THE RELATIONSHIP BETWEEN LISTENING FREQUENCY TO ENGLISH

SONGS AND STUDENTS’ LISTENING ACHIEVEMENT

(A Correlational Study on Fourth Semester Students of Department of English Education of State

Islamic University of Syarif Hidayatullah Jakarta Academic Year 2014/2015)

“A Skripsi”

Presented to Faculty of Tarbiyah and Teachers’ Training in Partial Fulfillment and

Requirement for the Degree of S.Pd (S1) in the English Language Education

By:

Niki Brilian Rindu Putri

NIM : 1111014000109

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS’ TRAINING

STATE ISLAMIC UNIVERSITY OF SYARIF HIDAYATULLAH

JAKARTA

2016

i

ABSTRACT

NIKI BRILIAN RINDU PUTRI, 2015, The Correlation Between Frequency in

Listening to English Songs and Students’ Listening Achievement (A Correlational

Study on 4th

Semester of Department of English Education Students of Islamic State

University of Syarif Hidayatullah Jakarta Academic Year 2014/2015), Skripsi,

Department of English Education, The Faculty of Tarbiyah and Teachers’ Training,

Islamic State University of Syarif Hidayatullah Jakarta, 2015

Key Words Listening Frequency to English Songs,

Listening Achievement

The purpose of this study is to know whether there is correlation between listening to

English songs’ frequency and students’ listening achievement on 4th

semester

students of Department of English Education of UIN Jakarta. The sample of this

study is 23 students from class B. The method of this study was quantitative method

and the technique that used was correlational technique. The data was collected from

questionnaire about students’ listening frequency to English songs and listening IV

Final test, which was collected from listening IV lecturer. Both of the data were

calculated with SPSS 22 program. The result shows that there is a positive correlation

between listening frequency to English songs and listening achievement. It proved by

the rxy (0.641) which bigger than rtable (0.413). It considered that null hypothesis (Ho)

in this research is rejected and the alternative hypothesis (Ha) which state that there is

correlation between listening frequency to English songs and students’ listening

achievement is accepted. In Conclusion there is a positive correlation between

listening frequency to English songs and students’ listening achievement. It means

that the higher listening frequency to English songs, the better listening achievement

students’ get.

ii

ABSTRAK

NIKI BRILIAN RINDU PUTRI, 2015, The Correlation Between Frequency in

Listening to English Songs and Students’ Listening Achievement (Penelitian

Korelasi di Universitas Islam Negeri Syarif Hidayatullah Jakarta), Skripsi,

Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam

Negeri Syarif Hidayatullah Jakarta, 2015

Key Words Listening Frequency to English Songs,

Listening Achievement

Tujuan dari penelitian ini adalah untuk mengetahui apakah ada korelasi antara

frekuensi mendengarkan lagu bahasa Inggris dan pencapaian kemampuan

mendengarkan dalam bahasa Inggris siswa semester 4 Pendidikan Bahasa Inggris

UIN Jakarta. Sampel untuk penelitian ini adalah 23 siswa dari kelas B. Metode yang

digunakan dalam penelitian ini adalah metode kualitatif dan teknik yang digunakan

adalah teknik korelasi. Data untuk penelitian ini diambil dari kuisioner tentang

frekuesi siswa mendengarkan lagu bahasa Inggris dan nilai ujian akhir semester

(UAS) matakuliah Listening IV yang diambil oleh dosen matakuliah tersebut. Kedua

data yang telah dikumpulkan kemudian diolah menggunakan program SPSS 22.

Hasilnya memperlihatkan bahwa ada korelasi positif antara frekuensi mendengarkan

lagu bahasa Inggris dan pencapaian kemampuan medengarkan siswa. Ini dibuktikan

dengan rxy (0.641) lebih besar dari rtabel (0.413). Hal ini dapat menyatakan bahwa null

hipotesis (Ho) ditolak dan hipotesis alternatif yang menyatakan bahwa ada korelasi

antara frekuesi mendengarkan lagu bahasa Inggris dan pencapaian kemampuan

mendengarkan siswa diterima. Kesimpulannya adalah ada korelasi positif frekuesi

mendengarkan lagu bahasa Inggris dan pencapaian kemampuan mendengarkan siswa.

Ini juga berarti bahwa semakin tinggi frekuensi siswa mendengarkan lagu bahasa

Inggris, semakin baik juga pencapaian kemampuan mendengarkan siswa.

v

ACKNOWLEDGMENT

In the name of Allah, the Beneficent and the Merciful

All praised is due to Allah, Lord of the world, who has given me love and

blessing to finish my last assignment in my study, “Skripsi”. Peace and salutation be

upon to the prophet Muhammad SAW, his family, his companion and his adherence.

It is a pleasure to acknowledge the help and contributions to all of lecturers,

institutions, family and friends who have contributed in the different ways hence this

“Skripsi” is processed until it becomes a complete writing which will be presented to

the Faculty of Tarbiya and Teachers’ Training in partial fulfillment of the

requirements for the degree S. Pd (Bachelor of Arts) in English Languge Education.

First, I would like to give thanks to my advisors Miss. Evilianing Eviyuliwati, M.

Hum and Miss Hapsari Dwi Kartika, MA, TESOL who have given me precious help,

guidance and advices patiently during the completion and the development of the

study.

I also realize that I will never able to finish this “Skripsi” without help and

support from people around me. Therefore, I would like to give my gratitude and

appreciations to:

1. Prof. Dr. Ahmad Thib Raya, MA, as the Dean of Faculty of Tarbiya and

Teachers’ Traning Islamic State University Syarif Hidayatullah Jakarta.

2. Dr. Alek, M.Pd, as the Head of De partment of English Education

3. Zaharil Anasy, M.Hum, as the Secretary of Department of English Education

4. All lecturers of Department of English Education who always give motivation

and valuable knowledge during my study.

vi

5. Neneng Sunengsih, M.Pd, as the lecturer of listening IV of Department of

English Education.

6. Dr. Ratna Sari Dewi, M.Pd, as class C 2011 Academic Advisor who always

give support and advices during my study.

7. To my Papa, Mama, Andung, my little sisters and brother and all my family

that always support me.

8. To my collage best friends Ajeng, Dwi, Dessi, Ditta, Nunky, and Esti who

always be there whenever I needed.

9. To Emy, Kenanga, Wanda, and Tiara, my best friends. Thank you for every

support you give to me.

10. All 4th

semester students of Department of English Education Academic Year

2014/2015, as the participant of this research.

11. All friends from Class C 2011 who always together no matter what.

The words are not enough to say any appreciation for their help and contribution

in this “Skripsi”. May Allah, the Almighty bless them all. Moreover, the writer also

realized that this “Skripsi” is far from perfect. It is a pleasure for me to get critiques

and suggestion to make this “Skripsi” better.

