English is a foreign language, especially
in Indonesia. But this language has a huge impact on people around the world.
English is used in some areas, like schools, companies, and our environment. In
this modern era, the demand for mastery of English has become very important
and necessary. This is based on the Law of the Republic of Indonesia No. 30 of
2003 concerning foreign languages that can be used as the language of
instruction in specific academic units to support students' language skills.
This means that foreign languages, especially English, can be used as the
language of instruction in specific educational units to support students'
foreign language skills. As stated by Setiawan, M. R., & Wiedarti, P. (2020), vocabulary is the most crucial language
skill, especially English skills. So, the students need to learn more
vocabulary, especially for their daily.
Many students don't feel confident speaking
English in front of others because they are still confused and don't have
enough vocabulary to speak fluently. So they keep
silent rather than tell it wrong. According to Sari, S. N. & Aminatun, D. (2021), without vocabulary, students will not
understand all of the parts of English, such as speaking, writing, reading and
listening. Otherwise, learning vocabulary mastery will help people to master
all of the skills of English. In the process of learning English, Students will
be unable to respond if they do not have the vocabulary necessary to translate
the meaning of terms. People who have a wide vocabulary find it easier to
comprehend and pick up new terms. Putri, E. (2022)
According to Afzal, N. (2019),
the vocabulary of language learners has to be expanded in order to expand their
word bank and their linguistic repertoire. But learning new words can be
difficult, especially for non-native English speakers who have to deal with
issues with their spelling, pronunciation, and correct usage. They also have to
guess their meanings from context, which can be difficult, so it is hard for
the students to understand the meaning of English words either in oral or
written communication, such as in speaking. As for the problem of learning
English vocabulary, the thing that needs to be done is the seriousness of
students in learning. It is a normal occurrence for students to struggle with
learning new English terms, especially when it comes to memorization since
senior high school tests sometimes call for a wide vocabulary. So that can
conduct some students to experience stress or progressively lose interest in
learning English (Luo, S. (2019). Therefore, it is necessary to use alternative
methods to arouse enthusiasm, interest and motivation in learning English.
Most individuals find singing
to be one of the most enjoyable activities Joko Prayudha.S,
& MalikA. A. (2021) Thus, many people are
familiar to listen and singing a song on their daily. One of the methods that
can be applied in learning English vocabulary is the singing method. The method
is an orderly method used to carry out work to achieve the expected results. A
student will find it easier to remember a lesson with a pleasant learning
process. In a recent study of the student by Antika,
R. (2021), she stated that is fun to use the sing-song method in the classroom.
The majority of the students enjoy singing, and they typically respond
favourably when songs are used in the classroom. This situation can help
maintain learners' motivation in learning English because they feel relaxed and
have fun, so the singing method becomes one of the methods that can attract
students to learn English vocabulary.
By applying the singing method
to learning English vocabulary, it is hoped that students can improve their
English vocabulary. Many students still have not mastered English vocabulary
well, such as those learning English for XI grade at MA Mu'min Cendekia Babelan. Among
them are still not able to pronounce and write the vocabularies correctly. They
feel difficult to understand the meaning of English words both in oral
communication and in written communication. In addition, they are still not
able to use English vocabulary in the context of speaking. From the initial
observations that have been made by the researcher at MA Mu'min Cendekia Babelan. The teachers
have implemented so many methods such as oral, drilling, and dictation, but the
students cannot speak English fluently because they do not have interested in
those methods. The researcher is interested in observing the processes of the
application of singing techniques, especially in learning vocabularies.
Definition of Vocabulary
Vocabulary mastery is very important in
achieving language mastery, the more vocabulary a person has, the more ideas or
ideas a person has.� According to Johar, J., Asri, W. K., & Hasmawati,
H., Salwa, R., Usman, M., & Saleh, N. (2021)
vocabulary is a treasury of words in their various forms which includes: loose
words with or without affixes, and the same or different words, each with its
own meaning. However, vocabulary is a list of terms that are defined and
ordered in alphabetical order.
The Importance of
Vocabulary
The fundamental part of a language is its
vocabulary. Learning a language entails mastering all
aspects of it, including its vocabulary. A student's ability to master the
language can undoubtedly be impacted by mastering the language's foundational
concepts. This is in line with the study of research by Taslim,
T., Asrifan, A., Chen, Y., & NR, N. (2019),
because English is a language with a large vocabulary, learning and
understanding it effectively is essential if we want to utilize it effectively.
In order to learn more about English, students must understand vocabulary.
Vocabulary development is crucial when
learning a foreign language. If they don't have enough words in their
vocabulary, students will struggle to express their comprehension and even output.
