaluate the students task by giving a mark. The illustration of students mark. Another way of students evaluation is giving some conclusion about the lesson. In singing performance, the teacher evaluation can be in the form of comment and giving a mark. In her comment, she gives many information, good pronunciation or advises for students in order to make better performance in the next meeting. In addition, she also gives a mark for students performance singing a song.

2.4.2.Students RoleStudent is an object of teaching learning process in the class. To get clear description about the student role, the teacher will describes the students activities in each meeting or during the classroom observation. The activities happen between the students to another student. Based on the classroom observation, the role of students are :1)As the ListenerIt means that the students listen to the teacher pronunciation when she explains or she sing a song. The students are expected to listen carefully and respond tentatively to the teacher.

2)As the PerformerThe students are expected to perform their favourite song without hesitation. They should concern with instruction that is given by the teacher, for instance : the teacher asks them to sing a song with good pronunciation.

2.5.Teachers and Students Problem in Teaching Vocabulary Through Singing2.5.1.Teachers ProblemIn teaching vocabulary sometimes the teacher faces some problems. The problems faced by the teacher, for example : the students capability. The teacher should pay full attention to the slow students, because sometimes they feel shy or nervous.1)Students CapabilityEach person has different capability and either for students in learning vocabulary. The students who have low capability cannot follow the material succesfully. To force this problem the teacher is supposed to be creative to create enjoyable situation during the teaching learning process. For example :Students:Im sorry Mom, Im afraid if I should sing a song in English.Teacher:Dont be afraid. Ill help you and everything will be all right. Come on!

2)Students MentalityIt refers to the students courage. Students courage is very crucial in sing a song because without this feeling the lesson will be failed. The teacher asked them to learn the vocabulary at the songs before and practice it in front of their friends.Teacher :Student, Im glad with your performance today, but I hope youll never stop to practice the songs and found a lot of vocabulary anywhere and anytime. Tomorrow, Ill invite some of you to present your favourite songs once more and I hope each of you be ready. So, prepare it as best as possible at home.

2.5.2.Students ProblemBased on the classroom activities, the students problem in learning vocabulary through singing as follows :1)PronunciationIt means that the student commonly produces unclear pronunciation. They feel difficult to pronounce certain words, moreover, if they do not recognize them yet. As a result, it often happens slip of the tongue from the students.2)PerformanceIn practicing or sing a song, the students must stand in front of the class. Because of this situation they are afraid if they have bad performance. Consequently, he or she is feared if his friends insult or laugh at their performance.3)NervousnessNervousness is a problem that mostly faced by the students in sing a song. They feel that they cannot comprehend the material well and make mistake. Finally, some of them prefer to be passive and afraid to do it.

2.6.Method of Teaching Vocabulary Through SingingMethod is one of the components which can not be separated from others components like purpose, materials and so on. Method is a way of doing something, it is a systematic arrangement of thing or idea. According to Mackey (1996 : 20) : Method determines what and how a lesson is taught (selection), the other in which it is taught (graduation), how the meaning and from are conveyed (presentation) and what is done to make use of the language unconscious (repetition).In choosing and selecting method a teacher should be aware of the purpose of materials and media, whether they are suitable with the teachers skill or not in proceeding the teaching vocabulary process. As Howard (1996: 97) says : A good teacher uses a variety of teaching methods and does not entirely upon any one of these, with the combination of method in process of teaching learning. It is hoped that the goal of teaching learning will be achieved effectively because no method which can be said more or less effective if they stand alone. The using of good method depends on the goal that they want to achieve, teacher skill, the ability of the student, the number of the students, the time and technique that are needed to reach the goals. The use of methods in teaching learning process will help teacher to increase her students capabilities and their motivation in learning.The suitable method for teaching vocabulary through singing is suggestopedia. This method is also known as suggestive accelerative learning and teaching. It was introduced by Goege Lazanov in 1978, a psychotherapist and physician, who believes that relaxation techniques and concentration will help the students tap their sub conscious resources and retain greater amounts of vocabularies and structure that they ever thought possible. The general goal of this method is to enable students to learn language in an athmosphere that is liberated from the restrictive influences that students experiences in more traditional classroom setting.Freenum (1996 : 80) states in his book about the principle of suggestopedia, they are :a.The goal of this method is to accelerated the process by which students learn to use a foreign language for everybody communication. b.The teacher is the authority in the classroom. In order to the method to be succesfull, the students must trust and respect him.c.The characteristic of this teaching learning process are : 1)It is conducted in classroom in which students are as comfortable as possible. Ideally, easy chairs, soft lighting and music are all available to contribute to a relaxing environment.2)Students select target language names and choose new occupation.3)The texts students work from are hand outs containing lengthy songs in target language.4)The teacher present the singing during two or more times.d.The language emphasized on vocabulary while the language skill is emphasized on speaking communicatively.e.As the course proceeds, the teacher uses the native language lesson less. f.Evaluation usually is conducted on students normal in class performance and not through format test.g.When errors of from do occur, the teacher uses the form correctly latter on during class.This method seems to have a variety of features that are helpful in the development of language profiency. The language is initially presented in context of song that is culturally based. The athmosphere of the classroom are with soft lights, baroque music, cheerful room decorations, comfortable seating and dramatic technique used by the teacher in the presented of material. All of these feature as are aimed at totally relaxing students, allowing them to open minds to learning the language in unencum bared fashion.

