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TEACHING ENGLISH BY USING MUSIC AND MOVEMENT TO IMPROVE STUDENTS VOCABULARY AT AISYIYAH PARANG LAYANG KINDERGARTEN MAKASSAR

SKRIPSI Submitted to the Faculty of Teachership and Education Science University 45 Makassar in Partial Fullfillment of the Requirements for the Degree of Sarjana Pendidikan

MARDIANA 4506101011

ENGLISH EDUCATION DEPARTMENT FACULTY OF TEACHERSHIP AND EDUCATION SCIENCE UNIVERSITY 45 MAKASSAR

2010

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PAGE OF APPROVAL
Title : Teaching English by Using Music and Movement to Improve Students Vocabulary at Aisyiyah Parang Layang Kindergarten Makassar. : Mardiana : 4506101011 : Faculty of Teachership and Education Science/English Education : English Education Department

Name Register Number Faculty/Study Program Department

Approved by

Supervisor I,

Supervisor II,

(Hj. St. Haliah Batau, S.S, M.Hum)

(Rampeng, S.Pd, M.Pd)

Known by Head of Faculty of Teachership and Education Science

Thamrin Abduh, S.E, M.Si. Nip. 1964091919930310

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ACNOWLEDGEMENT

Alhamdulillah, the greatest praise and gratitude to Allah SWT who has been guiding the writer. No words can describe her feeling to finished this skripsi. Therefore, the writer would like to express her great gratitude and appreciation, especially to : 1. The Dean of the Faculty of Teachership and Education Science, Thamrin Abduh, SE.M.Si , all the lecturers and staffs at The Faculty of Teachership and Education Science University 45 Makassar. Who have given their great knowledge from the day she first entered the Faculty of Teachership and Education Science University 45 Makassar. 2. Hj. and St. Haliah Batau, S.S. M. Hum as her first supervisor

Rampeng, S.Pd. M.Pd as her second supervisor for their invaluable

help, advice, comments on, and correcting her skripsi, as well as for their encourangement toward the comlection of her study. 2. The headmaster of Aisyiyah Parang Layang Kindergarten Makassar, Hj. Haslinda who has allowed the writer to do her research at her school. All the teachers of the school who helped the writer in doing the research.

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2. The writer also expressed her thanks to all her friends in English Education Department Juherni, Fansury, Rahma, Citra, Marwah, Zet who have given information, suggestion, attention, and motivation when

writing this skripsi. As human being, the writer does realize that what she presents of this skripsi is still far from the perfection. Therefore, criticisms and suggestion will surely be appreciated. Finally, the writer pray May the Almighty God bless all of them. Amin.

Makassar, February 2010

The write

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ABSTRAK

Mardiana. Teaching English by Using Music and Movement to Improve students Vocabulary at Aisyiyah Parang Layang Kindergarten Makassar. (Dibimbing oleh Hj. St. Haliah Batau, S.S. M.Hum sebagai pembimbing pertama dan Rampeng, S.Pd, M.Pd sebagai pembimbing kedua). Tujuan penelitian adalah untuk mengetahui apakah ada perbedaan yang signifikan pada prestasi siswa dalam menambah kosa kata bahasa Inggris siswa yang diajar melalui metode gerak dan lagu dengan siswa yang di ajar melalui metode umum di Taman Kanak-Kanak Aisyiyah Parang Layang Makassar. Metode yang digunakan dalam penelitian ini adalah bentuk percobaan sebenarnya. Percobaan ini meliputi dua kelompok yaitu ; kelompok percobaan dan kelompok kontrol. Setiap kelas diberi pre-tes, perlakuan, dan post-tes. Populasi dalam penelitian ini diambil dari dua kelompok kelas B1 dan B2 dari Taman Kanak-Kanak Aisyiyah Parang Layang Makassar. Sampel berjumlah 40 siswa yang diperoleh secara random. Hasil penelitian menunjukkan bahwa kelas percobaan dan kelas kontrol, menunjukkan nilai t-tes 8.02 dan nilai t-tabel 2.021. Hal itu berarti bahwa hasil t-tes lebih besar dari pada t-tabel. Itu membuktikan bahwa ada perbedaan yang signifikan pada siswa yang diajar melalui metode gerak dan lagu dengan siswa yang diajar melalui metode umum di Taman Kanak-Kanak Aisyiyah Parang Layang Makassar. Kesimpulan dari penelitian ini adalah metode gerak dan lagu lebih efektif daripada menggunakan metode umum dan juga metode gerak dan lagu dapat menambah kosa kata bahasa Inggris siswa.

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TABLE OF CONTENTS Pages

TITLE PAGE ................................................................................. PAGE OF APPROVAL .................................................................... PAGE OF ACCEPTANCE ................................................................ ACKNOWLEDGEMENT .................................................................. ABSTRAK ...................................................................................... TABLE OF CONTENT .................................................................... LIST OF TABLE ............................................................................ LIST OF APPENDIX.................................................................. ...

i ii iii iv vi vii ix x

CHAPTER I

INTRODUCTION ..................................................... A. Background ....................................................... B. Statements of the Problem .................................. C. The Objective and Advantages of the . ....

1 1 4

Research

CHAPTER II REVIEW OF RELATED LITERATURE ......................... A. Review of Related Literature ............................. 1. The concept of Vocabulary ............................ a. Definition of Vocabulary ............................... b. Types of vocabulary .................................... c. The Principle of Teaching and Learning Vocabulary ................................................ 2. The Meaning of Music ....................................
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6 6 6 6 7

8 9

3. The Meaning of Movement ............................. 4. How to Teach by Using Music and ..

13

Movement

14 20 21

B. Theoritical of the Framework .............................. C. Hyphothesis ......................................................

CHAPTER III METHODOLOGY OF THE RESEARCH A. The Location of the Research ............................ B. Variable and Design of the Research ................... C. The Definition of Operational Variables ................ D. The Population and Sample ................................. E. Technique of the Data Collection ........................ F. Procedure of the Collecting Data.......................... G. Technique of the Data Analysis ........................... 22 22 23 24 24 25 26

CHAPTER IV FINDINGS AND DISCUSSION A. Findings ............................................................. 1. The students rate percentage through the test............................................................... 2. The mean score and deviation SS of the students pre-test ...... 31 29 29

3. The mean score and deviation SS of the students post-test . ...... 32 34

B. Discussion .........................................................

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CHAPTER V

CONCLUSION AND SUGGESTION ............................ A. Conclusions ....................................................... B. Suggestions .......................................................

