The Using Song To Improve Vocab

AN EXPERIMENTAL STUDY: IMPROVING STUDENTS’
VOCABULARY MASTERY BY USING

ENGLISH SONGS
Rizky Gushendra
State Islamic University of Sultan Syarif Kasim Riau, Indonesia
ricky82pku@gmail.com
ABSTRACT
Based on the writer’s observation in teaching and learning process, the

students had low achievement in vocabulary mastery in learning English.
Memorizing vocabulary was not effective to achieve the students’
vocabulary because it was hard for the students to memorize it. So, to solve
this problem, the writer used a strategy to improve the students’[ mastery in
vocabulary. The strategy was using songs. The aim of this research was to
find out a significant effect of using English songs to improve students’
vocabulary mastery. This research was a quantitative research by an
experimental design. In this research, there were two classes as a sample,
that classes were an experimental class and a control class. Variables in this
research consisted of two variables. They were English songs as variable X
and students’ vocabulary mastery as variable Y. The total number of
population was 54 students, which were finally selected 40 students as
sample of this study. The sample was determined based on cluster sampling
of an equal chance to be taken, regardless of their typical of groups. The
result of the research showed that the students’ ability on vocabulary
mastery test in experiment class was very good level, which was 82.25, and
in control class was good level, which was 63.25. on the inferential analysis,
the significant value was 0.000 higher than alpha 0.05, which meant the
alternative hypothesis (Ha) was accepted. It means that using English songs
can improve the students’ vocabulary mastery.
Keywords: Vocabulary, English songs, experimental research.
A. Introduction learning words as they learn structure

and as they practice sound system.
Vocabulary is the entire words
that make up a language. Before When looking the teacher
someone studies about the English skill, teaching at SMPN 1 Kampar Timur, the
he should learn about vocabulary as the writer found that the ability of the
first step. Vocabulary is one of the students in memorizing vocabulary is
important factors in all language low. This is caused by the students’
teaching, student must continually be prior knowledge of vocabulary is low.
And also, the ability of each student in
IJIELT, Vol. 3 No. 1 June 2017 |53

Mainar Fitri - An Experimental Study: Improving Students’ Vocabulary …
memorizing the vocabulary is different. words that is sung. Song is also a great
Besides that, the writer found that the language package that bundles culture,
ability of the students in pronouncing vocabulary, listening, grammar and a
vocabulary is bad. Because in host of other language skills in just a
pronouncing vocabulary, the students few rhymes. Songs can also provide a
must know how to pronounce relaxed lesson on a hot boring day.
vocabulary because English vocabulary
Almost everyone loves songs. It is
is not the same with Bahasa Indonesia
a part of our language and life from
in pronouncing vocabulary. And then,
before birth onwards. As a baby, we
the students have difficulty to use
often hear our mother and father sing a
vocabulary in sentences. It is caused by
song to deliver us sleep in the bedroom.
the different kinds of word classes in
When young children, we play, sing,
English vocabulary, such as noun,
and dance to a rhyme. As adolescents,
pronoun, verb 1, verb 2, verb 3, helping
we consume the beat of popular songs
verb, etc.
artist in the world. As adults, we often
Therefore, the teachers should hear song on television, movies, theater,
have several strategies to make their and even nightly news. When we work,
students motivated to learn English. The when we play, song is there to reinforce
learners need a way of teaching that is or every mood and emotion.
enjoyable and practical so that finally
they can integrate themselves into Vocabulary Mastery
English, for example singing English According to Cameron (2001:78),
songs can get the students integrated to vocabulary skill included:
English. It is assumed that they can pronunciation, spelling, grammar and
contribute many things to improve meaning.
student’s capabilities, especially in their 1. Pronunciation
skill elements, such as vocabulary Pronunciation is one of the aspects
enrichment, listening and speaking. that have a great influence of
Singing English song is believed to vocabulary. “Pronunciation is the
have direct influence on the way in which a particular person
pronunciation skills. This paper tries to pronounces the word of a language”
find out whether songs can improve (Wehmeler, 2003:1057). Children
achievement in vocabulary. need to hear a new word in foreign
language in order they can notice
From the phenomena, the
the sound at the beginning and at the
researcher tried to reduce the problems
end, the stress pattern of the word.
of the students’ vocabulary, therefore,
There is different pronunciation
the writer had a study on improving
between English and Indonesia
students’ vocabulary mastery by using
vocabularies, as it is stated by
English songs. However, the writer
Sailun (2001:24): “Every language
formulated a research question on how
has special phonemes. English has
English songs improves the students’
different sound with Indonesia/
vocabulary mastery at SMPN 1 Kampar
Malaysia sound. therefore, students
Timur.
have problems in pronunciation. the
B. Review of Related Literature students have difficulties for some
reasons. The first reason, of course,
According to Hornby (1990, is that some sounds of English do
p.1133), song is a piece of music with not exist in Indonesia and Malaysia.
54| IJIELT, Vol. 3 No. 1 June 2017