Jakarta, 30 Desember 2015

The Writer

vii

TABLE OF CONTENTS

ABSTRACT ………………………………………………………………………. i

ABSTRAK ………………………………………………………………………...ii

ENDORSEMENT SHEET ………………………………………….…………… iii

APPROVAL ………………………………………………………………………. iv

ACKNOWLEDGMENT …………………………………………………………v

TABLE OF CONTENTS ………………………………………………………...vii

LIST OF TABLES ………………………………………………………………..ix

LIST OF FIGURES ………………………………………………………………x

LIST OF APPENDICES …………………………………………………………xi

CHAPTER I INTRODUCTION ……………………………………………..1

A. Background of the Study ………………………….……….. 1

B. The Identification of Problems …………………………….. 4

C. The Limitation of the Study ……………………………….. 4

D. Formulation of the Study ………………………………….. 4

E. The Objective of the Study ………………………………… 4

F. The Significances of the Study …………………………….. 5

CHAPTER II THEORITICAL FRAMEWORK ….………………………… 6

A. Listening …………………………………………………… 6

1. Definition of Listening …………………………………..6

2. Types and Process of Listening Activities ……………… 7

3. The Purpose of Listening ……………………………….. 11

4. Listening Achievement …………………………………. 11

B. Songs ……………………………………………………….. 12

1. Definition of Song ………………………………………. 12

2. Physiological Response to Music ………………………. 13

3. The Use of Songs as Authentic Listening Material …...... 15

4. Factors Contributing to Listening Comprehension of Song

……………………………………………………………16

5. Listening to Songs as Habit …………………………...... 17

6. Benefit of Songs ………………………………………… 18

C. Relevant Study …………………………………………….. 19

D. Conceptual Framework ……………………………………..20

viii

E. Theoretical Hypothesizes ……………………………...…… 20

CHAPTER III RESEARCH METHODOLOGY …………………………..… 21

A. Place and Time of Study ………………………………….... 21

B. Population and Sample …………………………………..… 21

C. Method of Study …………………………………………… 21

D. Design of Study ……………………………………………. 22

E. Technique of Data Collection ……………………………… 22

F. Technique of Data Analysis ………………………………... 24

G. Statistical Hypothesizes ……………………………………. 26

CHAPTER IV RESEARCH FINDING ………………………………………. 27

A. Data Description …………………………………………… 27

B. Data Analysis ………………………………………………. 32

C. Data Interpretation …………………………………………. 38

CHAPTER V CONCLUSION AND SUGGESTIONS ……………………… 40

A. Conclusion …………………………………………………. 40

B. Suggestions ………………………………………………… 40

BIBLIOGRAPHY ………………………………………………………………... 43

APPENDICES

ix

LIST OF TABLES

Table 3.1 Reliability Test ………………………………………………….…….. 23

Table 3.2 Normality Test ………………………………………………………… 24

Table 3.3 Correlation Coefficient Table …………………………………………. 25

Table 4.1 Score of Questionnaires ………………………………………………. 28

Table 4.2 Listening Test Score …………………………………………………... 30

Table 4.3 Summary of Questionnaires Scores (X) and Listening Test Scores (Y). 32

Table 4.4 Normality Test of the Data ……………………………………………. 33

Table 4.5 Linearity Test of the Data ……………………………………………... 34

Table 4.6 Data Analysis Table …………………………………………………... 35

Table 4.7 Result of Correlation Coefficient ……………………………………... 38

Table 4.8 Correlation Coefficient Table …………………………………………. 39

x

LIST OF FIGURES

Figure 4.1 Students’ Frequency in Listening to English Songs (X) ……………… 32

Figure 4.2 Listening Achievement (Listening IV Score) (Y) …………………….. 33

xi

LIST OF APPENDICES

APPENDIX 1 Details of Questionnaire Scores ………………………………… 47

APPENDIX 2 Questionnaire Validation Result ……………………………….. 49

APPENDIX 3 Questionnaire Question before Validation …………………….. 50

APPENDIX 4 Questionnaire Question after Validation ………………………. 51

APPENDIX 5 Listening IV Final Test (UAS) Scores …………………………..52

APPENDIX 6 Distribusi Nilai rtabel Signifikansi 5% dan 1% ………………...55

1

CHAPTER I

INTRODUCTION

A. Background of the Study

These days, there are many foreign language that support people activities

and English is one of them. English as we know become the International

language. There are many aspects in our live such as education, technology,

business, or even entertainment using English. That is why now many people

realize the importance of English proficiency.

English proficiency consists of the four basic skills of language; these are

listening, speaking, reading and writing. All of these proficiencies are very

important, still listening contributes primarily for language expertise. D.

Renukadevi, assistant professor from Erode Sengunthar Engineering Collage

stated that listening awakens awareness of the language, as it is a receptive skill

that first develops in a human being.1 The sound, rhythm, intonation and stress of

the language can only be perfectly adapted through listening.

On the other hand, Vandergrift stated listening comprehension lies at the

heart if language learning but it is the least understood and least researched skill.2

Many teachers think that listening skill can be learned along with speaking skill. If

all teachers get used with this perception, it will become a problem in acquiring

second language considering listening provides input for the language acquisition

process and it also dominantly used in daily life.3 That is why foreign language

learner cannot think little of listening.

There are two reasons why listening have very important role in language

acquisition. First, is to provide input for the language acquisition process and

1 D. Renukadevi, The Role in Language Acquisition;the Challenges & Strategies in

Teaching Listening, International Journal of Education Information Studies,Vol.4, 2014, p.59. 2 L. Vandergrift & C.C M. Goh, Teaching and Learning Second Language Listening, (New

York: Routledge, 2012),p. 4. 3 Yun Kul Cheung, The Importance of Teaching Listening in EFL Classroom, Journal of

Institute of Education Science,2010, p.24.

2

second is dominantly used in daily life. 4 Miller also stated that forty percent of

our daily communication is spent on listening, thirty-five percent on speaking,

about sixteen percent on reading, and only nine percent on writing.5 The highest

percentage of involvement in exchange of information in effective

communication, listening has to be considered a language forerunner .Thus, there

can be no doubt that activity that we do the most every time is listening.

If it’s true that listening skills are the most important outcomes of early

language teaching that explains the constant demands for methods that

successfully improve listening skills of learners.6 There are many teaching aids

that can be used for practicing listening skill such as pictures and diagrams,

movies, and songs. In this research writer will take songs as example of teaching

aids in practicing listening. Songs can be one of the most enjoyable ways to

develop listening skills. Also practice listening skill through song can prevent

boredom. The learners are active during the listening, rather than waiting until

rather waiting until the end to do something.

Mandelsohn stated that if students listen to target language all day, they

would improve their listening ability through the experience.7 Through songs,

students discover the natural stretching and compacting of the stream of English

speech. Song will be the easiest tool to use to help learner developing listening

ability, since for most learners singing songs and listening to music are enjoyable

experiences.8 Also, these days with technology advances we can listen to music in

everywhere. From this, learners can listen to a song, especially English song

anytime they want.

4 David Nunan, Language Teaching Methodology, (London: Prentince Hall International,

Ltd., 1991), p.6. 5

Lindsay Miller, Developing Listening Skills with Authentic Materials, ESL Magazine,

2003, p.16. 6 Mustava Sevik, Teaching Listening Skills to Young Learners through "Listen and Do"

Songs, English Teaching Forum, Vol. 50, No. 3, 2012, p.1. 7 David J. Mendelsohn, Learning How to Listen Using Learning Strategies. Current Trends

in the Development and Teaching of Four Language Skills. E. Uso-Juan and A. Martinez- Flor.

Berlin: Mouton de Gruyter, 2006. p.75. 8

Tony Lynch, Academic Listening: Marrying Top and Bottom. Current Trends in the

Development and Teaching of Four Language Skills. E. Uso-Juan and A. Martinez- Flor. Berlin:

Mouton de Gruyter, 2006. p. 93.

3

Listening to English songs will become the easiest way to help EFL learner

developing their listening skill. Through listening to English songs, learners are

exposed to authentic example of the second language because simple and

repetitive songs often contain a resurgent grammatical pattern. Song has big

advantage to practice listening because of their meaningful context, appealing,

package and topics of broad human interest. 9

Referring to that explanation above, this study aims to investigate the

listening frequency to English songs amongst the fourth semester students of

Department English Education of UIN Jakarta and their listening achievement as

indicated in their Final examination held by English Education Department. The

writer assumed that more often students listening to English songs, the better skill

they have in listening ability. A large amount of time or a high frequency in time

of listening to English songs can help develop listening mastery in better ways.