Based on the study by Mandasari and Oktaviani, 2018 Indonesians do not utilize English for
regular communication, hence it is regarded as a foreign language there. Thus,
it is not as simple to learn English as it may seem. To speak English fluently,
one must practice for a very long time by involving vocabulary mastery.
Furthermore, this language has a huge number of essential parts that must be
mastered, one of which is vocabulary. One fundamental problem is a lack of
vocabulary expertise (Fitri, N. (2018).
Being a good mastery of vocabulary and
language learners will have no difficulty in the process of learning a language.
In other words and by not neglecting pronunciation as
an aspect of language, vocabulary becomes important aspect in the acquisition
of a foreign language Ramdhan, V. (2017). The
importance of vocabulary in the teaching of English has increased. As a result,
in order to master the four competencies in English, language learners must
master vocabulary as a foundational competence.
Teaching Vocabulary
Maru'ao,
N. (2019) said that a good teacher is a teacher who can choose a method that
suits the conditions and atmosphere of the classroom. Therefore, the methods
that a teacher uses are not only one but varied, since each method there are
disadvantages and advantages of each of them. As stated by Mariana, M., Hasibuan, A. L., & Risnawaty,
R. (2021), the use of methods carried out by a teacher starts from planning and
implementing activities to the evaluation stage, as well as follow-up programs
that take place in educational situations to achieve certain, namely teaching.
So that the process of delivering the material can be well received and easily
understood by students, then an educator must be related to the aspects of his
language in delivering the material.
Singing a Song
Given the importance of vocabulary aspects
in foreign language learning, certain teaching methods and strategies are
needed to achieve the desired learning outcomes. This is in line with the
research conducted by Rizky Ayudhityasari
(2021) that a method will be considered effective if it creates the interests
and abilities of the student.��� The
proper method can improve students' understanding of the learning material.
Most of the students like singing a song. According to Faliyanti,
E. (2017), the majority of students enjoy listening and singing to their
favourite songs, and they will remember them if they practice them frequently.
They will commit the song's lyrics to memory if they enjoy it.� Therefore, music in general is an important
part of the teaching and learning process of students. Almost all forms of
singing from the traditional to the trendiest can be used by the teacher in
learning. As mentioned by Huda, M. S. (2018), in implying the singing
techniques, the researcher needs to be able to select songs that are both
well-known and have clear lyrics that reflect the lesson's concept. Thus, the
children can enjoy the songs. Therefore, the researcher is able to apply the
vocabulary learning by using singing techniques.
Songs increase the enthusiasm level in the
classroom and aid language learning for the students. It is also supported by Maimunah, 2022. She stated that the affective filter of the
students can be diminished by the songs' positive energy and the classroom's
absence of tension.
The Procedure for Using
Songs in Teaching
Faliyanti,
E. (2017) stated that songs come in a wide range of genres, including pop,
rock, jazz, traditional, modern, reggae, and more, and then each student's
favourite song has a different style based on their preference. Thus, the
students are free to select their favourite genre but the thing that the
teacher needs to remember when choosing a song is that the theme of the song
must be relevant to the student's world and the song is not too long for the students
to remember. This is also inseparable from the case of learning methods in
improving the ability of class XI MA Mu'min Cendekia Babelan students in memorizing vocabulary.��
The singing learning technique is a
learning method using singing that is currently popular.� And the lyrics are adapted to the material
that the educator will teach.� According
to Ginting, M. B. (2020) singing makes the learning
atmosphere happy and passionate so as to stimulate the child's development more
optimally. The singing method has benefits, namely helping to develop the
skills to develop thinking power, helping to convey emotions such as happy or
sad through the content of the lyrics of the song and helping to add new
vocabulary through the lyrics.
The Applying of Songs in
Teaching Vocabulary
According to recent research on student
performance by Tombeng, E., Kamagi,
& Muntuuntu (2022) vocabulary is essential to
improve some language skills, such as reading, writing, speaking, and listening.
Nothing can be uttered without vocabulary.
The benefits of using the song for
learning include training students to improve their language skills as well as
acquiring vocabulary (Lengkoan, F., Rombepajung, P., Hampp, P., &
Andries, F. (2019).�
In a classroom, the students typically listen more than they speak.
Songs are a top choice since they are crucial for aiding students in learning a
second language. Additionally, Harahap, S. D. (2021)
stated that because there is no variety in the teaching and learning process,
the students will experience a boring learning environment and become bored,
demotivated, and lack knowledge. So that the students need to get more fun
activities such as singing in learning vocabulary. The use of English songs to
help students with their language skills is the field in which the researcher
is interested. Students will be more motivated to study English if teachers
employ engaging teaching through singing techniques. Having high motivation, it
can help students easier to study English (Karisi et
al., 2021).