The phoneme / o / (thin) and / θ / example, we might give also its past
(this) are found of course, it is not form. If this is irregular (think,
appeared both English and thought) and we might note if
Indonesia. Thus, in learning transitive or intransitive is.
pronunciation, one must learn or not Similarly, when teaching a noun the
only to form sound correctly, but teacher may wish to present its
also to use them in the correctly plural form, if irregular (mouse,
place. mice) or draw students’ attention to
” Ur (1997:54) gives his ideas in the fact that it has no plural at all
helping students’ pronunciation: (advice, information). The eacher
1. Imitating teacher or recorded may present verb such as want and
model of sound word and enjoy together with the verb form
sentences that follows them (want to,
2. Recording of learner speech, enjoying) or adjectives or verb
contrasted with native model together with their following
3. Systematic explanation and prepositions.
instruction (including detail of 4. Meaning
the structure and movement of Nation and Cameron (2001:85)
part of the mouth) argue ways to explain the meaning
4. Imitation drill, repetition of of new words in the young learner
sounds, words and sentences classroom that is by using an object,
5. Choral repetition of drill a cut-out figure, gesture, performing
6. Varied repetition of drill and action, photograph, drawing or
7. Tongue twister diagram on the board, and pictures
8. Learning and performing dialog from story books. Actually, finding
9. Self-correction through listening the meaning for the new foreign
to recording of own speech language word is the amount of
mental work done by the learner
2. Spelling
affects well a new word is engraved
Children also need to know the
in memory, the students have to
letters and syllables that make up
think it’s about word and meaning,
the word that is called spelling.
the more likely they are to
“Spelling is the act of forming
remember it. Ur (1997:62) says that
words correctly from individual
to find the meaning it can be done
letter or the way that a word is
through translation that is word in
spelt” (Wehmeler, 2003:1293).
learners’ mother tongue that are
3. Grammar
equivalent in meaning to the item
Grammatical information is tied into
being taught. It can be concluded
words, and learning words can take
that pronunciation, spelling,
students along the way into
grammar and meaning are the
grammar. This suggests that if we
indicators of vocabulary mastery.
give a high priority to vocabulary,
we are not thereby abandoning The Use of Song as Authentic
grammar. (Cameron, 2001:72). Ur Listening Material
(1997:61) also points out that: The
grammar of vocabulary need to be The use of authentic materials is
taught if this is not obviously an important factor to take into
covered by the grammatical rules. consideration when designing listening
When teaching a new verb, for skill materials. By using such listening