B. The Identification of the Problems

Based on the background above, there were some problem in teaching and

learning listening. The problem was:

1. The students have lack of motivation in learning listening.

2. The teachers are difficult to find suitable method to stimulate students

learning listening.

3. Many students feel difficulty in listening to native speaker because they thing

native speaker speak to fast.

4. Sometimes teacher using the same material to practice listening so the

students feel bored.

C. The Limitation of the Study

Based on the problem identification, the writer limits the study on the

relationship between listening frequency to English song and listening

9 Thomas Aa. Claerr & Richard Gargan, The Role of Songs in Foreign Language

Classroom, OMLTA Journal, Vol. I, 1984, p.29.

4

achievement from fourth semester students of English Education Department UIN

Jakarta.

D. Formulation of the Study

The writer formulated the problem as follow: was there any relationship

between the listening frequency to English songs and students’ listening

achievement?

E. The Objective of the Study

The objective of the study is to find out the whether there is any relationship

between listening frequency to English songs by fourth semester students of

Department of English Education of UIN Jakarta with their listening achievement.

F. The Significance of the Study

This study is expected to provide theoretical, practical and professional

benefits.

1. Theoretical Significance

The research finding can be used to enrich the theories and method regarding

the use of English song toward students’ listening skill development.

2. Practical Significance

Practically, the research finding provides the information to the English

teachers in teaching listening by using songs, so they can teach students in an

effective and joyful way. While for student, it will give information on direct

contribution to both students’ language development in listening skill and

successful achievement in listening test.

3. Professional Significance

5

The research finding provides information to English teacher on how

listening to English songs can develop students’ listening skill. Thus, it is true that

the used of English songs develop students’ listening ability. In addition, it gives

wide space to the coming researcher who would like to do a research in the same

topic in broader scope and larger samples which can be used as reference.

6

CHAPTER II

THEORETICAL FRAMEWORK

A. Listening

1. Definition of Listening

Listening is often confused with hearing. While hearing is biological process

that can be scientifically explained, listening is neurological cognitive regarding

the processing of auditory stimuli received by auditory system. Listening comes

from word ―listen‖ (/ˈlɪs(ə)n/). Roland Barthes, a linguist, distinguishes between

hearings and listening, stating, "Hearing is a physiological phenomenon; listening

is a psychological act." Barthes also states that "whereas for centuries listening

could be defined as an intentional act of audition...today it is granted the power

(and virtually the function) of playing over unknown spaces" including

unconscious forms.1

Listening involves a number of basic processes, some hold on to linguistic

competence, it also depend on previous knowledge that is not consequently of

completely linguistic nature and some depending on psychological variables

which is influence the mobilization of this competence and knowledge in the

appropriate task situations.2 Harmer stated listening is a receptive skill in which

people gain idea based on what they heard. 3 From the definition above, it can be

conclude that listening is an activity to paying attention to someone or something

in order to understand someone saying.

1 Roland Barthes, The Responsibility of Forms, (New York: New York Hill and Wang,

1985), p.45 2 Arif Saricoban, The Teaching Listening, The Internet TESL Journal (Retrieved from

http://iteslj.org/Articles/Saricoban-Listening.html on 24 December 2015), Vol. V, No. 12, 1999,

p.1 3 Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman.

2011) Third Edition, p. 181.

7

2. Types and Process of Listening Activities

a. Types of Listening Activities

There are many types of listening depends on the purpose itself. In here the

writer will explain the types of listening that can students in developing their

listening skills.

1) Active Listening

Active listening is the art of listening for meaning. For us to gain meaning

from the words of another person, we need to be listening carefully.4 Meaning is

not necessarily assured even when we are actively listening, but we will at least

know that we don’t understand, and can therefore ask the correct questions to gain

enlightenment.5

Active listening focuses attention on the speaker. The listener gives verbal or

non-verbal feedback by asking questions and/or by paraphrasing what the speaker

said.6 In this situation, the listener uses his other senses to go beyond the words

spoken.

2) Critical listening

The critical listening is also known: as evaluative, judgmental or interpretive

listening.7 The main goal of this type of listening is to evaluate the message with

logic while analyzing the different arguments provided by the speaker.8 It requires

some analysis, judgment and critical thinking. It is necessary in order to be able to

criticize the strength of the evidence and to determine the motive of the speaker.

However, critical listening is not an easy task to accomplish because it is needed

to absorb and evaluate the information together.

3) Content Listening

4 "Active Listening‖. Inspiration. White Dove Books. (Retrieved from http://www.white

dovebooks.com on 20 Desember 2014). 5 Ibid

6 Larry Alan Nadig, Tips on Effective Listening, (Retrieved from

http://www.drnadig.com/listening.htm on 24 Desember 2015) 7 Culbertson. H., Classroom listening skills. (Retrieved from

http://home.snu.edu/~hCULBERT/listen.htm on 20 Desember 2015 8 Culbertson. H, Ibid

8

This type of listening involves understanding and retaining the information

provided by the speaker.9 It also requires to identify the main key points of the

message and to find cues by doing a summary of it. Moreover, it is important to

understand different sounds and tones provide by the speaker. However, some

other factors need to be taken under consideration such as phonology, vocabulary,

grammar, general discourse, and informational discourse.

To effectively apply content listening, it is needed once again identify the

main idea or the key points of the message. Then, the next thing to do is to ask

questions for clarifications if the message was misunderstood. This will increase

the level of understanding of the message transmitted.

b. Process of Listening activities

1) Pre- Listening

During the pre- listening phase, teachers need to recognize that all students

bring different backgrounds to the listening experience. Beliefs, attitudes and

biases of the listeners will affect the understanding of the massage. In these

addition to being aware of these factors, teachers should know students how their

backgrounds affect the massage they receive.

Before listening, students need assistance to activate what they already know

about the ideas they are going to hear. Simply being told the topic is not enough.

Pre- listening activities are required to establish what is already known about the

topic, to build necessary background, and to set the purposes for listening.

Students need to understand that the act of listening not just hearing but also

thinking, as well as a good deal of interest and information that both speaker and

listener must have in common.10

2) During Listening

Students need to understand the implications of rate in the listening process.

Nichols stated that he found people listen and think at four times the normal

9 Culbertson. H., Ibid

10 Martha King L. & Gay Su Pinnell, Access to Meaning/ Spoken and Written Language,

Collage of Education Ohio State University,Vol. 23 No. 3, 1984, p.177

9

conversation rate.11

Students have to be encouraged the use the ―rate gape‖ to

actively process the message. There are several things students can encouraged to

do:

“They can run a mental commentary on it; they can doubt it, talk back to it, or

extend it. They can rehearse in order to remember it; that is, they repeat

interesting points back to themselves. They can formulate questions to ask the

speaker … jot down the key or key phrase … They can wonder if what they are

listening to is true, or what motives the speaker has saying in it, or whether the

speaker is revealing personal feelings rather than objectives assessments.”12

3) After Listening

Students need to act upon what they have heard to clarify meaning and extend

their thinking. Well-planned post- listening activities are just as important as those

before and during13

. Some examples follow:

1) To begin with, students can ask questions of themselves and the speaker to

clarify their understanding and confirm their assumptions.

2) Hook and Evans (1982) suggest that the post-mortem is a very useful device.

Students should talk about what the speaker said, question statements of

opinion, amplify certain remarks, and identify parallel incidents from life and

literature.

3) Students can summarize a speaker's presentation orally, in writing, or as

an outline. In addition to the traditional outline format, students could use

time lines, flow charts, ladders, circles, diagrams, webs, or maps.

4) Students can review their notes and add information that they did not have an

opportunity to record during the speech.

5) Students can analyse and evaluate critically what they have heard.