36 36 37

BIBLIOGRAPHY ............................................................................ APPENDIX ...................................................................................

38 40

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LIST OF TABLES Pages

Table 1 : The rate percentage of the score of the experimental class .......................................................................... Table 2 : The rate percentage of the score of the control class ................................................................................. Table 3 : The mean score and deviation SS of the students pre-test ................................. 31 30 29

Table 4 : The t-test of the students pretest

. 32

Table 5 : The mean score and deviation SS of the students pre-test ................................. ....... 33 33

Table 6 : The t-test of the students post-test

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LIST OF APPENDIXES Pages

APPENDIX 1 : The list of songs ................................................... APPENDIX 2 : Students pre-test and post-test ............................. APPENDIX 3 : Lesson plan .......................................................... APPENDIX 4 : The name of sample .............................................. APPENDIX 5 : The row score of the experimental class ................. APPENDIX 6 : The row score of the control class ......................... APPENDIX 7 : The row data of the scores of the pre-test of the both classes ........................................................... APPENDIX 8 : The row data of the scores of the post-test of the both classes .......................................................... APPENDIX 9 : Mean score and sums of squares of the students pre-test ................................................................. APPENDIX 10 : Mean score and sums of squares of the students post-test ................................................................ APPENDIX 11 : The t-test of the standard pre-test ........................ APPENDIX 12 : The t-test of the standard post-test ..................... APPENDIX 13 : Standard deviation of the students pre-test and post-test .............................................................. APPENDIX 14 : Distribution t-table ...............................................

41 42 43 45 46 47

48

49

50

51 52 53

54 55

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CHAPTER I INTRODUCTION

A. Background Due to the development of a country, English is very needed. Therefore in Indonesia, learning English as an international language is introduced to child at the early age. Considering that English is a foreign language in Indonesia, an appropriate and effective approach is needed to make learning English successful and joyful. The most sensitive period of language in somebody life is zero until eight years. All kinds of aspects in language must be introduced to children before the end of this sensitive period. According to Tienje and Iskandar (1999 : 55) that Study language when still child is easier than after adult. According to Montosori in Matondang (2008 : 1) that in this sensitive priode is most important to introduce how to use a good and correct language because this skill is very useful to communicate with our environment. Based on the theory above it is precise if we start to introduce English since a child. According to Soebijakto (1988 : 71) said : Almost all of knowledge we got it with a language (studying), we save in a language shape (mind), we retrieved and used it in a language . vi

Vocabulary is one of the English elements that plays important role in mastering English and language skills. To make the process of teaching and learning vocabulary successful, the English teachers need to look for and discover the strategy of technique in teaching vocabulary. The technique in teaching vocabulary should be interesting and attractive for students. So they can obtain vocabulary easier than by using conventional method. According to Harmer (1982 : 7) said : Children need frequent changes of activity : They need activities which are exciting and stimulate their curiosity. They need to be involved in something active (they will usually not sit and listen) . And According to Dhieni in Bromley (2006 : 1.20) said : Children can understand and remember an information if they get chance to speak, write, draw, and manipulate it . English is a foreign language in Indonesia, so the learning process must be done step by step. The selection of material that relevant with the age of child. And the situation of learning that joyful must become excellent attention in successful of learning process. According to Hildayani (2005 : 9.38) said : Children will earlier remember and save it in a long time if they are in interesting situation.

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The success of English learning process in childhood of course influence by many factors, they are : 1. The quality of teacher, teacher that can make learning process active, 2. Sources and facility of learning that good, 3. A good curriculum, simple, and attractive. The other hand we must know that childhood is the age of playing, every child is unique person, singing and playing is their world and make them enjoy. So a precise approach needs to be created by teacher to make English learning process joyful without leaving grammar. In English learning process many methods and techniques that we can use like : a. Story telling b. Role play c. Art and crafts d. Games e. Show and tell f. Music and Movement We must select the better method and technique based on the achievement that we want to get. The profesionalisme of teacher

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develops and uses method and technique needed to make learning process successful. To answer the problem above the writer decides to conduct a research that relates to learn vocabulary easily. This research tries to appear a method that can make the students to learn more active particularly in processing sufficient vocabulary through teaching learning process in the classroom. The main focus in this research is the application of and movement to improve students vocabulary at Layang Kindergarten Makassar." music

Aisyiyah Parang

B. Statement of the Problems Is there a significant difference of students achievement in improving vocabulary between the students taught by using music and movement method and the students taught by conventional method at Aisyiyah Parang Layang Kindergarten Makassar?

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C. The Objective and Advantages of the Research 1. The Objective of the Research Whether or not there is a significant difference of students achievement in improving vocabulary between the students taught by using music and movement method and the students taught by conventional Makassar. method at Aisyiyah Parang Layang Kindergarten

2. The Advantages of the Research The main advantages of the research as follows : 1. Giving innovate in teaching English especially teaching vocabulary in Kindergarten, 2. English teacher will know more how to teach vocabulary more successful and joyful.

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CHAPTER II REVIEW OF RELATED LITERATURE

A. Review of Related Literature 1. The Concepts of Vocabulary a. Definition of vocabulary Vocabulary is a list of word with their meaning, elements that is produced by someone to communicate each other. According to Telleng in Gove (2004 : 7) said : Vocabulary as a list of words and sometimes, phrases, usually arranged in alphabetical order and defined ; a dictionary, glossary, or lexicon, all the words used by a particular person, although not necessarily used by him. Hornby in Natsir (2001 : 7) states some definition of vocabulary : 1. Body of words know a person used in particular book subject. 2. A total number of words that make up language. 3. List of words with their meaning, especially one that accompanies a textbook in foreign language.