materials, a learner is given the chance On this research, the writer

to develop the skills needed to chooses an older song used to improve
comprehend and to use language that is students’ vocabulary entitle “Are you
commonly found in real situations. sleeping”. This is the lyric of the song:
Therefore, it is important to take the
opportunity wherever possible to expose Are You Sleeping
students to example of real language
Are you sleeping?
usage to help them become more
communicatively competent. Are you sleeping?
When designing lessons and
teaching materials to further develop Brother Jhon
listening comprehension skills, students
need to be motivated and stay Brother Jhon
motivated. This is best accomplished by Morning bells are ringing
determining the suitable of the listening
materials such as the use of songs as Morning bells are ringing
authentic material. The use of song
stimulates and motivates students to Ding dong ding
comprehend the content of materials.
Ding dong ding.
In addition, the use of songs in
teaching and learning English as a This song is suitable with the
foreign language is felt much needed. topic about daily activity. furthermore,
From the songs, we can learn many the students can add their vocabulary in
things such as vocabulary, grammar, their mind. So, they can try to
listening, speaking, writing, and pronounce the vocabulary in this song
especially in listening. correctly and use the vocabulary in
make sentences.
Selection of the Songs
Vocabulary plays an important
When the teacher will apply songs
role because it appears in every
in her/ his teaching learning process,
language skills. Vocabulary building is
she /he should know what kind of song
really important in any language
she would bring into the class. This is
learning. Once a student has mastered
the problem if the teacher wants to use
the fundamental grammatical patterns of
songs to her class. There are two ways
a language, his next task is to master its
to solve the problem about the way in
vocabulary that he needs. Nobody ever
selecting the songs to be brought into
learns all the words in any language.
the class: the first is to have students
We know and use the words that suit
bring their own favorite songs to class.
our particular purposes and we continue
If they do this, however, the teacher
to learn new words as long as we live. It
may want to have time (a day or two) to
is clear enough that everybody who
listen to the songs and try to understand
learns a language as a foreign language
the lyrics, the second way is to use older
is hoped to know and master the
songs, to ask students whether they still
vocabulary to improve the language
have merit, whether they like them,
skills. Vocabulary becomes a major
despite their antiquity. Teachers then
problem in learning English, teachers of
can choose songs, which they like and
kindergarten emphasizes on this matter
appropriate to the topic and subject
earlier. In teaching vocabulary,
matter.
generally the teachers teach new words

taken from reading text. It means that There are various ways of using
she integrates vocabulary with reading. songs in the classroom. The level of the
This integration will lead to integrative students, the interests and the age of the
lesson plan. learners, the grammar point to be
studied, and the song itself have
In some literature, we found the determinant roles on the procedure.
meaning of vocabulary. There are some Apart from them, it mainly depends on
definitions of vocabulary. Vocabulary is the creativity of the teacher.
a component of language that maintains
all of information about meaning and At the primary level of singing the
using word in language. song, the prosodic features of the
language are emphasized. At the higher
Vocabulary is a component of levels, where the practice of grammar
language and numbers of words by a points is at the foreground, songs can be
person class, profession, etc. In the used with several techniques. Some
communication and every aspect of life examples of these techniques are:
such as in trade, education, business,
social, politic, etc. a. Gap fills or closes texts
b. Focus questions
Nation (2001) has divided c. True-false statements
vocabulary in the specific reference, d. Put these lines into the correct
such a word. sequence
a. Receptive Vocabulary: Knowing a e. Dictation
word involves being able to f. Add a final verse
recognize it when it is heard (What g. Circle the antonyms/synonyms of
is the sound like?) or when it is the given words
seen (What does it look like?) and h. Discuss
having an expectation of what On the other hand, procedure of
grammatical pattern the word will songs activity can be done by steps
occur. This includes being able to below:
distinguish it from words with a
similar form and being able to a. Pre-listening
judge if the word form sounds right 1) As a warm-up or schema building
or look right. activity, ask students what they
b. Productive Vocabulary: Knowing a know about American pop culture.
word involves being able to You might also want to bring some
pronounce the word, how to write pictures or CD's of popular actors
and to spell it, how to use it in or singers to class.
grammatical pattern along with the 2) Pass out the cloze activity handout,
word in usually collocate with it, and have students read the lyrics
it also involves not using the word and figure out what the missing
too often if it is typically a low words might be by using their
frequency word and using it in a knowledge of grammar. Have the
suitable situation using the word to students compare their guesses with
stand for the meaning it represents their neighbors. Then, ask for
and being able to think of suitable volunteers to share their guesses
substitutes for the word if there is with the class.
any. b. While-listening
Teaching English Song Procedure