6) Students can be given opportunities to engage activities in that build on and

develop concepts acquired during an oral presentation. These may include

writing (e.g., response journal, learning log, or composition), reading (e.g.,

11

R. G. Nichols, Factors in listening comprehension, Speech Monographs, (London:

Routledge, 1948), 15. 12

C. Temple & J.W. Gillet, Language arts: Learning processes and teaching practices.

Glenview, (Illinois: Scott, Foresman and Company, 1989), p. 14 13

Thomas G. Devine, Listening Skills Schoolwide: Activites and Programs, ERIC Clearing

on Reading and Communication Skills, 1982, p. 27

10

further research on a topic or a contradictory viewpoint), art or drama (e.g.,

designing a cover jacket after a book talk or developing a mock trial

concerning the topic through drama in role).

3. The Purpose of Listening

In everyday situations there are a great number of reasons for listening.

Brown and Yule divided the purposes into two main categories interactional and

transactional.14

Interactional purpose convey social reasons of communication

such as chatting at a party whereas transactional is used to express exchange of

information such as to follow instruction. 15

4. Listening Achievement

To know whether students already mastering what they have been learnt and

how much progress their done can be proved in how high the achievement they

got. To perceive students’ achievement, teachers must do an evaluation after the

learning process is done. The evaluation can show whether the students already

understand what have been taught.

According to Gronlund achievement is something that students have

learned.16

It means that achievement is conclusion of assessment and evaluation in

learning for extents of time. It cannot be achieved id the students never attain it

before. Furthermore, M. Chabib Thoha stated achievement the expanse that a

person has achieved.17

It means that after learning in extents of time, students will

get the result. The result that students get it is called achievement. Achievement

can be obtainable through test.

So it can conclude that listening skill achievement is students’ ability in

listening skill course that is acquired through test score. Achievement only can be

achieved after students occur their learning in listening course. The students will

14 Gillian Brown & George Yule, Discourse Analysis, (Cambridge: Cambridge University

Press, 1983), p.1) 15

Tricia Hedge, Teaching and Learning in the Language Classroom. (Oxford: Oxford

University Press, 2000), p. 28 16

Norman E. Gronlund, Measurement and Evaluation in Teaching, (New York:

Macmillian, 1976), p.131 17

M. Chaib Thoha, Teknik Evaluasi Pendidikan, (Jakarta: PT. Raja Grafindo persada,

2003), p.44

11

achieve their intent in listening if they catch on what they learn and have a good

result in listening test.

B. Song

1. Definition of Song

According to Hornby, song is a piece of music that is sung.18

Futonge also

said that song is a language package that combine culture, vocabulary, listening,

grammar and also as a moderator for other language skills in just few rhymes.

Based on definitions above, it can be stated that song is a good tool that can

be used in lesson. Because song can provide relax learning and it can makes the

learning process can be more fun for students. By learning vocabulary through

song, it can make students easier in remembering new vocabulary. Practice

listening through song can make the learning process more interesting. With this,

students will be more motivated to practice their listening without any pressure.

Song will always be connected with music. Music can be an important tool to

achieve relaxation and harmony to improve effectivity of learning. Music is

chosen and determined in proper way to help people in acquiring and mastering

material easily. It was said to produce alpha state in which the mind was relaxated

and meditative but remained receptive.19

2. Physiological Response to Music

Music has physiological and pedagogical benefit. The physiological benefits

from music are lowering anxiety, heartbeat, pain and blood pressure. On the other

hand, music also can increase respiratory rate, recovery and tension relief.

Listening to music is proved change in blood pressure, blood flow, pulse and

other activity. Average human heartbeat is from 70—100 beat per second. That is

18

Edgar Alberto, The Use of Song as a Tool to Work on Listening and Culture in ESL

Classes, Scientific Information System Network of Scientific Journals from Latin America, the

Caribbean, Spain and Portugal, No.15, 2010, p.124 19

Claudia Smith Salcedo, The Effect of Songs in Foreign Language Classroom on Text

Recall and Involuntary Mental Rehearsal, Journal of Collage Teaching & Learning, Vo. 7, No. 6,

2010, p.19

12

why music that have tempo around 60—80MM/minute will help students to be

more relax as it corresponds with students’ physiological rhythm.20

The music class consists of singing, instrument musical playing, movement,

creativity, and listening activity. The story telling program was aimed to

developing language skills for early reading such as listening, organization,

comprehension, memory skills. Data may have been influenced by different

teaching styles and learning media in class.

Song is a musical composition that comes from human voice (usually

accompanied by other musical instrument), that features words (lyrics). The word

in song usually sounds poetic, rhyming nature, although sometimes it also

contains religious verse or free prose. Song can be divided into many different

forms which depends on the criteria that used. Song is divided into art songs,

popular songs, and folk songs.21

Song has an element that similar to speech and

poetry, which is the unique form. Song and speech, both was produced from vocal

that linguistically meaningful and have melody. In the other hand, both song and

poetry use words to convey the meaning.

Music or song can be used for teaching foreign language. Song can create a

nice atmosphere inside the class, because the students will consider it as

entertainment than learning. This can happen if a teacher use popular song in

learning activity in class, popular songs is part of their youth culture. This kind of

song will attract young people, when students listening to a song they will identify

the singer and will try to listen to the words so they can understand the meaning of

the song. Because of this, songs also useful in introducing rhyme of the language

and give an information to the students about the culture of the songs; the singer.

Popular song that used in learning foreign language is very important to make

learning process more fun. Songs will motivate students to be more active in

learning process, so they feel more confident in learning process and wants to

continue the learning process.

20

Ibid, p.26 21

―Song‖ (Retrieved from http://en.wikipedia.org/wiki/song on 3 Desember 2015)

13

Song or music in education should be used for more than tension relief, or

leisure time entertainment, roles often assigned to music by school curriculum.22

According to Falioni, the addition of music to foreign language class as teaching

method may be away to focus students’ attention and produce more committed

learner.23

In learning language, the role media like songs is important to achieve

learning objective that has been decided. To get information from the teacher, first

students need to listen to the teacher’s explanation, but in the other hand student

did not pay attention the teacher. This happen because students think that

teacher’s explanation is boring. Because of that, a good song should not be

discarded after it has been taught, but can be heard at intervals again and again. In

this way, student will continue to listen, understand and enjoy it. The choice of the

songs depends on what is available; it can be from what school provided or what

teacher has or anything that can be easily acquired. Naturally, in teaching listening

through songs, teacher hopes that students can enjoy learning language through

songs and also students can learn language in an authentic form, but the

distinction is valid one.

The linguistic content of the songs should not be too difficult, and the words

should be based on compromise between teacher’s taste and those of their

students. Students unlikely to attend well to songs they do not like- but equally,

the teachers should enjoy the songs they use. Otherwise, they will probably not

teach them very well.24

3. The Use of Songs as Authentic Listening Material

The use of authentic material is important factor to take into consideration

when designing listening skills material. With using authentic material, students

are given the chance to develop the skills needed to comprehend and to use

22

Claudia Smith Salcedo, Op cit, p.11

23 J.W. Falioni, Music as Means to Enhance Cultural Awareness and Literacy in Foreign

Language Classroom, Mid-Atlantic Journal of Foreign Language Pedagogy, Vol.1, 1993, p. 99

24

Penny Ur, Teaching Listening Comprehension, (London: Cambrige University Press,

2009), p.66

14

language that is commonly found in real situations. Therefore, it is important the

opportunity whatever possible to expose students to example of real language

usage to help them become more communicatively competent.

According to Ur, listening activity based on simulated real life situation and

likely to be most interesting and motivating to do than contrived textbook

comprehension exercise.25

The following features characterize real life listening

activity:

1. We listen with purpose and with certain expecting.

2. We make an immediately response to what we hear

3. We see the person we are listening too.

4. There are some visual or environment clues as to the meaning of what is

heard.26

5. Stretches of hand discourse is spontaneous and differs from formal spoken

prose in the amount of redundancy, noise and colloquialism, and it is auditory

character.