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b. Types of vocabulary Vocabulary is an essential component of language learning. Schail in Natsir (2001 : 9) states that every person has three types of vocabulary, as follows : 3. Active. These are words one customarily uses in speaking. His active vocabulary runs from 5.000 to 10.000 words. 4. Reserve. These but rarely if ever use in ordinary speech. On uses them in writing a letter. When he has a time to consider or when he is searching for a synonym. 5. Passive. The words one recognize vaguely but are not sure of the meanings. He never uses them in either wring or speech. He just knows that he has seen them before. And more specific of vocabulary division is pointed out in the Encyclopedia of Education, which divided into four types : 1. Oral vocabulary consists of words actively use in speaking. 2. Writing vocabulary the words that come readily to ones fingers vocabulary. 3. Listening vocabulary is the words that which one responds with the meaning and understanding in the writing of others.

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4. Reading vocabulary is the words that which one responds with the meaning and understanding in the speech of others.

c. The principle of teaching and learning vocabulary Wallace in Natsir (2001 : 7) indicates main principles of teaching and learning vocabulary as follows : 1. Aims : in teaching vocabulary the teacher must know the aims and how many of vocabulary listed that learners are expected to be able to know. 2. Quantity : it is decided on the number of new words that the students can learn. The actual number will depend on a number of factors varying from class and students. 3. Needs : to know or to select the words that will be taught to the students, these based on frequency and usefulness on the various meaning of a words, students background and language needs. 4. Frequent exposure and repetition : in teaching and learning vocabulary there has to be a certain amount of repetition until there is evidence that students learn the target words.

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5. Meaning presentation : when introducing new words, the teachers have to give clear explanation to students and deep

understanding. 6. Situation : explaining and teaching vocabulary, the teachers must know the students situation whether the students are ready to accept the materials or not. 7. Presenting in context : one way o present new words or unfamiliar word is by using reading text. 8. Learning vocabulary in mother tongue and target language in teaching the words of target languages, the teachers can use words of mother tongue as tool to compare similarities and differentiate of the words.

2. The Meaning of Music Music is an essential part of human. Weather they realized it or not people listen to music through good times and even bad times in their life. Most people depend their life on music. Music becomes people s exit baggage. When they are in trouble music seems to be only cure that can case their pain and give a new spirit to move on. Just like when they are having fun, music can really be a good friend

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indeed. According to Aristotle (Accessed on Oct 2005) that music has the ability to calm down the mournful hear has interning therapy, and the ability to grow the spirit of patriotism. music is sounds that are arranged in a way that is pleasant or exciting to listen to (Oxford,2005 : 1005). Music is art of tone arranged or sound to arrange in continuity, combination and temporal correlation to make composition that have unity and continue (including rhythm). And the manner of tone or sound that rhythmic called song. So music or song is unity that can t we separate and can we use to become medium in learning process. Music can enrich emotion and give balance for child .With music human can express idea, feeling, and control their emotion. Properly song for children are : a. Emotion language, which children s song can express feeling, happy, funny, b. Tune language, because song can be listened, sung, and communicated, c. Movement language, movement in song drawing regulation of tap in rhythm and melody. So song is joyful activity for children. In general the function of song for children is playing activity than learning activity or send a

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message. According to Dawson (1984 : 54) that songs often provide good pronunciation practice and unconscious repetition of useful words and phrases. Students often want to know the words of English pop songs, and to study these in class can be highly motivating to sing and produce a lot of laughter and enjoyment. So we should all introduce songs in the classroom from time to time. Sing can give satisfaction, happiness, enthusiasm for children, and stimulate children to study hard (joyful learning). With song a child is faster to study, understand, and practice a material that given by a teacher. Trough activity, children can improve their ability in listening, singing, activating. The selection of song that presented in learning process must be suitable for children and can support the theme of learning. A good and suitable song like : 1. Song that can help children s development and growth (affective, cognitive, physcomotoric), 2. Song that based on children ability ; a. The content of song is suitable with children s world b. Use simple language

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c. The range of tone is equal with children power voice and speech. d. The theme of song is based on curriculum that used. Many sources of children English song that can be taken from : 1. The Complete Daily Curriculum for early childhood Book

(Pam Schiller and Pat Phipps, 2002) 2. The complete Book of Rhimes, songs, poems, fingersplays, and chants (Jackie Silberg and Pam Schiller) 3. The Grant Encyclopedia of circle time and group Activities for children 3 to 6 (Kathy Chamer, 1996) 4. Where is Thumbkin ? (Pam Schiller and Thomas Moore, 1993) 5. Creative Resources for the early childhood classroom (Judy Herr and Ivonne Libby, 1995), etc. CD/VCD can also as source of song, examples : 1. 80 kidsongs (Together Again Video Production, Inc.

Kidsongs TIM and kidsongss kid, 2001) 2. Sing and learn, children favorite songs series, (Worldstar Music Int l Ltd, 1998) 3. Miss Patty Cake (Integrity Music just for kids, 1996)

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4. The Donut Man s (Integrity Music just for kids, 1996) Although many source books that we can use, but the important factor is teacher s competence to select, use, and improve that song, So it can present and understand by children without forgetting grammar.

3. The Meaning of Movement. Movement comes from word move that has meaning place transition (have activity).After stimulated present (inner or feeling). Movement activity presents after somebody listening the song. According to Oxford (2005 : 999) said : movement is an act of moving the body or part of the body . Movement is body language. Children express their feeling with movement activities after listening song. Children have active

correlation to respon song with move and gymnastic that can draw feeling and the music of song understand by children. Movement activity itself needed by childhood to practice their hard motoric.

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4. How to Teach by using Music and Movement. Music and movement has important position in children growth and development process. Using music and movement as a method in English learning process and presenting in interesting ways can help children more joyful, study hard and make children easy to understand the material of teaching, because in learning process children do and practice movement suitable with the meaning of the song that they sing. So sing a song to children not only sing a song, but bring contents and the meaning of song and also practice the song with movement like free style or dancing. Teaching English especially for childhood more emphasizes in introducing basic instructions a knowledge about theme of things or objects in their environment (vocabulary). The using of music and movement in learning process can be done like these :

1. Opening To get children attention before starting study and we invite children to sit down with happiness (not compulsory). We do it by inviting children to sing and shake their parts of body. Example by singing a song Sit Together (Tune : Where is

Thumbkin?) taken from http//www.wikipedia.com.2008.