Students listen for the missing their ability to listen and understand
words. Play the song once, and ask the world around them (Brown,
students whether they need to listen 2006).
to the song again. If they do, play it
one more time. The other benefits of using songs
in the classroom are songs can be used:
c. Post-listening a. to present a topic, a language point,
After the second listening, go over lexis, etc.
the answers with the class. If b. to practice a language point, lexis,
necessary, replay the parts where etc.
students had trouble understanding c. to focus on common learner errors
the words. Go over grammar points
in a more direct way.
as necessary. d. to encourage extensive and
However, in teaching listening by intensive listening.
songs, there are three stages; pre- e. to stimulate discussion of attitudes
listening, while-listening, and post- and feelings.
listening. Beside of that, the f. to encourage creativity and use of
activity can be formed gap fills or imagination.
close texts, true-false statements, g. to provide a relaxed classroom
and dictation. atmosphere.
h. to bring variety and fun to learning.
By using songs in the classroom,
students can practice their listening From explanation above, it’s
skills and increase their cultural considered that songs have many
knowledge. Almost any song can benefits. Some of them are songs can
be used in the ESL classroom. The motivate the students and make them
pronunciation and rhythm lessons more confidence in their ability to listen
are the same as for the children's the materials.
songs and the lessons may help Based on the phenomena found by
students become more interested in the writer, the alternative way to
different types of songs. Practicing improve students’ vocabulary mastery is
lyric reading, studying the by using songs. The operational concept
vocabulary, and listening to various can be drawn in theoretical framework
songs can help students become
table as follow:
more familiar with popular songs
and make them more confident in
Table 1. The Theoretical Framework of the Research
Improving students’ vocabulary
mastery by using songs Theory
Element Indicators
Memorizing The students are able to (British Council English Online Teacher: A
vocabulary memorize vocabulary Framework for Planning a Listening Skills
of daily activities. Lesson, n.d.)
Pronouncing The students are able to (Full text of "Pronouncing vocabulary of

vocabulary pronounce vocabulary geographical and personal names,2011)

of daily activities.
Using The students are able to (British Council English Online Teacher: A
vocabulary use vocabulary of daily Framework for Planning a Listening Skills
in sentences activities in sentences. Lesson, n.d.)
C. Research Design purpose of the research to each class are

the same. There are two kinds of tests
The design of the study is an
given in this research, they are pre-test
experimental research, intended to find
given before the treatment that aims at
out of using song in teaching
finding out the homogeneity of the two
vocabulary. In this research, the writer
classes and post-test after the treatment
uses two classes as sample that one of
is to find out whether or not using song
them is called experimental class
can improve the students’ vocabulary
administered by using song and another
mastery. The following schema shows
one named control class that is
the research design:
administered without using song.
However, the materials given and
This research conducted at the research is the eighth-year students of

eighth-grade students of SMPN 1 SMPN 1 Kampar Timur, Kampar
Kampar Timur, Kampar regency, Riau regency, Riau Province, which are
Province. The population of this chosen from two classes. The total

numbers of students are 54. Before divided it into two classes, named by
taking the sample of the students, the experimental and control classes by
writer gave the multiple-choice test to using technique of randomization
them, and then the writer divided (Cohen, 2001). After the writer gave the
groups according to the categories. test, so the sample of this research can
Furthermore, the writer took the sample be seen as follow:
from middle to low categories and
Table 2. The Sample of the Research
Sample Total
Experiment Control
20 20 40
Try out is a test to be conducted to Ho: There is no significant increasing