CHAPTER IIIPROCEDURE OF RESEARCH

3.1.Description of SchoolThe writer conducted her research at SMP Negeri 1 Tamiang Hulu Kabupaten Aceh Tamiang. This school was noted as a state school since October 9th, 1982, so we can say it is the oldest state school in the Kecamatan of Tamiang Hulu. Of course being a pioneer school, it has long time and has had a lot of experience in running out the problem of education in the level of Junior High School. The writer has met many of its out puts in daily intercourse either they have worked as the civil employees or out puts who works in the various companies in the area surrounding of Tamiang Hulu.The head master of SMP Negeri 1 Tamiang Hulu at present time is Bapak Rudi Prawira, S.Pd. He is very kind, smart and a typical of a good leader as well as an experienced educator, so that he deserved good respect from all teachers who teach in this school. According to the writers orientation, the head master has educated a tied discipline in his school regarding that this school; located in the plantation area that is in Pulau Tiga. So we can give a credit on this problem.

3.2.Description of TeacherAs we can read in the data of this school that right now there are 30 teachers in this school, the writer found it that most of the teachers were female that is 86%. While men teachers were 2 person that is 14%. So that as the implication of the reality the school looks very comfort, neat, clean and easy looking. The teachers here in this school have cold hands and they really apply the principal of sense of belonging to their school so that makes us will stay longer if we have a visit.Further, even though the amount of teachers are not too many, the writer was told there were four English teachers in this school, they were Sri Irma Novalinda, S.Pd, Sugiarti, S.Pd, Tri Dewi, S.Pd, and Budiarti Intan Rahmawati, S.Pd. Among the four there were two English teachers had double subjects to teach, English and Indonesian language taught by Sugiarti and Tri Dewi, so another word that this school has lack of Indonesian teachers now.

3.3.Description of StudentIf we compare with some Junior High School (SMP) in the other district, the amount of students in this school is a little bit less. From the interview, the writer knew that the total number of students here is 430 persons. The number is consisted from 145 persons the first grade; 67 persons male and 78 female, the eight grade is 155; 68 persons male and 87 female where as the ninth grade is 130; 72 persons male and 58 female. Except the third grade, the number of students more females than males, the writer does not have any idea, why?As the writer wrote in her title of this thesis Teaching Vocabulary Through Singing to the Seventh Grade Students of SMP Negeri 1 Tamiang Hulu. The writer can report that she conducted her research to VIIA with 36 students as the sample. She assumes the sample is the representatives of other the 4 classes of 145 students of the seventh grade in this school.

3.4.Procedure of Data CollectionIn doing the research at SMP Negeri 1 Tamiang Hulu, the writer did the experimental teaching it was conducted in class (VIIA). The writer also did both test; pre test and post test as well.In order to get data, the class researched was given a pre test to know their ability concerning with vocabulary, the writer gave some essay test with allocation of time 30 minutes. Further, after the teaching process or after five times meeting the writer conducted the post-test with 10 items of questions, time was 30 minutes too. After giving the pre test and booked their marks, then the writer began teaching them vocabulary through singing, the report about it can be read in the next coming discussion.