4. Factors Contributing to Listening Comprehension of Song

The possibility in using songs in English as a foreign language class has been

actively considering for the last two decades. Song is considered to become one of

the materials in English class because it has many language values in it. It is

possible to suggest among the methodological purpose with songs are used in

classroom; it is possible to rank the following:

1. Practicing the rhythm, stress and intonation patterns of the English language.

2. Teaching vocabulary, especially in the vocabulary reinforcement stage.

3. Teaching grammar. In this respect are used by teachers to investigating

tenses.

4. Practicing speaking. For this purpose, songs and mainly their lyrics are

employed as a stimulus for class discussion.

25

Penny Ur, A Course in Language Teaching: Practice and Theory, (London: Cambrige

University Press, 1996), p.107 26

Ibid

15

5. Teaching listening comprehension

6. Developing writing skill. For this purpose songs can be used in a variety

ways.27

According to Lynch28

, there are three factors that contribute in listening

comprehension to song, they are:

1. Use of new vocabulary, idioms and expressions – it need to be address the

new material offered in each song. This includes grammar, vocabulary and

usage.

2. Pronunciation and accent of the singer – every native speaker doesn’t

pronounce or sing in the same accent. Students may be exposed to an accent

which is outside the realm of what they might normally hear in context.

3. Use of grammar and new structure – Song writers and singers are notoriously

―loose‖ when it comes to use of grammar, structure, pronunciation, stress and

other language factors applied to songs. The teacher must be prepared for

this.

In additional, use of songs in teaching and learning English as a foreign

language is felt much needed. From songs we can learn many things such as

vocabulary, grammar, speaking, writing and especially listening.

5. Listening to a English Songs as Habit

There are two perspectives on habits, coming from different academic

disciplines; psychology and sociology. Firstly, in psychology, habit is considered

as psychological construct that influence behavior.29

In habit as behavior the key

points are few factors like attitude, norms and intention, which involve frequency

and automaticity and stable context. Furthermore, in psychology, habit is

27

Ibid 28

Larry M. Lynch, Using Popular Songs to Improve Language Listening Comprehension

Skill, (Retrieved from http://esl4free.blogspot.com/2008/02/can-music-improve-your-students on

24 December 2015), p.4 29

Andrew Darnton, Habits, Routines and Sustainable Lifestyle. (London: Department of

Enviroment and Food and Rural Affairs), p.2

16

considered as routine practice.30

This is why it will be easy for students’ for

developing their listening skill by listening to English song as habit. Different

from psychology perspective, the sociology perspective is not relying in

individual behavior, but also interaction between individuals and social world.

Practice theory also presents three key elements that hold routine practice. Those

three elements are Materials (objects and infrastructure), competence (skills and

know-how), and images (meanings, ideas and interpretations).

6. Benefit of Song

By using song in classroom, students can practice their listening skills and

increase their cultural knowledge. Almost any song can be used in to practice

listening skills in foreign language classroom. The pronunciation and rhythm

lessons are same with children’s songs and the lesson may help students become

more interested in different types of songs. Practicing reading the lyric, studying

the vocabulary, and listening to various songs can help students become more

familiar with popular song and make them more confident in their ability to listen

and understand the world around them.

The other benefits of using songs in the classroom are song can be used:

1. To present a topic, language point, lexis, etc.

2. To present language point, lexis, etc.

3. To focus on common learners errors in a more direct way

4. To encourage intensive and extensive listening

5. To stimulate discussions of attitudes and feelings

6. To encourage creativity and use of imagination

7. To provide a relaxed classroom atmosphere

8. To bring variety and fun to learning31

30

Ibid, p.3 31

Ibid

17

C. Relevant Study

The first previous study was conduct by Robert E. Beasly from Franklin

Collage, Indiana, USA and Yuangshan Chuang from I-Shou University, Taiwan.

This study adds to the body of empirical knowledge regarding the use of music in

the EFL classroom. This original investigation centered on the following question:

Does listening repetition, song likeability, and/or song understandability influence

learning environment perceptions, learning perceptions, and/or learning outcomes

in Taiwanese EFL learners engaged in web-based music study?

The subjects in this study consisted of 196 Taiwanese students. Correlation

and regression analyses were performed to determine if any statistically

significant relationships existed between the study's variables of interest. The

results suggest that both song likeability and song understandability significantly

and positively influence web-based learning environment enjoyment, which in

turn significantly and positively influences learning perceptions. It makes sense

that learner feelings about the songs would be positively tied to their level of

enjoyment of this particular learning method, since the songs are such a major

aspect of it.32

The similarity between the research by Robert E. Beasly and the research that

writer conducted is that both of the research wants to see whether listening

repetition through music can improve students’ listening skill. The difference is

Robert E. Beasly used a website that designed to facilitate his investigation and in

writer’s research, she used questionnaire and test score to get the data.

The second previous study was conduct by Volkan Kahraman. His study aims

to find out the parameters affecting the listening comprehension in a song

listening activity. He examines the use and selection of songs in listening

comprehension classes. 3 students at elementary level listened to 9 songs in

different genres and were asked to fill in the blanks in the lyrics provided in three

listening cycles. The best-comprehended songs were in acoustic soft rock and soft

rock genre. As teachers of English as a foreign language, we teach listening skills

32 Robert E. Beasly, Web-Based Music Study: The Effects of Listening Repetition, Song

Likeability and Song Understandability on EFL Learning Perceptions and Outcomes, TESL-EJ

(Retrieved from http://tesl-ej.org/ej46/a3.html on 23 Desember 2015), Vol. 12, No. 2, 2008. p.13

18

through songs at times both as a part of our method and due to demands of

students to spice up the course content. From his research it is turned to be true

developing listening through song will help students improve their listening

skill.33

The similarity between the research by Volkan Kahraman and the research

that the writer conducted is that both of these researches wanted to prove that by

listening to English songs can help to improve foreign students’ listening skill.

The difference is Volkan Kahraman’s research is more focus on the selection and

genre that used to improve students’ listening skill and the research that the writer

conducted is more focus to know whether there is relationship between listening

to English songs and listening skill achievement.

The third previous study was from Trần Thị Oanh. He conducted his research

in ITC Foreign Language Center in Hai Duong, Vietnam. He found out that both

students and teacher there agree that listening skill is the most difficult among

four language skills. So he suggested to applying English songs as an extra

material to teach listening skill. The result form the experimental lesson showed

that they had a positive attitude to using of English songs in class. It motivates

them to study during the study a lot. And turns out with listen to songs, the

students in ITC Foreign Language Center help them to develop their ability in

listening.34

The similarity between the research by Trần Thị Oanh and the research that

the writer conducted is both of these researches wants shows the important role of

English songs in teaching listening as one of language skill. The difference is Trần

Thị Oanh’s research is more focused on how the teachers and students’ attitudes

to listening skill and how their attitudes in using songs in teaching listening skill.

The writer’s research is more focused to investigate whether there is relationship

between listening to English song and students’ listening achievement.

33 Volkan Kahraman, The Use of Songs in Listening Comprehension in English, Dil

Dergisi, Vol.149, 2008, p.50 34

Trần Thị Oanh, The Use of Songs to Improve Listening Skills for Students at ITC Foreign

Language Center in Hai Duong, (Thesis, University of Language and International Study, Hai

Duong, 2011), p. 1

19

D. Conceptual Framework

Listening to English songs can provide pleasure, which can drive a feeling of

interest in listening to English songs in students’ daily life. Music or songs is an

important trend in modern society. People can utilize songs as presentation

context, as reinforcement materials, as vehicle to teach language skills and as

medium to bridge the learning process with modern life.