all population. The try out measures the students’ ability on vocabulary
reliability and validity of the test items. mastery by using song.
The test in try out was 20 items. The
D. The Research Findings
duration of try out was 30 minutes.
Moreover, it is used to know the This was an experimental research
students’ ability on vocabulary mastery. on using songs to improve students’
There were Pre- test and Post -test in vocabulary mastery in listening class at
teaching vocabulary. Pre- test is held to the eighth - year students of SMPN 1
find out achievement at the starting or Kampar Timur, Kampar regency, Riau
before teaching. Post- test is aimed to Province. The data was taken twice,
see the increasing or different pre-test before carrying out using songs
achievement after being taught. The test to improve students’ vocabulary
for this research used multiple choices, mastery in listening class and post-test
which consisted of 20 items for after carrying out using songs to
identifying vocabulary. The duration of improve students’ vocabulary mastery
test was 30 minutes. in listening class. There were two
Based on the formulation of the variables which were evaluated to see
problems, objectives and the the significant influences on using
explanation theory in theoretical songs to improve students’ vocabulary
framework and operational concept, the mastery in listening class at SMPN 1
writer states two assumption as follows: Kampar Timur, Kampar regency, Riau
Ha: There is significant increasing Province. There was an independent
students’ ability on vocabulary variable, which was symbolized by Y
mastery by using song. and a dependent variable, which was
symbolized by X.
Table 3. The Result of Pre-Test of the Students’ Ability

in Vocabulary Mastery
Experiment Control
No. Students
Score Category Score Category
1 Student 1 65 Good 45 Bad
2 Student 2 50 Bad 40 Bad


12 Student 12 45 Bad 60 Good
Table 4. The Result of Post-Test of the Students’ Ability

in Vocabulary Mastery
Experiment Control
No. Students
Score Category Score Category
1 Student 1 90 Excellent 80 Very good
2 Student 2 85 Very good 65 Good
4 Student 4 80 Very good 80 Very good
7 Student 7 90 Excellent 60 Good
8 Student 8 95 Excellent 70 Good
9 Student 9 80 Very good 55 Bad
11 Student 11 95 Excellent 45 Bad
13 Student 13 75 Good 60 Good
14 Student 14 65 Good 70 Good
From the table above, we can highest score was 65 and the lowest
know the total score of pre-test for score was 40. The total score of pre-test
experimental group was 975, while the for control group was 970, while the

highest score was 65 and the lowest and the lowest score was 55. The total
score was 40. And the total score of score of post-test for control group was
post-test for experimental group was 1265, while the highest score was 80
1645, while the highest score was 95 and the lowest score was 45.
a. Descriptive Analysis
Table 5. The Result of Pre-Test on Experiment and Control Group
Statistics
Experiment_Class Control_Class
N Valid 20 20
Missing 0 0
Mean 48.75 48.50
Median 50.00 47.50
Mode 40 40
Std. Deviation 10.114 7.626
Variance 102.303 58.158
Range 40 25
Minimum 25 40
Maximum 65 65
Sum 975 970
From the table Pre-Test above on and Sum was 975. On the other hand, in
the experimental and control classes Control class, Mean was 48.50, Median
found that: in Experiment class, Mean was 47.5, Mode was 40, Standard
was 48.75 Median was 50, Mode was Deviation was 7.626, Variance was
40, Standard Deviation was 10.114 , 58.158, Range was 25, Minimum was
Variance was 102.303, Range was 40, 40, Maximum was 65 and Sum was
Minimum was 25, Maximum was 65 970.
Table 6. The Result of Post-Test on Experiment and Control Group
Statistics
Experiment_Class Control_Class
N Valid 20 20
Missing 0 0
Mean 82.25 63.25
Median 85 62.5
Mode 85 80
Std. Deviation 9.244 9.497
Variance 85.481 90.197
Range 40 35
Minimum 55 45
Maximum 95 80
Sum 1645 1265