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Sit together, sit together, Look at me, look at me, I am good, I am good, Look at me, look at me. This song can be sung in sitting down position in circle shape on the floor and sing with clap their thigh themselves. Teacher as a model must be active in the class to make children pleasant with the song and movement. By singing together with this song we hope children can understand the meaning of the song that they sing.

2. As Opening (Praying and Greeting) Each learning process we must introduce to the children to pray and give greeting. With praying teacher introduces and teaches children to always near God. Before and after doing activities we invite children to sing pray s song, example Morning prayer before doing activity :

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Dear Lord, Thank you for today, Thank you for the school, Thank you for the teacher and friends, Help us to learn, help us to listen, In Allah Name. We pray, Amin. (http//Wikipedia.com.2008.)

This song is better if the children are in praying position. The teacher invite the children to say hello to each other. we can do it with song like : Hello-hello Hello, hello, hello and how are you? I m fine, I m fine, I hope that you are too. (htpp//www.wikipedia.com.2008.) When this song we sing we invite children to raise their hand and shake it each other as a greeting movement. Say greeting in English ,like : Good Morning .(Tune : Where is thumbkin?) Good morning, good morning, How are you? How are you? Very well, I thank you. Very well, I thank you. How about you, how about you? Good afternoon, good afternoon,

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How are you? How are you? Very well, I thank you. Very well I thank you, How about you,? How about You? (http//www.wikipedia.com.2008.)

The song is better if the students sing in each learning process, because repetition is very needed by childhood to study something new.

3. As Perception As introduction in learning material, teacher can use song as perception, example : when teaching about my face theme, teacher can invite children to sing : Happy face (Tune: Head and Shoulders) Eyes, ears, mouth and nose, mouth and nose 2x Show your happy face, smile and laugh , Eyes, ears, mouth and nose, mouth and nose. (http//Wikipedia.com.2008.)

And also when we teach the other theme like transportation we can also use song The Train . For animals theme we can use song like Three little monkeys , Naughty pushy Cat , and family theme song Happy Family , etc.

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The important things that we must be noticed is the election of song must be suitable with material that we want to teach and the level of mental development of the children.

4. In Quintessence of Learning When learning process teacher can sing as a spelling or memorizing the material of teaching, example : To teach the sound of alphabets we can sing a song Letters Sound .

Ants on the apple, a, a, a, 3x a is the sound of A , Balls are bouncing b, b, b, 3x b is a sound of B , . (http//www.wikipedia.com.2008.)

When children sing this song teacher can show flash card that we told. So children can understand alphabets shape in a visual and spell the correct sound. Song as a material of learning not only is sung, but also read and understood by children. So material of learning must be suitable with children age. Song becomes something that joyful not a task.

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5. As a Closing of Learning After finish learning we invite children to tidy all their things while singing, example song Clean Up Time . Clean up time! Clean up time! Everything will look just fine, We ll pick up the things and put them all away, We can use another day. (http//www.wikipedia.com.2008.)

In this activity, children can practice to improve their responsible. In closing learning process the song that we can use as a closing greeting, example :

Good Bye Good bye, good bye everybody, Good bye, good bye everybody, Good bye, good bye everybody, See you next time again. (http.www.wikipedia.com.2008.)

With interesting and variety learning process of course can motivate children to study English and they like it.

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B.

Theoritical of the Framework.

CURRICULUM

TEACHER

VOCABULARY

GRAMMAR

TEACHING METHOD

STORY TELLING

GAMES

MUSIC AND MOVEMENT

ROLE PLAY

ART AND CRAFTS

SHOW AND TELL

ANALYSIS

FINDING (STUDENTS ACHIEVEMENT)

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This research is about teaching of vocabulary that use two method. They are music and movement method and conventional method, but the focus of research here is music and movement method to improve students vocabulary at Aisyiyah Parang Layang kindergarten in Makassar. After that we can know students achievement, so we can conclude which method is better to teach vocabulary in kindergarten

C. Hyphothesis
Based on the statement of the problem in chapter I researcher made hyphothesis that teaching English by using music and movement can improve students vocabulary better than using conventional method at Aisyiyah Parang Layang kindergarten Makassar.

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CHAPTER III METHODOLOGY

A. The Location of Research This research was located at Aisyiyah Parang Layang

kindergarten in Makassar subdistrit of Bontoala, Makassar city.

B. Variable and Design of Research

a. Variable There are two variables that used in this research, independent variable and dependent variable. Independent variable is music and movement method and dependent variable is students achievement. b. Design of The Research This research employed true experiment design. It involved

two groups design. They were experimental and control group.

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The design can be illustrated as follows : Control group pre-test E O1 X1 O2 C O1 X2 O2 post-test design

Where :

O1 O2 E C

: pre-test : post-test : an experiment : a control

X1 : treatment (music and movement) X2 : treatment (conventional method) (Gay, 1981 : 232 )

C. The Definition of Operational Variables

To clarify this research direction, researcher gives definition namely music and movement method is a method that uses song and moves our parts of body to introduce vocabulary. Student s achievement is student ability to get how much of the language thought during a period of time has been learned. Conventional method is traditional way that is usually applied by a teacher in teaching English. Explanation in teaching by translating the words into Indonesia or into English characterizes this method.

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D. The Population and Sample 1. Population The population of this research was taken from two classes of B classes of Aisyiyah Parang Layang kindergarten Makassar.

2. Sample The subject that was included in this sample was 40 students. There were 20 students in B1 class and 20 students in B2 class. They were randomly formed.

E. Technique of the Data Collection The instrument of this research that used to collect the data was vocabulary test. Test was be used to know student s vocabulary achievement between the students taught by using music and

movement method and the students taught by using conventional method. The vocabulary test was applied in pre-test and post-test segments. The pre-test was given to the students at the first meeting or before time for treatment to the both classes. While the post-test was given after time for treatment. Number of items in both tests were 20 items.