3.5.Experimental Teaching ProcessAs the writer told before she gave the pre test to them firstly, about the description of the event the writer explains as follows :1.On Monday, March 8th 2010, the writer first time entered the VIIA class. She introduced herself to students that she was a student of UNSAM who wanted to writer her thesis on Teaching Vocabulary Through Singing. Then she was curious to know them by seeing and calling their names one by one, here she found that there was one student absent to school, so there were only 35 of them followed the pre test.After she gave a pre test, the writer collected their answers then she began asking them sometimes in English and most of time in Bahasa. She wanted to know wether they already had dictionary, about their ways in learning words, their difficulties in knowing words, if they were very diligent enough to record and memorize new words, and whether they had English text to be read beyond schools. From what she had asked, she concluded most of the students said they did not have material to be learned out of school except their copies of textbook. The writer praised them who had hold copies of them because it was better than nothing she thought.Mean while the writer had about half an hour more in their class, so she used it to let them know about the next discussion that she would teach them directly to study the vocabulary through singing. They were excited.Then at this first moment the writer explained them about vocabulary in English is confessed very complicated because English has much more words than Indonesian, she also explained that in learning words through singing they can memorize or learn by heart the words without having to prepare a certain time to do. They can remember them in leisure time when they go to the bathroom, garden, plantation they can sing. Singing here means to study too.Ther writer ended her first visit after a various activity on how to improve students English especially about vocabulary problem.2.It was Wednesday, March 12th 2010. The researcher came to VIIA class to do her teaching process. She was in front of the class and she shared the lyrics copies of an English song.The tittle is I Have a Dream by Westlife, below :

I have a Dream(Westlife)

I have a dream, a song to singTo help me cope, with anythingIf you see the wonder of a fairytaleYou can take the future even if you fail

I believe in angels, something good in everything I seeI believe in angels, when I know the time is right for meIll cross the streamI have a dream

I have a dream, a fantasyTo help me through reality, in my destinationMake it wrote the while pushing to the darknessStill another mile

I believe in angels, something good in everything I seeI believe in angels when I know the time is rightFor me Ill cross the streamI have a dream

The writer does not have any special reason why she choose this song. The reason is only that she could sing and understand the lyrics. Infact, this song is about someone who believe with his dream to get his ambition in the future.In teaching the students about vocabulary from that song, she grouped the words into verb, noun, adjective and adverb.Verb NounAdjectiveAdverbSingDreamRightHaveHelpSong GoodCope WonderAngelsSee FairytaleRealityCross Stream AnotherBelieveDarknessEvenKnowFantasyPushingTimeTakeDestinationFailMilewrote

After the writer sang a song by herself, then, she made the class sang it together until five times, we were happy, further, the teacher explained the meaning of the words, verb, noun, adjective or adverb.The teacher said one problem about learning words was the meaning of words coul be based on lexical or sensed meaning (it should be accordance with the text involved). Usually she continued to find out the sensed meaning is much more difficult than to get lexical ones.

3.The third meeting was on March 15th 2010, the writer continued teaching vocabulary through singing. Firstly, after checking the students names and they readiness to study, we sang the I have a Dream song together. The teacher saw they were ready to continue the lesson, some students proposed to sing some west songs by telling her a few of them who used to sing in the class in their break time. They said, Selvi can sing English song miss, Endang and Parman. The teacher asked them to calm down and she promised to give opportunity to next time. She focused them to review new words they have just got from lyric of song I have a Dream. Shortly, in the third day of research, the teacher taught them how to use those words into short sentences besides discussing the synonym an antonym as well. After one hour, the teacher asked the students to learn vocabulary from the song by consulting their dictionary.

4.The forth meeting was taken place on March, 19th 2010, here the writer gave each student copy of English song, it was My hearts will go on by Celine Dion.The complete of the song is :

My hearts will go on(Celine Dion)

Every night in my ..I see you, I fell youThat is how I .. youGo on Far accross the distanceAnd spaces . usYou have come to show youGo on

far Wherever you areI . that the heart doesGo on

Once more You . the doorAnd youre hereIn my heart

Will go on and onLove can touch us one ..And last for a . TimeAnd never let gotillWere . On

Love was when I love youOne true time I hold youIn my live well Go on

After the teacher sing that song for the first, then the students learn it and sang together with their friends. The teacher told them about the lyrics of the song. Then as she did before she had them grouped the words into verb, adjective, noun and adverb. They did it into group. Finally, each group submitted to the teacher to check whether they had done it correctly. After that she asked them to memorize the words and made into short sentences.