From the table of the Post-Test was 95 and Sum was 1645. While, in
above on the experimental and control Control class, Mean was 63.25, Median
classes, it was found that: in Experiment was 62.5, Mode was 80, Standard
class, Mean was 82.25, Median was 85 , Deviation was 9.497, Variance was
Mode was 85 , Standard Deviation was 90.197, Range was 35, Minimum was
9.244 , Variance was 85.481, Range 45, Maximum was 80 and Sum was
was 40 , Minimum was 55 , Maximum 1265.
b. Inferential Analysis
Table 7. Independent Samples Test
Levene's Test for Equality of T-test for Equality of Means

Variances
95% Confidence
Interval of the
Difference
Std.
Mean
Sig. (2- Error
F Sig. t df Differe Lower Upper
tailed) Differ
nce
ence
Equal
variances .230 .634 6.411 38 .000 19.000 2.964 13.001 24.999
assumed
Equal
Vocabular
variances
y mastery
not 37.9
6.411 .000 19.000 2.964 13.000 25.000
assumed 72
From the above table, the significant value was 0.000 higher than alpha 0.05,
which meant the alternative hypothesis (Ha) was accepted. Therefore, using songs
significantly affected toward the students’ vocabulary mastery.
E. Conclusion and Suggestion

After having the test, the result of the student’s ability on vocabulary mastery test
in experiment class was very good level, which was 82.25, and in control class was
good level, which was 63.25. on the inferential analysis, the significant value was 0.000
higher than alpha 0.05, which meant the alternative hypothesis (Ha) was accepted.
Therefore, using songs can improve the students’ vocabulary mastery.
Based on the result of the data analysis, it can be concluded that there is a
significant effect of using songs toward students’ ability on vocabulary mastery at
SMPN 1 Kampar Timur, Kampar regency, Riau Province.
The writer would like to suggest that using songs can increase students’
vocabulary mastery and give motivation to the students in learning English.
Furthermore, this research finding will give any varieties of teaching methodology in
order to overcome the students’ difficulties in enhancing their English vocabulary.

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Aban, Caria. 1996. Learning through Songs and Music. Language Travel.
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AN EXPERIMENTAL STUDY: IMPROVING STUDENTS’

VOCABULARY MASTERY BY USING

Based on the writer’s observation in teaching and learning process, the

Keywords: Vocabulary, English songs, experimental research.

A. Introduction learning words as they learn structure

IJIELT, Vol. 3 No. 1 June 2017 |53

54| IJIELT, Vol. 3 No. 1 June 2017

IJIELT, Vol. 3 No. 1 June 2017 |55

materials, a learner is given the chance On this research, the writer

56| IJIELT, Vol. 3 No. 1 June 2017

Teaching English Song Procedure

IJIELT, Vol. 3 No. 1 June 2017 |57

Pronouncing The students are able to (Full text of "Pronouncing vocabulary of

58| IJIELT, Vol. 3 No. 1 June 2017

C. Research Design purpose of the research to each class are

This research conducted at the research is the eighth-year students of

IJIELT, Vol. 3 No. 1 June 2017 |59

Try out is a test to be conducted to Ho: There is no significant increasing

Table 3. The Result of Pre-Test of the Students’ Ability

60| IJIELT, Vol. 3 No. 1 June 2017

4 Student 4 65 Good 40 Bad

Table 4. The Result of Post-Test of the Students’ Ability

IJIELT, Vol. 3 No. 1 June 2017 |61

62| IJIELT, Vol. 3 No. 1 June 2017

Levene's Test for Equality of T-test for Equality of Means

E. Conclusion and Suggestion

IJIELT, Vol. 3 No. 1 June 2017 |63

64| IJIELT, Vol. 3 No. 1 June 2017

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