For young people as students’ listening to English songs frequently can be the

easiest and the most fun way to improve their listening skill. From this, students’

will encourage themselves to expand their frequency in listening to English songs.

And for 4th

semester students’ of English education department, listening to

English songs can help them to get higher achievement in Listening subject. They

can practice their listening anywhere and anytime they want.

After studying the concepts about students’ frequency in listening to English

songs and students’ listening achievement and also the theoretical relation

between both of it, the writer can arrange the conceptual framework to: the writer

assume there is positive correlation between frequency in listening to English

songs and listening achievement. In other word, if frequency in listening to

English songs is high, the listening achievement will be high too.

E. Theoretical Hypothesis

Related to the problems mentioned earlier, the writer proposed the hypothesis

as follows:

20

Ho : There is no relationship between listening frequency to English songs and

students’ listening achievement.

Ha : There is relationship between listening frequency to English songs and

students’ listening achievement.

21

CHAPTER III

RESEARCH METODOLOGY

A. Place and Time of Study

The writer conducts the research at fourth semester students of English

Education Department of UIN Jakarta academic year 2014/2015. This research

started on June 20th

, 2015 until July 20th,

2015.

B. Population and Sample

The population of this study was the fourth

semester students of the

Department of English Education of UIN Jakarta, which were consists of 62

students. The students’ was divided into three classes. As sample, 62 students

were chosen as participants who were selected purposively for sampling.

C. Method of Study

The method of this study is quantitative method. Quantitative method is

essentially about collecting numerical data to explain a particular phenomenon.1

In this research, quantitative method is used to score the listening test and score

from questionnaire. The data from questionnaire are calculated to know whether

there is any significance correlation between students’ frequency in listening to

English Songs and their listening achievement. The writer analyze questionnaire

about the students’ listening frequency to English songs using Pearson Correlation

Product Moment through SPSS, to determine whether there is correlation with

students’ listening achievement.

1 Daniel Muijs, Doing Quantitaive Research in Education with SPSS, (London: Sage

Publication Ltd., 2004), p.2

22

D. Design of the Study

This is a correlational study defines the extent to that two or more quantitative

variables are associated, and it does so by using a correlation coefficient.2

Correlational study can also show how high the correlation between two variables

is.3 In correlational designs, investigators use statistical test to describe and

measure the degree of association or relationship between two variables and this

statistic is called correlational coefficient.

E. Techniques of Data Collection

Instrument of this study are questionnaire about students’ listening frequency

in to English songs as variable X and their listening achievement that taken from

listening IV final test as variable Y.

1. Questionnaire

Questionnaire is any written instruments that present respondents with a

series of questions or statements to which they are to react either by writing out

the answers or selecting from among existing answers.4 In this research, students

are supposed to answers the written questionnaire and selecting one of the options.

The questionnaire consists of 5 items with 5 options each. The scoring of the

questionnaire uses Likert scale, which is one of scaling technique of rating scale.

It is requiring the respondent to make an evaluate judgement of the target by

marking one of a series of categories organized into a scale.5 To scale this

questionnaire, the writer used Likert scale, which is typically used to investigate

how respondents feel about a series of question.6 Before giving the questionnaire

to the samples of this research, the writer did validity test and reliability test of the

questionnaire.

a) Validity Instrument

2 Jack R. Fraenkel & Norman E. Wallen, How to Design and Evaluate Research in

Education, 7th Edition, (New York: The McGraw-Hill Companies, Inc., p.328 3 Suharsimi Arikunto, Prosedur Penelitian, (Jakarta: Rineka Cipta, 2013), p.313

4 Zoltan Dorney, Tatsuya Taguchi, Questionnaire in Second Language Research, (Madison

Avenue, New York, Routledge: 2010), p. 4 5 Ibid, p.26

6 James Dean Brown, Using Survey in Language Program, (New York: Cambrige

University Press, 2001), p.40

23

Validation of the instrument was conducted to see whether the instrument

capable to collect the data or not. The writer got the standard coefficient validity

minimum for this instrument with N=20 and coefficient significance level 5%.

The coefficient validity is 0,444. To see validity instrument, the researcher did it

through SPSS 22 program.

There were 10 questions that the writer used for validation. From these 10

questions, there were 5 questions passed the validation and can be used for this

research. The calculation of validity test can be seen in appendix. The indicator of

the questionnaire is taken from Andrew Darnton theory about understanding habit.

b) The Reliability Test

The researcher used SPSS 22 in order to get the reliability of the

questionnaire the result can be seen as below:

Table 3.1

The Result of Reliability Test

Reliability Statistics

Cronbach's

Alpha N of Items

.916 40

From the result, it can be seen that rresult = 0,916. Then the researcher

compared to rtable with N=20 and 5% significance level, that is rtable = 0,444. It can

be concluded that this instrument reliable because rresult > rtable = 0,916 > 0,444.

c) The Normality Test

The result of normality test is used to see whether the items of questionnaire

are distributed normal or not. Based on normality test through Kolmogorov-

Smirnov on SPSS program, the researcher got that the items of the questionnaire

is distributed normal. The normality test result can be seen below.

24

Table 3.2

The Result of Normality Test

One-Sample Kolmogorov-Smirnov Test

Unstandardized

Residual

N 23

Normal Parametersa,b

Mean .0000000

Std. Deviation 9.52259074

Most Extreme Differences Absolute .172

Positive .172

Negative -.145

Test Statistic .172

Asymp. Sig. (2-tailed) .074c

a. Test distribution is Normal.

b. Calculated from data.

c. Lilliefors Significance Correction.

With α = 0,05 and N = 20, ɑmax = 0,074 and ɑtable = 0,444 it can be described

ɑmax < ɑtable then can be concluded that the items of the instrument are normal.

2. Listening Subject Final Test

Participants’ listening score is collected to determine students’ listening skill

achievement. Their scores will be obtained from their latest listening test

(listening IV subject final test) that will be held by Department of English

Education of UIN Jakarta. The score that will be used is their raw score from the

test. It means that scores that participants get from several factors such as

attendance, attitude, participations in class, etc. will not be included

F. Techniques of Data Analysis

The participants’ frequency of listening to English songs will be further

calculated along with their listening scores using Pearson Product Moment

Correlation Coefficient, in SPSS 22. It is intended to determine whether there was

correlation between to variables or not. The formula of the Pearson Product

Moment Correlation Coefficient is as follow:

25

∑ (∑ ) (∑ )

√* ∑ (∑ ) +* ∑ (∑ ) +

rxy = The Correlation Coefficient

X = The Questionnaire Score

Y = The Listening Test Score

N = The Number of Respondent

∑X = The Sum of Questionnaire Score

∑Y = The Sum of Listening Test Score

∑X2 = The Sum of the Square of Questionnaire Score

∑Y2 = The Sum of the Square of Listening Test Score

∑XY = The Sum of Multiplication of questionnaire and Listening Test

Score

The result of correlation coefficient is then being interpreted to find out it is

strength. The following is to interpret the result of correlation coefficient:7

Table 3.3

Correlation Coefficient Table

Product Moment (r) Correlation

0.00—0.20 Very Low

0.20—0.40 Low

7 Suharsimi Arikunto, Ibid, p.319

26

0.40—0.70 Moderate

0.70—0.90 High

0.90—1.00 Very High

G. Statistical Hypothesizes

Statistical Hypothesizes wit: significance level 5% was formulated as follow:

H0 : ρ < 0

H1 : ρ ≥ 0

27

CHAPTER IV

RESEARCH FINDING AND INTERPRETATION

A. Data Description

As mentioned in the previous chapter, to get the data, the writer conducted the

research by giving questionnaire about students’ listening frequency to English

songs. In this research, the writer didn’t give the students’ treatment about songs.