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F. Procedure of the Collecting Data Procedure of data collecting which writer used in this research covered of two matters, they were : a. Data collecting through library research, by reading and analysing book or literature, magazine, thesis, and existing other erudite masterpiece b. Data collecting through field research, what writer obtained with the exiting instrument like test. The chronological order bellow : 1. Pre-test It was given before doing the treatment in both classes. The test in the pre-test was same in the post-test. 2. Treatment It was conducted four times and each class was thought once a week. 3. Post-test It was given after doing the treatment in both classes. The test in the post-test was same in the pre-test. was

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G. Technique of the Data Analysis The data were collected through the test, and it was analyzed quantitatively. The steps were as follows : 1. Scoring the students test answer by using the following formula :
Score ! Student ' s Correct Answer x 10 Total Number of Test

2. Tabulating the students scores. 3. Classifying the students score of the test were classified into seven levels as follows : a. 9.60 to 100 is classified as excellent. b. 8.60 to 9.50 is classified as very good. c. 7.60 to 8.50 is classified as good. d. 6.60 to 7.50 is classified as fairly good. e. 5.60 to 6.50 is classified as fair. f. 3.50 to 5.50 is classified as poor. g. 0.00 to 3.50 is classified as very poor. (Depdikbud, 1985 : 5)

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4. Rate percentage of the students score %=


F x 100 % N

In which : F = frequency N = Total number of students (Hatch and Farhady in Nurbing, 2000 : 25) 5. Calculating the mean score of students test result and the formula :
X! 7X n X = Mean score

Notation:

7X = Sum of score in the group n = The number of pairs of subject in the study (Gay, 1981) After succeeding to manage the gathered data, the next step was to analysis the data coming from research of test, as effort to get the accurate conclusion by using the following method :

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Finding out the significant difference between the pre-test and post-test by using formula : T- test for independent sample
t! X1  X 2 SS 1  SS 2 1 1 n  n  2 n  n 2 2 1 1

Note : t : test of significance

X 1 : Mean score of experimental class X 2 : Mean score of control class

SS1 : The sum of squares of experimental class SS2 : The sum of squares of control class n1 n2 : total of experimental class : total of control class (Gay, 1981 : 331)

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CHAPTER IV FINDING AND DISCUSSION

This chapter consists of two sections. They are research findings and the discussions of the research findings. It entirely describes the result of data collected and analyses through pre-test and post-test. A. FINDINGS

1. The Student s Rate Percentage Through the Test. In the previous chapter, it has been explained that after tabulating and analyzing the students scores into seven levels then they were classified into percentage. a. Experimental class Table 1 The rate percentage of the scores of the experimental class No 1. 2. 3. 4. 5. 6. 7. Classification Excellent Very good Good Fairly good Fair Poor Very poor Total Pre-test F % 1 5 10 50 9 45 20 100 Post-test F 1 6 6 5 2 20 % 5 30 30 25 10 100

Note :  F is students score frequency

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Table 1 shows us the result of students pre-test and post-test in the experimental class. In the pre-test, there are 9 (45%) students who got very poor classification, 10 (50%) students are in the poor classification, and 1 (5%) students are in fair classification. Meanwhile the result of the students post-test in the

experimental class that there are 2 (10%) students are in fair classification, 5 (25%) students are in fairly good classification, 6 (30%) students are in good classification, and 1 (5%) students are in excellent classification. b. Control class Table 2 The rate percentage of the score of control class No 1. 2. 3. 4. 5. 6. 7. Classification Excellent Very good Good Fairly good Fair Poor Very poor Total Pre-test F 10 10 20 % 50 50 100 Post-test F % 1 5 3 15 7 35 9 45 20 100

Note :  F is students score frequency

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Table 2 shows us that there are 7 classification of the students score. This table contains the result of the students pre-test and post-test of the control class. In the pre-test, there are 10 (50%) students are in very poor classifications, and 10 (50%) students are in poor classification. While the result of the students post-test in the control class shows that there are 9 (45%) students are in poor classification, 7 (35%) students are in fair classification, 3 (15%) students are in fairly good classification, and only 1 (5%) students who get a good classification.

2. The Mean Score and Deviation SS of The Students Pre-test. The mean score and deviation SS of the students pre-test of the experimental class and control class are presented in the following table. Tabel 3 The mean score and deviation SS of the students pre-test Class Experimental Control
X

Deviation SS 51.114 47.5

3.075 3

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The table 3 shows us that the mean score of the students pre-test in the experimental class is 3.075 and it is deviation SS are 51.14. While students in the control class have 3 for the mean score and 45.7 for the deviation SS. Tabel 4 The t-test of the students pre-test Variable Pre-test t - test 0.15 t - table 2.021

The table 4 above points out that the result of pre-test of the students t-test is 0.15 while t- table value is 2.021. Base on the data the writer conclude that the result of deviation SS students t-test lower than the t-table value.

3. The Mean Score and Deviation SS of the Students Post-test. The table below shows us that the result of the students post-test of the both experimental class and control class in the field of the mean score and deviation SS.

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Table 5 The mean score and deviation SS of the students post-test Class Experimental Control
X

Deviation SS 11.89 17.14

8.175 5.93

The table 5 above reveals the result of the students post-test in both class. The result above are about students mean score and deviation SS. The mean score is 8.175. For the treatment class and its deviation SS is 11.89. While students in the control class get 5.93 for the mean score and 17.14 for the deviation SS. Table 6 The t-test of the students post-test Variable Post-test t - test 8.02 t - table 2.021

The table 6 above shows that the result of the students post-test of the t- test and t- table value. The result of the t-test is 8.02 and the t- table is 2.021. The data indicate that the t-test is higher than t-table value.

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B.

DISCUSSION Before time for treatment, the experimental class shows us the result of the students pre-test. It points out there are 9 (45%) in very poor classification, 10 (50%) are in the poor classification, and 1 (5%) are in fair classification. Based on data the researcher concluded that the students pre-test result of the experimental class, most of them are in poor classification. While in control class, the result of students pre-test reveals that there are 10 (50%) are in very poor classification and 10 (50%) are in poor classification. The result of data analysis also indicates that the pre-test mean score of the pre-test of the treatment class is 3.075 and its deviation SS is 51.14. while the students pre-test of the control class mean score is 3 and its deviation SS is 47.5. Meanwhile the result of the t-test of the students in both classes base on the pre-test is 0.15 on the t-table value is 2.021 with p = 0.05 and df = 38. Base on this data the researcher conclude that there is not a significant difference between the results of pre-test of the both classes.

