English Proposal
| CHAPTER II THEORETICAL FRAMEWORK 2.1 Previous Research Overview Based on literature that be done by researcher in some libraries, many thesis that observed about vocabulary, and here are some of the research the first : “Increasing the student’s achievement in learning the vocabulary of adjective through audio lingual method to the seventh year of SLTP N 1 Seputih Banyak, East Lampung”. (Septa Alfiah 2008) The distinction this research with previous research by Septa Alfiah is using instruments to give treatments to the students in Septa Alfiah’s research. She used audio lingual method to teaching vocabulary especially in adjective did not teach the students directly to find the data because use to audio lingual method, low motivation student to English learn. In this research found that me result of learning process through audio lingual method has not yet achieve competence minimal standard of this research. The failure can be seen from learning process in 2 meeting. It happened because the teacher do not check students understanding and did not explain clearly. So, some students were not clear in learning vocabulary of adjective. In this case the researcher found out some problems in teaching learning activity. The students always face difficulties in learning vocabulary especially using adjective. They feel afraid to make mistake. If the students want to master vocabulary sufficiently. The students may be easier to obtain language skills in speaking, vocabulary is used to construct good sentences. If they have used improper sentences or utterance knowledge of vocabulary. The second “Increasing the students’ achievement in the adjective through picture to the seventh year of SLTP N 1 Rumbia, East Lampung”. (Eko Andrianto, 2008) The objectives of this research is to know whether the picture can increase students’ vocabulary achievement in teaching learning process. She is using picture as media to interest and motivate the students in increasing their vocabulary. The distinction of this research with all previous research overview above are using method and apply the techniques of teaching vocabulary. The researcher using songs to get attention in learning adjective vocabulary. By using the songs, it can increase student’s mastery in adjective vocabulary and songs can make student’s happy in class. 2.2 Theoretical Review 2.2.1 Concept of Adjective According to Frank (1972:109) the adjective is a modifier that has the grammatical property of comparison. It is often identified by special derivational endings or by special adverbial modifier that precede it. Its most usual position is before the noun in modifies, but it fills other position as well. Furthermore she classify the type of adjective as follows: 1) Determiners: consist of a small group of structure words without characteristic from. a. Articles: the, a-an. b. Demonstrative adjectives: this-plural these, that-plural those. c. Possessive adjectives: - From pronouns: my, your, one’s, etc. - From nouns: John’s, the girl’s, etc. d. Numeral adjectives: - Cardinal: four, twenty-five, one hundred, etc. - Ordinal: fourth, twenty fifth, one hundredth, etc. e. Adjectives of indefinite quantity: some, few, all, more, etc. f. Relative and interrogative adjectives: whose, what, which. 2) Descriptive adjectives: it usually indicate an inherent quality (beautiful, intelligent), or a physical state such as age, size, color. Some descriptive adjective take the form of: a. Proper adjectives: a Catholic church, a French dish, a Shakespearian play. b. Participial adjectives - Present participle: an interesting book, a disappointing experience, etc. - Past participle: a bored students, a worn tablecloth, etc. c. Adjective compounds - With participles: present participle: a good looking girl, a heart breaking story, etc. - With-ed added to nouns functioning as the second element of a compound. The first element is usually a short adjective: absent-minded, ill-tempered, tear-stained, far-sighted, etc. 2.2.2 The concept of mastery The progress of teaching and learning ideally is in order to the material which is learned can be mastered by the students fully, it is called “mastery learning”. It mean that “penguasaan penuh” This thing can be a progress, if the teacher leaves the normal curve as success of teaching. The UUD 1945 states that every Indonesian people get a chance to study as song as life. KKPN “ Komisi Pembaharuan Pendidikan Nasional” states that our education should be natural, wholly and united. Natural means that education enjoyed by the people in the world. Wholly means in older to get mobility between formal education and informal education. So , education opens for life every Indonesian people. The effort that can be done in learning mastery is in order to all, almost all is noting. Whereas, the most of the student can master the material complete, so eventually they can be given a higher score. The successful of task a fresh neatly. The progress learning mastery avoids frustration, failure, infer talent and positive attitude to lesson and knowledge that give hope to the students that in the future they will study as long as their lives in order to be able service in the word that always change. 