5.It was time to give them post test, the time was 30 minutes for 20 items. The students were asked to fill the correct words for the description given. This meant in order that they could comprehend the description given without checking the dictionary.Finally, the researcher ended the research on March 20th, 2010. The result of the research will be discussed in the next chapter.

CHAPTER IVDATA ANALYSIS

4.1.Data CollectionIn this research as the writer explained in the previous chapter that this is a quantitative one, so after it was done, the researcher got the data as the result of teaching process. The data is about raw score result. The researcher got two kind of scores they were : Pre-test scores and post-test scores.Further, the writer would like tabulate them in the following table.

Table 4.1.Pre - Test Scores

NoNameStudentsNo.GenderScoreNote

1Agus Herdiansyah9975057457M60

2Cindy Diah Puspita9970040860F65

3Dedi Surianto9975991935M60

4Diki Aditia9975991920M60

5Dio Surada 9970040829M65

6Deski Nadia Pentari9970029454M50

7Edo Kurniawan9975051483M50

8Ego Prayogi9975052743M55

9Eliza Rahayu Pratama9975991946F65

10Elna Putri Purnama9995098768F70

11Erna Giana9995057466F70

12Gustina Ratna Dewi9984898283F65

13Hanniaty9970040834F60

14Helna Yolanda9975054845F-Absent

15Heppy Duana Putri9960265284F65

16Dian Setiawan9975057454M65

17Khairul Rozul9975058871M55

18Liza Suriani9970040855F60

19M. Arfiansyah9975991949M60

20M. Ihsan Agusdra9975991931M60

21M. Tri Wardoyo9975057459M60

22Malik Jabar Jani9970040841M60

23Nanda Hafiza9975592999M60

24Nova Setiawan9975054855M65

25Nurhasanah9960265286F80

26Nurjanah9984959765F80

27Pratiwi Putri Utami9985471298F80

28Rio Setiawan9970040862M65

29Riski Syahputra9970040832M65

30Robiyanto9970029451M60

31Suyetno9970040825M60

32Vika Junita9975057450F70

33Yolanda9970040840F70

34Yuda Renar Prilian9975979936M65

35Erli Yanda9978812587M70

36Yuliza Afriani9984036017F60

Table 4.2.Post - Test Scores

NoNameStudentsNo.GenderScoreNote

1Agus Herdiansyah9975057457M70

2Cindy Diah Puspita9970040860F80

3Dedi Surianto9975991935M70

4Diki Aditia9975991920M70

5Dio Surada 9970040829M70

6Deski Nadia Pentari9970029454M60

7Edo Kurniawan9975051483M60

8Ego Prayogi9975052743M60

9Eliza Rahayu Pratama9975991946F80

10Elna Putri Purnama9995098768F90

11Erna Giana9995057466F80

12Gustina Ratna Dewi9984898283F80

13Hanniaty9970040834F70

14Helna Yolanda9975054845F60

15Heppy Duana Putri9960265284F80

16Dian Setiawan9975057454M70

17Khairul Rozul9975058871M60

18Liza Suriani9970040855F60

19M. Arfiansyah9975991949M60

20M. Ihsan Agusdra9975991931M70

21M. Tri Wardoyo9975057459M60

22Malik Jabar Jani9970040841M70

23Nanda Hafiza9975592999M70

24Nova Setiawan9975054855M70

25Nurhasanah9960265286F90

26Nurjanah9984959765F90

27Pratiwi Putri Utami9985471298F90

28Rio Setiawan9970040862M70

29Riski Syahputra9970040832M70

30Robiyanto9970029451M60

31Suyetno9970040825M60

32Vika Junita9975057450F70

33Yolanda9970040840F70

34Yuda Renar Prilian9975979936M70

35Erli Yanda9978812587M80

36Yuliza Afriani9984036017F60

4.2 Data AnalysisThroughout this sub topic, the witer wants to describe of interpret the result of the pre-test and the post-test.a. Data Analysis of Pre - TestThe writer determines the range got by students by applying the formula:R = Xt - XrWhere :R=The range of scoreXt=The highest scoreXr=The lowest score