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After time for treatment, the experimental class point out the result of the students post-test. It shows us that there are 2 (10%) are in fair classification, 5 (25%) are in fairly good classification, 6 (30%) are in good classification, 6 (30%) are in very good classification, and there are 1 (5%) are in excellent classification. While in the control class, the data shows that there are 9 (45%) are in poor classification, 7 (35%) are in fair classification. 3 (15%) are in fairly good classification, and 1 (5%) are in good classification. the data above indicate that most of the students in the control class are in poor and fair classification. The students post-test means score result of the experimental class is 8.175 and its deviation SS is 11.89. while students who are in the control class have 5.93 and its deviation SS is 17.14. Mean while the result of the t-test in the both classes after post-test is 8.02 and the t-table value is 2.021 with p = 0.05, and df = 38. Base on the data the researcher concluded that there is a significant difference between the result of the post-test of the both classes. Because the result of the post-test t-test is higher than t-table value.

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CHAPTER V CONCLUSION AND SUGGESTION

This chapter covers research conclusions and some suggestion for the teacher who wants to apply a different variation in teaching English.

A.

Conclusions Base on research data analysis, the writer puts forward the conclusions below : 1. There is a significant difference of students achievement in

improving vocabulary between the students taught by conventional method at Aisyiyah Parang Layang Kindergarten Makassar. 2. Teaching English especially in Kindergarten by using music and movement method is more effective than by using conventional method. 3. Music and movement method can improve students vocabulary 4. Teaching English by using music and movement can make students happy and interested to study. English

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B.

Suggestions The following suggestions are the writer s experiences during doing this research in Aisyiyah Parang Layang Kindergarten Makassar. They are as follows : 1. Teaching English to the students should use some strategies to create a good atmosphere in the classroom. 2. One of the strategies is by using music and movement method. 3. Teacher should give the students some opportunities to practice their vocabulary. 4. In teaching English we must see the characteristic of the students that we want to teach.

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BIBLIOGRAPHY
Ali, Gusri Emiyati : 2005. Increasing The Students Vocabulary Mastery By Using Key Words Game. Thesis English Department Languages And Arts. UNM Makassar. Anwar,Desi Asriana : 2006. The Criticsm Against George W Bush In Green Day s Songs American Idiot, Holiday,And Favorite Son.Thesis English Department Languages And Arts.UNM Makassar. Arikunto, Suharsami : 2006. Prosedur Penelitian Suatu Pendekatan Praktik (Edisi revisi VI ). Jakarta : Rineka Cipta. _______ Departemen Pendidikan Dan Kebudayaan : 1994. Petunjuk Tekhnis Proses Belajar Mengajar Di Taman Kanak-Kanak. DEPDIKBUD. Dhieni,Nurbiana dkk : 2006.Metode Pengembangan Bahasa. Jakarta : Universitas Terbuka. Dowson,Colin : 1984. Teaching English As A Foreign Language. Hongkong : Thomas Nelson, ltd. Harmer,Jeremy : 1982. The Practice Of English Language Teaching. London : Longman. Hildayani, Rini dkk : 2005. Psikologi Perkembangan Anak. Jakarta : Universitas Terbuka. Kasim : 2001. Teaching English For Young Learners By Using Classroom Simulation Games. Thesis English Department Of FBS UNM Makassar. Matondang, Elisabeth Marsaulina : 2008. Menumbuhkan Minat Belajar Anak Melalui Musik dan Gerak. Http : // www. Wikipedia . Com. Natsir, Novey Astanty : 2001. The Correlation Between Vocabulary Mastery And Speaking Ability Of The Second Grade Students Of SMA Negeri 4 Watampone.Thesis English Department Faculty Of Language and Art UNM Makassar.

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Nurbing : 2000. Using Group Discussion To Activate Students To Speak English. Thesis FBS UNM Makassar. Oxford : 2005. Oxford Advanced Learner s Dictionary. China : Oxford University Press. Soebijakto, Sri Utari : 1988. Psikolinguistik : Suatu Pengantar. Jakarta : Departemen P dan K. Telleng, Rampeng : 2004. Building Up Young Learners Vocabulary Through Flashcards As Visual Aid Within Varied Activities. Thesis Graduated Programe State University Of Makassar. Tientje dan Iskandar : 1999. Pendidikan Anak Dini usia Untuk Multiple Intelegensi. Jakarta : Departemen P dan K.

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APPENDIXES

APPENDIX 1 TOUCH

You see with your eyes Touch your eyes (tin din You hear with your ears Touch your ears (tin din You sneeze with your nose Touch your nose (hatchi You kiss with your lips Kiss me here (ummach ..) ..) ..din ..) din .)

Boys and Girls

I m a boy and you are a girl 3x Do you want to be my friend ? I m a girl and you are a boy 3x Yes, I want to be your friend

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APPENDIX 2 A. Jawablah pertanyaan 1. Kata you pertanyaan berikut !

artinya apa ? see artinya apa ?

2. You see with your eyes, kata 3. What in English mata ? touch

4. Touch your eyes, kata

artinya apa ? hear artinya apa ?

5. You hear with your ears, kata 6. What in English telinga ?

7. You sneeze with your nose, kata sneeze artinya apa ? 8. What in English hidung ? 9. You kiss with your lips, kata kiss artinya apa ? 10. What in English bibir ? 11. Kiss me here, kata me artinya apa ? 12. Kata here artinya apa ? 13. I m a boy and you are a girl, kata boy artinya apa ? 14. Kata girl artinya apa ? 15. What is in English teman ? 16. Yes, I want to be your friend, kata yes artinya apa ? B. Sebutkan 4 dan tunjukkan nama Inggris ! nama anggota tubuh mu dalam bahasa

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APPENDIX 3

LESSON PLAN

Tema Kelompok Semester

: : :

My body B I

I.

Indikator Mengenal dan mengetahui kosa kata mengenai anggota tubuh dalam bahasa Inggris.

II.