2.2.2.1 The Factor of Learning mastery Most of education expects believes that a part of and even almost all the student can master the material with the criteria as follows: 1. A talent to learnt something John Carrol states that the students have different Talent, but he has opinion about talent as a different time which is needed to master something . so, the different of talent is not determining the mastery level as kind of material that has learnt, So , everybody is able to learn whatever subject until high limit as long a given enough time. 2. The quality of lesson Curriculum has become uniform for whole county, final exam and test to enter in the school and university should make some for whole of school. So, a book of lesson which is raised by the center the lesson. 3. The capability to understand the lesson If the student cannot understand what the teacher says or exam plains and if the teacher cannot grow communication with the students , the ability of student to master the material depends on the ability to understand the pronoun of the teacher. On the other hand, in order to the lesson can understood, the teacher should fluent is using language and also able to understand the material which is explained. 4. A diligence The diligence is real from the time that given by students to learn something need a sure total time. If the students have a time less form the time that given to learn something , so they cannot master the material time which is use to learn something should be effective. 5. A available time to learn The opinion of learning mastery is time factor that is very assessable to master the sure material. With enough time students are able to master the material. If the time avoided some for all of the student, so the level of master is determined by talent of the students. 2.2.3 Concept of Songs instructional Doren (1980:220) states that song is short musical work set to a poetic text with equal importance given to the musical and in the words. It may be written for one or several voices and it is generally performed with instrumental accompaniment. Redlich (1975:28) adds that songs is short composition usually for one voice, based on lyrics poem. The lyrics in the songs can reinforce one vocabulary, because the sentences in the lyrics contain certain vocabulary that is useful in the language learning. The words can be in the form of adjective. For example, the song that was used by the writer in this research entitled is the lyrics of that song contain some forms of adjective such as: in this research the writer uses song lyric or text to introduce the vocabulary of English language. The focus is on adjective. Ward (1985:187) points out that by using songs for teaching in the language class, we are getting the students to do something that they would do in real life. Many of our students may never have the opportunity to visit an English speaking country but they are very much involved with British and American pop music. Most English songs we hear on the radio or television have not been produced for EFL learners and have not been recorded by people with received pronunciation, so they are good way of exposing our students to authentic language. Based on statement above, songs are unforgettable. Songs are also easy to learn and fulfill the purpose of teaching material that being learned. The teacher can use the material of songs to introduce new vocabulary or unfamiliar vocabulary meaningful context to students. Songs also can reinforce the vocabulary students have already known. Then, songs can be used to be practice good rhythmical phrasing. Therefore, the researcher conducted a research entitled teaching student’s vocabulary ability in adjective through songs in eight class at SMP Bangun Cipta Central Lampung. 2.2.4 Song Related to Language Teaching Teaching can become a big challenge. Since the teacher can vary the material, he or she should be able to maintain the high level of motivation and interest among learners. ‘Real life’ activities that can be brought into classroom. It does not only improve the teaching the learning process, but also gives students an interesting experience in English. Monreal (1982:44) state that besides being enjoyable for both teacher and students well-chosen song can provide an excellent practice in pronunciation, stress, rhythm and intonation as well as sentence pattern and vocabulary review. Horner (1993:35) adds that songs are fun. They are motivating; they can be used to teach structure, pronunciation. They are perhaps the leading reason for teenagers through out the world become interested in English. Papa and Lantorno (1979:viii) say that introducing song in the classroom can solve most of the problems concerning motivation. Moreover, song can be profitably, introduced by all teachers, whatever method they use, and are easily available. Singing a song is certainly one of the activities which generate the greatest enthusiasm and pleasant and stimulating approach to the culture of foreign people. Of course, particular attention has to be paid to the choice of the songs. Singing is an exceptional teaching tool in fact students will take songs outside the classroom and will go on performing them long after the lesson has finished, purely for their own pleasure. 