Based on activities performed at MA Mu'min
Cendekia Babelan, which
follows the K13 curriculum. The learning outcomes for students in English
classes, particularly vocabulary, are still poor. This is due to the less
effective teaching and learning process. Innovative education such as using
singing techniques should be required of students in order to encourage greater
student engagement and vocabulary growth.
Rahayu,
D.� (2022) said that since students can
make vocabulary study enjoyable or challenging for students, English songs are
regarded as an excellent and entertaining technique to teach vocabulary. Thus,
the students will study English, particularly vocabulary, effectively and make
vocabulary easier to remember by employing songs. Several well-known songs,
including mature songs as well as music for the students. In addition, students
can become more motivated to learn while also becoming more familiar with the
words they have heard by listening to and singing along to a song (Purnami, N. L. S. W. (2022). Therefore, songs can
accelerate vocabulary learning for students.
The use of song as a vocabulary teaching
tool at MA Mu'min Cendekia Babelan
can help students become more engaged, self-assured, and enthusiastic about
their learning process. Additionally, employing the song will make it simple
for the student to expand their vocabulary.
With reference to the aforementioned
context, the researcher wants to conduct the research about Enhancing English
Vocabulary Mastery through Sing-Along Teaching Technique at MA Mu'min Cendekia Babelan. The aim of the
study is to ascertain whether students' vocabulary may be improved by singing a
song.
Method
This study was done at MA Mu'min Cendekia
Babelan with 23 students in the eleventh grade (11
male and 12 females) during the academic year 2021�2022. The researcher used
classroom action research (CAR) in this study, with planning, action,
observation, and reflection stages in each cycle. The aim of the study is to
improve students' vocabulary skills through the use of singing songs.
Planning�
The researchers identified the syllabus and the problem,
created the lesson plans prepared the study tools, prepared the observation
list, chose the English songs, and created the assessment about vocabulary list
that will be used for the evaluation.
Implementing
The classroom English instructor from MA Mu'min Cedekia takes on the role of an observer who watches the
action whether the lesson plan was implemented or not. The researcher played as
the person who did the experiment to use and carry out the sing-along teaching
technique for enhancing the vocabulary mastery action.�
Pre-Cycle
In the pre-cycle stage the
researcher started by giving the students pre-test, especially, about the
vocabulary of verbs and noun which was commonly used in their daily that could
be found in the song.�
Cycle I
In this stage, the researcher gave the students treatment
such as playing the song, giving exercises, discussing, practising by words,
and singing together based on the lesson plan created using the singing-along
teaching technique. The steps entail:
1) Have the teacher sing and play the song;
2) Have the students complete the listening exercise on
their worksheet; and
3) Have a group discussion about the results.
4) To help the students learn the song and be able to
sing it on their own, have them practice it line by line.
5) Have the students sing it together while participating
in some enjoyable activities
Meeting 1
In the first meeting, the researcher began by asking the
students about their routines, particularly the song they enjoy. Then, the
researcher played One Big Family by Maher Zain three times. It was played to
make the students were intended to enjoy the music and the lyrics and tried to
sing a song. The researcher then handed out blank sheets to the class and
instructed them to fill them in. After that, the students submitted the sheets.
The students and researcher then sang together. Next, the researcher explained
about the vocabulary of nouns that the students had missed and learned about
their meanings.
Meeting 2
In the second meeting, the researcher gave a different
song to the students. The title was I Have A Dream by
Westlife.� In this meeting, students were
more relaxed and understood how to do the task.�
Here, the same treatment as meeting 1 was applied to the students. The
students were asked to do a Cycle 1 test to know their enhancement in
vocabulary.
Cycle II
Meeting 1
In this cycle, the students were taught about the
vocabulary of verbs. Here, the researcher tried to change the treatment. In
this section, the researcher gave an explanation of the material first. After
that, the teacher played the song. The song played was the same as the first
cycle at the first meeting, the title was One Big Family by Maher Zain. The
researcher played the song three times. The researcher also gave the missing
lyric exercise to the students. And the students had to answer the vocabulary.
While they are doing the filling, the teacher also made a gesture of the vocab
they needed. For example, they try to guess the word "cry", so the
teacher had to act "cry" in front of the students. In the last
minutes, they had to collect the sheets. Then, cycle students and teacher sang
a song together.
Meeting 2�
In this meeting, the teacher gave the same treatment to
the students same as in the previous meeting. Then, the students were asked to
do a cycle II test to know their vocabulary improvement especially about
"Verbs". Next, the teacher discussed the noun and verbs which were
found in both One Big Family by Maher Zain and I Have A
Dream by Westlife song. After that, the teacher and the students sang together.