Tujuan Pembelajaran Siswa dapat mengenal dan mengetahui kosa kata mengenai anggota tubuh dalam bahasa Inggris.

III.

Materi Pelajaran Eyes, ears, nose, lips, hear, see, hear, sneeze, touch, you, kiss, here, me, boy, friend, girl.

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IV.

Kegiatan Pembelajaran 1. Methode : music and movement 2. Aktivitas Pembelajaran  Guru memberi contoh menyanyikan lagu Touch / Boys and Girls sambil melakukan gerakan - gerakan untuk memperjelas kata kata yang dimaksud.  Siswa mengikuti peragaan guru

V.

Alat dan Sumber 1. Alat 2. Sumber Pembelajaran : lagu - lagu dalam Bahasa Inggris : Dari berbagai sumber

VI.

Evaluasi Penilaian dilakukan pada saat proses pembelajaran berlangsung.

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APPENDIX 4 The name of samples of the B class of Aisyiyah Parang Layang Kindergarten Makassar. No 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 1. 12. 13. 14. 15. 16. 17. 18. 19. 20. Experimental class Muh. Haikal Al qadri Muh. Dody Alfayed Mifthal Khair St. Nabila Azzahrah A. Muh. Aqdin zizau Muh. Dzaki Wiyanda Faiz Nuraisyah Muthia Raya Adika Ananda Aulia Nurhaliza Jamaluddin Annisa Maharani Azizah Gita Cahyani Rahmat Hidayatullah Fika Sahira Muh. Syawal Al fajri Jilan Mawaddah Rindi Antika Dwi Putri Lestari A. Muh Jibran Musyawir Muh. Ridwan H. Ismail No 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 1. 12. 13. 14. 15. 16. 17. 18. 19. 20. Control class Aqilah Irsyadia Muh. Maulana Ma arif Annisa Mutmainnah A. Muh. Reski Ridwan Yasmin Trisna Aulia Muh. Rizan Daffah A. Muh. Nur Hilal Meipa Ulang Dari Amanda Ika Aprilia Nurasyah Musdalipa Juniyanti M. Firmansyah Muh. Rasul Arliansyah Tasnin Tastabila St. Nurhalifa St. Nurul Rahma Nurul Ilmi Sahrani Tri Adimas Patoni Husnul Fadilah Dappa Adrizoi

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APPENDIX 5 The row scores of the experimental class Subject 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Pre-test 5.5 5 5 5 4.5 4.5 4 4 4 3.5 3.5 2.5 2 2 1.5 1.5 1 1 1 0.5 Post-test 10 9.5 9.5 9 9 9 9 8.5 8.5 8.5 8 8 8 7.5 7.5 7.5 7 7 6.5 6

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APPENDIX 6 The row scores of the control class Subject 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Pre-test 5 5 5 5 4.5 4.5 4 4 3.5 3.5 2.5 2 2 2 2 1.5 1.5 1 0.5 0.5 Post-test 8 7.5 7 7 6.5 6.5 6.5 6 6 6 6 5.5 5.5 5.5 5.5 5 5 5 4.5 4.5

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APPENDIX 7 The row data of the scores of the pre-test of the both classes. X1 5.5 5 5 5 4.5 4.5 4 4 4 3.5 3.5 2.5 2 2 1.5 1.5 1 1 1 0.5 61.5 X12 30.25 25 25 25 20.25 20.25 16 16 16 12.25 12.25 6.25 4 4 2.25 2.25 1 1 1 0.25 240.25 X2 5 5 5 5 4.5 4.5 4 4 3.5 3.5 2.5 2.5 2 2 2 1.5 1.5 1 0.5 0.5 60 X22 25 25 25 25 20.25 20.25 16 16 12.25 12.25 6.25 6.25 4 4 4 2.25 2.25 1 0.25 0.25 227.5

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APPENDIX 8 The row data of the scores of the post-test of the both classes. X1 10 9.5 9.5 9 9 9 9 8.5 8.5 8.5 8 8 8 7.5 7.5 7.5 7 7 6.5 6 163.5 X12 90.25 90.25 90.25 81 81 81 81 72.25 72.25 72.25 64 64 64 56.25 56.25 56.25 49 49 42.25 36 1348.5 X2 8 7.5 7 7 6.5 6.5 6 6 6 6 6 5.5 5.5 5.5 5.5 5 5 5 4.5 4.5 118.5 X22 64 56.25 49 49 42.25 42.5 36 36 36 36 36 30.25 30.25 30.25 30.25 25 25 25 20.25 20.25 719.25

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APPENDIX 9 Mean score and sums of squares of the students pre-test I. Mean score X1 = X n1 X2 = X n2
2 1

= 61.5 20 = 60 20 =3

= 3.075

II. Deviation SS SS1 = X


2 1

n1

( X 1)2

= 240.25 - (61.5)2 20 = 240.25 - 3782.25 20 = 240.25 = 51.14 189.11

SS2

= X

2 2

n2 (60)2 20

( X 2)2

= 227.5 -

= 227.5

- 3600 20

= 227.5 = 47.5

180

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APPENDIX 10 Mean score and sums of squares of the students post-test. I. Mean score X1 = n1 X2 = X n2
2

= 163.5 20 = 118.5 20 = 5.93

= 8.175

II. Deviation SS SS1 = X


2 1

N1

( X 1)2

= 1348.5 - (163.5)2 20 = 1348.5 - 26732.25 20 = 1348.5 = 11.89 1336.61

SS2

= X

2 2

N2

( X 2)2

= 719.25 - (118.5)2 20 = 719.25 - 14042.25 20 = 719.25 = 17.14 702.11

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APPENDIX 11 The t-test of the standard pre-test X X X1 SS1 n1 Sot t = X1 X2 SS1 + SS2 n1 + n2 2 1 + 1 n 1 n2
1 2 1

= 61.5 = 240.25 = 3.075 = 51.14 = 20

X X X2 SS2 n2

2 2 2

= 60 = 227.5 =3 = 47.5 = 20

SO1 t =

3.075 3 1 + 1 51.14 + 47.5 20 + 20 2 20 20 0.075 2 98.64 38 20 0.075 2.59 0.1

SO1 t

= 0.075 0.259 = 0.075 0.51 = 0.15 And : df = 38 p = 0.05 t-table = 2.021

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APPENDIX 12 The t-test of the standard post-test X X X1 SS1 n1 Sot t = X1 X2 SS1 + SS2 n1 + n2 2
1 2 1