According to the pre-test result, the highest score is 80, and the lowest score is 50. Then to get the range score the writer use formula of Sutrisno Hadi (1983 : 30) as follows :R=Xt - Xr=80 - 50=30

Further the writer groups the score into class interval that are calculated by applying Kriterium Sturges Formula (Supranto, 1996 : 61).K=1 + 3,322 Log nWhere :K=The number of class intervaln=The numbers of studentsAnd the calculation is :K=1 + 3,322 Log n=1 + 3,322 Log 35=1 + 3,322 (1,54)=1 + 5,11=6,11 or rounded to 6

The class interval=

=

==5Based on the interval, the writer could tabulate the score into the frequency tabulations. The following table is the frequency of the pre-test result.

Table 4.3.The Tabulation of Students Pre-Test

Class Interval(I)Frequency(f)xFxF (%)

46 - 52249985,71

53 - 592561125,71

60 - 662363144965,71

67 - 7357035014,28

74 - 803772318,57

Total352240100

The data shows that : two students got score 50. It is the same as 5,7%, two students also got 55 that is 5,71%. The most of students got 60-65, among them most boy students from 23 persons, so the percentage is 65,71%. Five students got 70, the percentage is 14,28%, and three of the sample got the highest score 80, so the percentage is 8,57%.To find out the mean score, the writer uses the formula of J.B. Heaton (1974 : 2) that is :

M=

==64

b.Data Analysis of Post - TestThe writer determines the range got by students by applying the formula:R = Xt - XrWhere :R=The range of scoreXt=The highest scoreXr=The lowest score

According to the post-test result, the highest score is 90, and the lowest score is 60. Then to get the range score the writer use formula of Sutrisno Hadi (1983 : 30) as follows :R=Xt - Xr=90 - 60=30

Further the writer groups the score into class interval that are calculated by applying Kriterium Sturges Formula (Supranto, 1996 : 61).K=1 + 3,322 Log nWhere :K=The number of class intervaln=The numbers of students

And the calculation is :K=1 + 3,322 Log n=1 + 3,322 Log 36=1 + 3,322 (1,55)=1 + 5,14=6,14 (6)

The class interval=

=

==5Based on the interval, the writer could tabulate the score into the frequency tabulations. The following table is the frequency of the post-test result.

Table 4.4.The Tabulation of Students Post-Test

Class Interval(I)Frequency(f)xFxF (%)

60 - 66116369330,55

67 - 731570105041,55

74 - 8067746216,62

81 - 8708400

88 - 9449136411,08

Total362569100

The data shows that : eleven students got score 60, it is the same as 30,55%, fifteen students got 70 or 41,55%, six students got 80 or it is 16,62%, No students got 87 it is equal 0% and four learners got 90 it is equal 11,08%.Therefore, to find out the mean score, the writer uses the formula of J.B. Heaton (1974 : 2) that is :

M=

==71,36

CHAPTER VCONCLUSIONS AND SUGGESTIONS

5.1.ConclusionsIn this last chapter, the would like to make the conclusions after doing the research on teaching vocabulary through singing to the seventh grade of SMP Negeri 1 Tamiang Hulu.The conclusions of the research are drawn as follows :1.Teaching vocabulary through singing English songs is the best way and it gives students a great pleasure in studying.2.The students can learn words from the lyric of songs, and the time for studying is unlimited, due to the students can do it in whatever circumstances.3.The students will be easier to keep the vocabulary in their mind words and use them, because they have mastered both, either in spelling or in how to pronounce them correctly.4.Students will be easy to participate in communicative situation because they have been familiar with words are spoken daily.5.The students achievement in vocabulary has been increased from their main course : 64 in pre - test to 71, 36 in post - test.

5.2.SuggestionsThe suggestions for this research are :1. English teachers should creative in designing and practicing some songs, to increase students mastery in English, especially vocabulary.2.Teacher must be capable to understand students necessity in studying.3.Make teachers teaching interesting to avoid getting bored in English class by developing some acceptable methodologies.4.Always remind the students that English is not the lesson as the pre-requisite to pass their education from a formal school, but it is useful for them in their future carrier.5.It is hoped that each English teacher always pays attention to help their students to know vocabulary, as basic elements in mastering English well.

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