It is pure about students’ listening frequency to English songs.

The data about students’ listening achievement were taken from listening IV

final test score. This test was conducted on 23rd

June 2015 by Miss Neneng

Sunengsih as the lecturer. The score that taken for this research only the final test

result. Other score such students’ attendances and midterm test will not be

included in this research.

After obtaining all the data, the researcher analyzed the data to know the

relationship between students’ listening frequency to English song and their

listening achievement.

a) The result of students’ listening frequency to English songs (X Variable)

In this research, students’ listening frequency to English songs is considered

as independent variable (X Variable). The writer gave the questionnaire to 62

students’ fourth semester of Department of English Education of UIN Jakarta.

Before the researcher gave the questionnaire to the students’, the validation of

questionnaire was conducted. The result of the questionnaire is described on the

table below.

28

Table 4.1

Questionnaire Scores

(X Variable)

N X

1 14

2 18

3 11

4 8

5 19

6 17

7 19

8 21

9 10

10 20

11 11

12 16

13 11

14 18

15 17

16 15

17 14

18 19

19 15

20 19

21 19

22 20

23 16

24 17

25 16

26 19

27 13

28 15

29 14

30 20

31 11

32 12

33 21

34 19

35 22

29

N Y

36 23

37 14

38 9

39 17

40 18

41 22

42 16

43 11

44 18

45 14

46 19

47 17

48 12

49 18

50 15

51 15

52 11

53 18

54 16

55 19

56 20

57 22

58 21

59 17

60 19

61 7

62 17

∑N = 62 ∑X = 1011

30

a) The Result of Listening Test (Y Variable)

In this research, listening test is considered as dependent variable (Y

Variable). The listening test that used in this researched was Listening IV final

test that held by Department of English Education. The result of the listening IV

final test is described in table below:

Table 4.2

Listening Test Score

(Y Variable)

N Y

1 71.25

2 93.75

3 97.75

4 43

5 85

6 65

7 72.5

8 93.75

9 48.75

10 92.5

11 57.5

12 86.25

13 63.75

14 72.5

15 70

16 72.5

17 72.5

18 70

19 86.25

20 87.5

21 80

22 90

23 76.25

24 75

25 71.25

26 85

27 61.25

28 68.75

29 63.75

31

N Y

30 81.25

31 56.25

32 53.75

33 81.25

34 83.75

35 86.25

36 80

37 67.5

38 68

39 80

40 71.25

41 90

42 51.25

43 68.75

44 92.5

45 65

46 85

47 66.25

48 61.25

49 85

50 60

51 67.5

52 68.75

53 85

54 77.5

55 76.25

56 86.25

57 71.25

58 86.25

59 75

60 80

61 47.5

N Y

62 71.25

∑N = 62 ∑Y = 4600

By using SPSS 22, the researcher got the summary as follows:

32

Table 4.3

The Summary of Questionnaire Scores (X) and Listening Achievement (Y)

Parameter X Y

Minimum Score 7 43.00

Maximum Score 23 97.75

Standard Deviation 3.75 12.48

Mean 16.31 74.19

Median 17 72.50

Mode 19 71.25

Sum 1011 4600

B. Data Analysis

a) The Histogram

Through the histogram the researcher can see the distribution of the data from

each variable is normal or not.

Figure 4.1

The Students’ Frequency in Listening to English Songs (X) (Questionnaire

Score)

33

Figure 4.2

The Listening Achievement (Listening IV Score) (Y)

From the result of the histogram of X variable and Y variable, the curves

from both histograms are more leaning to the right side. From this we can

conclude that data distribution of X variable and Y variable are normal.

b) The Normality Test

The normality test was conducted to see if the data distribution was normal or

not. The researcher used Kolmogrov-Smirnov in SPSS 22. The result of normality

test is described below.

Table 4.4

Normality Test of the Data

One-Sample Kolmogorov-Smirnov Test

Questionnaire_

Scores

ListeningIV_Sco

res

N 62 62

Normal Parametersa,b

Mean 16.31 74.1935

Std. Deviation 3.749 12.47657

Most Extreme Differences Absolute .122 .097

Positive .083 .070

Negative -.122 -.097

Test Statistic .122 .097

34

Asymp. Sig. (2-tailed) .023c .200

c,d

a. Test distribution is Normal.

b. Calculated from data.

c. Lilliefors Significance Correction.

d. This is a lower bound of the true significance.

The criteria for normality test are if significance value > 0.05 the data is

normal and if significance value < 0.05 the data is not normal. Significance value

for X variable is 0.023 > 0.05 and significance value for Y variable is 0.200 >

0.05. From this result, it can be conclude that data from both variables are normal

because these two variables have significance value > 0.05.

a) The Linearity test

Linearity test was conducted to see if X variable and Y variable has a linear

relationship or not. This test was calculated through SPSS 22.

Table 4.5

The Linearity Test of the Data

ANOVA Table

Sum of

Squares df

Mean

Square F Sig.

ListeningIV_Scores *

Questionnaire_Scores

Between Groups (Combined) 5915.322 16 369.708 4.647 .000

Linearity 4557.795 1 4557.795 57.287 .000

Deviation from Linearity 1357.527 15 90.502 1.138 .353

Within Groups 3580.231 45 79.561

Total 9495.552 61

The criteria for linearity test are if significance value >0.05 there is linear

relationship between X variable and Y variable and if significance value <0.05

there is no linear relationship between X variable and Y variable. Significance

value for this linearity test is 0.353 > 0.05. From this result, it can be concluded

that X variable and Y variable have linear relationship because these two variables

have significance value > 0.05.

35

a) Correlation Coefficient

The data that has been collected were analyzed using Pearson Product of

Moment Formula:

∑ (∑ ) (∑ )

√{ ∑ (∑ ) }{ ∑ (∑ ) }

Before the writer does the calculation, the data were described as below:

Table 4.6

Data Analysis Table

No. X Y XY X2 Y

2

1 14 71.25 997.5 196 5076.56

2 18 93.75 1687.5 324 8789.06

3 11 97.75 1075.25 121 9555.06

4 8 43 344 64 1849

5 19 85 1615 361 7225

6 17 65 1105 289 4225

7 19 72.5 1377.5 361 5256.25

8 21 93.75 1968.75 441 8789.06

9 10 48.75 487.5 100 2376.56

10 20 92.5 1850 400 8556.25

11 11 57.5 632.5 121 3306.25

12 16 86.25 1380 256 7439.06

13 11 63.75 701.25 121 4064.06

14 18 72.5 1305 324 5256.25

15 17 70 1190 289 4900

16 15 72.5 1087.5 225 5256.25

17 14 72.5 1015 196 5256.25

18 19 70 1330 361 4900

19 15 86.25 1293.75 225 7439.06

36

No. X Y XY X2 Y

2

20 19 87.5 1662.5 361 7656.25

21 19 80 1520 361 6400

22 20 90 1800 400 8100

23 16 76.25 1220 256 5814.06

24 17 75 1275 289 5625

25 16 71.25 1140 256 5076.56

26 19 85 1615 361 7225

27 13 61.25 796.25 169 3751.56

28 15 68.75 1031.25 225 4726.56

29 14 63.75 892.5 196 4064.06

30 20 81.25 1625 400 6601.56

31 11 56.25 618.75 121 3164.06

32 12 53.75 645 144 2889.06

33 21 81.25 1706.25 441 6601.56

34 19 83.75 1591.25 361 7014.06

35 22 86.25 1897.5 484 7439.06

36 23 80 1840 529 6400

37 14 67.5 945 196 4556.25

38 9 68 612 81 4624

39 17 80 1360 289 6400

40 18 71.25 1282.5 324 5076.56

41 22 90 1980 484 8100

42 16 51.25 820 256 2627

43 11 68.75 756.25 121 4726.56

44 18 92.5 1665 324 8556.25

45 14 65 910 196 4225

46 19 85 1615 361 7225

47 17 66.25 1126.25 289 4389.06

48 12 61.25 735 144 3751.56

49 18 85 1530 324 7225

37

No. X Y XY X2

Y2

50 15 60 900 225 3600

51 15 67.5 1012.5 225 4556.25

52 11 68.75 756.25 121 4726.56

53 18 85 1530 324 7225

54 16 77.5 1240 256 6006.25

55 19 76.25 1448.75 361 5814.06

56 20 86.25 1725 400 7439.06

57 22 71.25 1567.5 484 5076.56

58 21 86.25 1811.25 441 7439.06

59 17 75 1275 289 5625

60 19 80 1520 361 6400

61 7 47.5 332.5 49 2256.25

62 17 71.25 1211.25 289 5076.56

TOTAL 1011 4600 76986.25 17343 350785.88

∑ (∑ ) (∑ )