= 163.5 = 1348.5 = 8.175 = 11.89 = 20

X X X2 SS2 n2

2 2 2

= 118.5 = 719.25 = 5.93 = 17.14 = 20

1 + 1 n 1 n2

SO1 t =

8.75 5.93 11.89 + 17.14 20 + 20 2 1 + 1 20 20

SO1 t

2.245 29.03 2 38 20 2.245 0.76 0.1

= 2.245 0.076 = 2.245 0.28 = 8.02 And : df = 38 p = 0.05

t-table =2.021

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APPENDIX 13 Standard deviation of the students pre-test and post-test I. Standard deviation of the students pre-test a. Experimental class where SS = 51.14 N = 20 So = SD = SS N 51.14 20

= =

2.557

SD = 1.59

b. Control class where SS = 47.5 N = 20 So = SD = SS N 47.5 20

= 2.375 SD = 1.54

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II. Standard deviation of the students post-test a. Experimental class where SS = 11.89 N = 20 So = SD = SS N

11.89 20

= 0.59 SD = 0.77

b. Control class where SS = 17.14 N = 20 So = SD = SS N

17.14 20

= 0.857 SD = 0.93

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APPENDIX 14 Distributions t- table

Untuk uji dua pihak (two tail test) 0.50 0.20 0.10 0.05 0.02 0.01

Untuk uji satu pihak (one tail test) dk 1 2 3 4 5 6 7 8 9 10 11 12 13 14 0.25 1.000 0.816 0.765 0.741 0.727 0.718 0.711 0.706 0.703 0.700 0.697 0.695 0.692 0.691 0.10 3.078 1.886 1.638 1.533 1.476 1.440 1.415 1.397 1.383 1.372 1.363 1.356 1.350 1.345 0.05 6.314 2.920 2.353 2.132 2.015 1.943 1.895 1.860 1.833 1.812 1.796 1.782 1.771 1.761 0.025 12.706 4.303 3.182 2.776 2.571 2.447 2.365 2.306 2.262 2.228 2.201 2.179 2.160 2.145 0.01 31.821 6.965 4.541 3.747 3.365 3.143 2.998 2.896 2.821 2.764 2.718 2.681 2.650 2.624 0.005 63.657 9.925 5.841 4.604 4.032 3.707 3.499 3.355 3.250 3.169 3.106 3.055 3.012 2.977

To be continue . . .

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Continuation . . .
15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 40 60 120 0.690 0.689 0.688 0.688 0.687 0.687 0.686 0.686 0.685 0.685 0.684 0.684 0.684 0.683 0.683 0.683 0.681 0.679 0.677 0.674 1.341 1.337 1.333 1.330 1.328 1.325 1.323 1.321 1.319 1.318 1.316 1.315 1.314 1.313 1.311 1.310 1.303 1.296 1.289 1.282 1.753 1.746 1.740 1.734 1.729 1.725 1.721 1.717 1.714 1.771 1.708 1.706 1.703 1.701 1.699 1.697 1.684 1.671 1.658 1.645 2.131 2.120 2.110 2.101 2.093 2.086 2.080 2.074 2.069 2.064 2.060 2.056 2.052 2.048 2.045 2.042 2.602 2.583 2.567 2.552 2.539 2.528 2.518 2.508 2.500 2.492 2.485 2.479 2.473 2.467 2.462 2.457 2.423 2.390 2.358 2.326 2.947 2.921 2.898 2.878 2.861 2.845 2.831 2.819 2.807 2.797 2.787 2.779 2.771 2.763 2.756 2.750 2.704 2.660 2.617 2.576

2.021
2.000 1.980 1.960

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CURRICULUM VITAE The writer Mardiana, was born on October 17th, 1984 in Parepare, South Sulawesi. She is the first child in her family. Her father is H. Mustafa and her beloved mother is Hj. Mashura. She spent one year to study in Kartika Chandra Kirana Kindergarten. In 1997 She finished her study in SDN (State Elementary School ) 3 in Parepare. In the same year she continued her education in SMPN (State Junior High School ) 1 Parepare and finished in 2000. Also in 2000 she pursued her study in SMA (Senior High School ) Kartika VII-1 Makassar and finished in 2003. She worked in PT. Luxindo Raya in the middle of 2003 until 2004. In the end of 2004 she joined in teacher of kindergarten school and has become the real teacher in kindergarten since 2005 until now. In 2005/2006 academic year, she studied at Open University and then in the 2006/2007 academic year she transfered to 45 university to continue her study in the English Education Department of Faculty of Teachership and Education Science, S1 program. During her study she participated in some campus organizations such as : committee of BEM FKIP since 2006/2007 periode until 2007/2008 periode, President of English Education Department Students Association (HIMAPBING ) and secretary BEM FKIP in 2008/2009 periode. And as a member of Kakilima art Workshop.

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DEPARTEMENT PENDIDIKAN NASIONAL TAMAN KANAK KANAK AISYIYAH PARANG LAYANG MAKASSAR SURAT KETERANGAN Nomor : 002/PCA/D/TK/I/2010

Yang bertanda tangan di bawah ini, kepala TK Aisyiyah Parang Layang menerangkan bahwa : Nama NIM Jurusan Fakultas Perguruan Tinggi : : : : : MARDIANA 4506101011 Pendidikan Bahasa Inggris Keguruan dan Ilmu Pendidikan Universitas 45 Makassar

Dengan ini menyatakan bahwa sesungguhnya mahasiswa tersebut di atas telah melaksanakan penelitian skripsi dengan judul Teaching English by Using Music and Movement to Improve Students Vocabulary at Aisyiyah Parang Layang Kindergarten Makassar di sekolah kami. Demikianlah surat keterangan ini dibuat untuk dipergunakan sebagaimana mestinya. Makassar, 25 Januari 2010 Kepala TK Aisyiyah Parang Layang,

Hj. Haslinda Nip : 19661231198603207

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