Observing�
In this study, the observation of students' new
vocabulary mastery was conducted to obtain data and to find out how sing-along
teaching techniques could achieve the research objectives. In this stage,
researchers collected data related to the implementation of actions using
several instruments. The first is the observation checklist that is filled by
the observer especially, about whether the lesson plan is being conducted well
by the researcher and students or not. The instrument was used to gain the data
related to the student's participation. The second is the result of vocabulary
tests which are completely finished by students at the end of each cycle, it
aims to obtain data about student vocabulary mastery. The fourth is the result
of a questionnaire given to students at the end of the study, which aims to
find information about student responses to the use of the sing-along teaching
technique.
Reflecting
In this stage, the researchers reflect the data from the
action with activities reflecting the implementation of the cycle obtained
through observations and the implementation of techniques to sing English songs
in the teaching-learning process. The results are compared with the designed success
criteria. The criteria for success were achieved. If it failed, the researcher
will continue the study to the next cycle.
Result and Discussion
The research was done in two cycles, each cycle consisted
of two meetings. The result obtained from a pre-test, cycle 1 up to cycle 2 are
as follows:
Chart 1. Comparing the pre-test, cycle I and cycle II
The bar chart below shows the amount
of students who passed and did not passed their KKM start by pre-test, cycle I,
and cycle II
Table 1
Test Results in Pre-test, Cycle I, and Cycle II
|
No |
Explanation |
Pre-Test |
Cycle I |
Cycle II |
|
1 |
The highest score |
78 |
84 |
100 |
|
2 |
The lowest score |
46 |
60 |
74 |
|
3 |
The average score |
63.91 |
72.78 |
83.73 |
Based on the result of the research are shown as follows.
The result obtained from cycle 1 up to cycle 2 are as follows:
First, from the test administered at the end of cycle 1,
the result shows that the highest is 84 and the lowest score is 60. There are
13 students could pass the KKM and 10 students still have not passed it. The
average is 72.78. If it compares with the mean of the pre-test (63.91), the
increase is 9. In cycle 2, the results show that the highest score is 100 and
the lowest score is 74 with 21 students passing the KKM while 2 students still
did not pass it. The mean is 83.91. It is obvious that the average score
increases significantly from 63.91 in the pre-test, in cycle 1 is 72.78 to
83.73 in cycle 2. The total increase from pre-test to cycle 2 is 20. From the
description above, we know that the mean of the test results from cycle 1 to
cycle 2 increases gradually. And the students who passed the KKM enhanced from
only 7 students to 21 students while the students who did not pass the KKM was
getting lower, start from 16 to 2 students.
Second, the students are easy to retain the words through
the singing songs technique. Because the songs provide an excellent meaning of
repeating the words and at the same time comprehending the context.
Third, the student's motivation during the
learning-teaching process increased. The students prefer to choose the other
English songs and look at the lyric during break time so they knew the other
English songs and could know more vocabulary. Fourth, the student found that
the teacher's gestures and words during the singing songs activity are attractive.
It is apparent from their face, their smiles and also from their willingness to
be involved in teaching activities.�
Fifth, the student found that the singing songs activity
is entertaining. It happened because most of them like singing, singing is
their hobby, they like to sing and to know English songs. Based on the research
findings above, we know the use of songs in the classroom has a good
contribution to teaching vocabulary. Through singing songs technique, the
students could develop their capability in mastering the vocabulary and students�
motivations during the teaching process increased, students were interested in
the process of teaching and learning. They were enjoying the learning through
singing songs activity and they knew how their capability in the learning
process.
Conclusion
The implementation of language development learning
activities through singing activities carried out by the teachers through
students singing activities at MA Mu�min Cendekia Babelan has gone well with the results of student evaluations
developing very well. There are some conclusions drawn based on the data above:
First, students in class XI at MA Mu'min Cendekia Babelan may benefit most from singing English songs to
increase their vocabulary mastery. This is evident from the students' test
results, which improved from the three vocabulary tests provided in the
preliminary study, Cycle I and Cycle II. Second, it was discovered from the
revised Cycle II teaching strategy that the method of having students memorize
English songs would be more effective in addressing their vocabulary mastery
issues. Third, using memorized English songs to create a crowded classroom
environment and encourage student participation in teaching and learning activities
might be a smart technical decision. This is due to the observation checklist
demonstrating that the students were capable of actively engaging in the
teaching and learning activity that was carried out through the memorization of
English songs. Fourth, the students' active participation in their education
demonstrates their drive, which can grow their enthusiasm for learning.
As a result, it is clear from the results that singing
the English songs can be a successful technical strategy for teaching and
acquiring vocabulary. The material of English songs is enjoyable and simple to
follow, thus they said that memorization of them is a very engaging teaching
strategy to employ.
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