√* ∑ (∑ ) +* ∑ (∑ ) +

( ) ( )( )

√, ( ) ( ) -, ( ) ( ) -

√( )( )

√( )( )

√

38

To make sure the calculation above, the research used SPSS 22 program. The use

of SPSS 22 is to know whether the calculation that researcher did manually was

correct and to make sure that there is no mismatching in researcher calculation. The

calculation of SPSS 22 was described such as follow:

Table 4.7

The Result of Correlation Calculation

Correlations

Questionnaire_

Scores

ListeningIV_Sco

res

Questionnaire_Scores Pearson Correlation 1 .693**

Sig. (2-tailed) .000

N 62 62

ListeningIV_Scores Pearson Correlation .693** 1

Sig. (2-tailed) .000

N 62 62

**. Correlation is significant at the 0.01 level (2-tailed).

The result of correlation between Students’ frequency in listening to English

songs and their listening achievement is 0.693. This is concluded that there is

moderate correlation (0.40—0.70) between X variable and Y variable, based on rxy >

rtable ; 0.693 > 0.254. It can also be stated that there is correlation between students’

frequency in listening to English songs and their listening skill.

C. Data Interpretation

Based on the calculation above, is shows that correlation value rxy 0.693. From

the previous chapter, the statistical hypothesizes was already stated as follow:

a. rxy is the same or higher than rtable, the Ha is accepted

b. rxy is lower than rtable, Ha is rejected

39

From the result above, the researcher got that rxy > rtable ; 0.693 > 0.254 that

means Ho rejected and Ha IS accepted. In other words there is relationship between

listening frequency to English song and students’ listening Achievement.

Table 4.8

Correlation Coefficient Table

Product Moment (r) Correlation

0.00—0.20 Very Low

0.20—0.40 Low

0.40—0.70 Moderate

0.70—0.90 High

0.90—1.00 Very High

From the result, it shows that correlation coefficient is 0.693. It means that there

is moderate correlation between listening frequency to English songs and students’

listening achievement. The moderate correlation means the correlation tends to the

positive value and there is no negative correlation.

To sum up, the data interpretation shows a finding that listening frequency to

English songs and students’ listening achievement correlates each other. Listening to

English songs frequency gives contribution 0.693 to students listening achievement.

It means that the higher the listening to English songs frequency, the better listening

achievement that students will get.

41

CHAPTER V

CONCLUSION AND SUGGESTIONS

A. Conclusion

This research investigates the relationship between the listening frequency to

English songs and students’ listening achievement. This study used correlational

study to describe the data that obtained from the listening test and score from

questionnaire. The data that researched obtained was further calculated using the

Pearson Product Moment Correlation Coefficient, through SPSS.

Referring to the research question, it shows that there is positive correlation

between listening frequency to English song (X) and students’ listening skill (Y).

The statistical hypothesis also shows that Ha is accepted and Ho is rejected. The p-

value is 0.693 which means the correlation between X variables and Y variable is

moderate (0.40—0.70).

In conclusion, there is a tendency that when listening frequency to English

songs is higher, the students’ listening achievement can be higher. It can be said

too that the listening frequency to English songs help improve students’ listening

achievement.

B. Suggestions

Based on the conclusion of the research, the writer puts forward some

suggestions, they are:

a. For Teachers

1. The teachers of English should be able to motivate their students to listen lots

of English material to enrich them with variety of linguistic signals

(vocabularies, idioms, etc.), pronunciation, information, etc. and to make

them ready when confronting the spoken language; by native or non-native

speakers of English.

2. The teachers should have various methods of teaching listening to help the

students’ to be easier in improving their listening skill.

42

3. If teachers want to use English songs as teaching aids, the teachers should be

careful on song choice. This is because not every English songs can be used

as teaching aids in class.

b. For Students

1. It is better for students to make listening to English songs as a habit because it

can practice listening skill well all the time indirectly.

2. Students should have a desire to learn and practice listening. They may use

songs as media, but not only for fun and decrease stress, but they have to pay

attention to it.

3. Not only for teachers, but students also have to know that not all English

songs can be used to practice listening skill.

c. For Future researchers

The research should be done (if using the same method) with some

improvements, such as types of the questionnaire, number of sample, previous

study, etc. or through the experimental one. This is expected to see more clearly

and comprehensibly on the influence of the frequency of listening to English

songs on listening skill.

43

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47

APPENDIX 1

DETAIL OF QUESTIONNAIRE SCORES

R Q1 Q2 Q3 Q4 Q5 Questionnaire

Score

1 3 3 2 2 4 14

2 4 4 3 3 4 18

3 3 2 2 2 2 11

4 2 1 1 1 3 8

5 4 5 3 3 4 19

6 4 4 3 3 3 17

7 4 4 4 4 3 19

8 5 5 5 3 3 21

9 3 2 1 2 2 10

10 4 5 5 3 3 20

11 2 3 1 1 4 11

12 4 4 2 2 4 16

13 3 2 2 2 2 11

14 5 5 5 2 1 18

15 4 4 3 3 3 17

16 3 4 2 2 4 15

17 3 3 2 2 4 14

18 4 4 5 4 2 19

19 3 3 3 3 3 15

20 3 3 5 5 3 19

21 4 5 3 4 3 19

22 4 5 3 4 4 20

23 4 4 2 2 4 16

24 4 4 3 3 3 17

25 4 4 2 2 4 16

26 4 4 5 4 2 19

27 3 3 1 2 4 13

28 3 3 3 3 3 15

29 3 3 2 2 4 14

30 4 5 3 4 4 20

31 3 2 2 2 2 11

32 2 3 1 2 4 12

33 4 5 5 4 3 21

34 4 4 5 4 2 19

48

R Q1 Q2 Q3 Q4 Q5 Questionnaire

Score

35 5 5 5 4 3 22

36 5 5 4 4 5 23

37 3 3 2 2 4 14

38 3 2 2 2 2 9

39 4 4 3 3 3 17

40 4 4 3 3 4 18

41 5 5 5 4 3 22

42 4 4 2 2 4 16

43 3 2 2 2 2 11

44 4 4 3 3 4 18

45 3 3 2 2 4 14

46 4 4 3 4 4 19

47 4 4 3 3 3 17

48 3 1 2 2 2 12

49 4 4 3 3 4 18

50 3 3 3 3 3 15

51 3 3 3 3 3 15

52 3 2 2 2 2 11

53 4 4 3 3 4 18

54 4 4 2 2 4 16

55 4 4 5 4 2 19

56 4 5 3 4 4 20

57 5 5 5 4 3 22

58 4 5 5 4 3 21

59 4 4 3 3 3 17

60 4 4 5 4 2 19

61 2 2 1 1 1 7

62 4 4 3 3 3 17

49

50

51

52

53

54

55