2.2.5 The Criteria of the Selecting Song Gasser and Waldman (1978:50) suggest some guidelines for choosing appropriate song to be taught: 1. The teacher should be able to use song to teach at least one of the four categories, namely: grammar, pronunciation, vocabulary and culture. 2. The teacher takes a popular song from west life groups. 3. The teacher just takes the song from American people not else. 4. The tune of the song should be easy and simple to learn. It will help if the lyrics are repetitive. Beside that the lyrics should be as representative as possible of standard spoken English. 5. It should not be necessary to change the lyrics to the students to enhance their pedagogical value. According to the criteria above, the researcher would like to say that in selecting appropriate songs the teacher should be more selective, and easy to learn. Looking back to criteria above, the researcher chooses the song from that have the title here is the lyrics of the song. Baby…. Baby Sung by: Justin Biber You Know you love me I Know you care just shout whenever, An Ill be there you are my love You are my heart and I Will never ever ever be apart Are why an item? Girl quit playing “We are just friend” What are you saying Take another look right in my eyer my first love broke my heart for the first time.  Oh baby … baby… babylike baby, baby, baby oh … 2x like baby, baby, baby oh … Through you’d always be mine, mine For you I would have done whatever and I just can believe we aren’t together and I wanna plat it cool, but I losing you I’ll buy you anything, I’ll buy you any thing and I’m in prices, baby fix me I just shak me still you make me from this bad dream. I’m going down, down, down, down… And I just cant believe, my first love won’t be around Luda. When I thirteen, I had my first love. There was no body come be between. Or can ever come above She had me going crazy Oh I was down She make my hear pound And skip a beat when I see her in the steet And at school, on the playing around But I real warning she hero a weekend She knows she got me dazing? Luz she was amazing And how, my heart is breaking But I just keep saying…
No I’m all gone 3 x Yeah…. Yeah…. Yeah…. Now I’m gone… gone … gone … I’m gone …. This song is chosen because the lyrics of the song consist of vocabulary, especially adjective, for example: First time, cool, down, bad, dream, first love, crazy, and amazing. The lyrics of this song are also easy to learn, and standard spoken English. With song the students do not only learnt about structure but they learn some new vocabulary and find some message or interesting stories in the song. So besides learning vocabulary the students get knowledge about English. 2.2.6 Teaching Adjective Through Songs Song is short musical work set to a poetic text equal importance given to the musical and in the words (Doren, 1980:220). Songs are one of the most enchanting and culturally rich recourses that can easily be used in language classroom. Songs offer a change from routine classroom activities. Songs are precious resources to develop students’ abilities in listening, speaking, reading and writing. Songs can also be used to teach sentence patterns, vocabulary, pronunciation, rhythm, adjective and adverb. As stated by Lo and Fai Li (1998:8), learning English through songs also provides a non threatening atmosphere for students. Teaching vocabulary in adjective through songs can assist our teaching of vocabulary while providing a relaxed atmosphere and motivated students. Teaching vocabulary in adjective through songs are students cantered, hence by using songs the teacher gives a chance to the students to express themselves, enjoy themselves during learning and use the reserves of their minds. Papa and Lantoro (1979:viii) adds that introducing song in the classroom can solves most problem concerning motivation. Moreover, songs can be profitably introduced by all teachers and easily evadible, whatever method they use. 2.2.7 The Procedure of Teaching Adjective Through Songs One of the ways to make the process of teaching in the class successful is by making and applying the guidelines of teaching. Philip (1993:95) states some general guidelines for doing actions songs in class, they are: 1. Play or sing the song once or twice with the students just listening, so that they begin to absorb the tune and rhythm. 2. Play and sing the song again and get them to clam the rhythm and the tune to the music. 3. Get them to join the action with you. 4. Ask them if they can tell you what the song means from the actions explain anything they do not understand. 5. Play the song again. The students join with the action, and sing along with the words if they wish. Based on some general guidelines for doing songs in class, the researcher apply those guidelines to be teaching procedures as follows: 1. Asking the students about their favorite songs or kind of songs that they often listen. a. In this procedure teacher asks some of some students about favorite music and song. b. Students answer the question given by teacher. 2. Giving an example of song and playing the song in the class, students just listen to the song, so that they begin to absorb the tune and rhythm. a. The teacher plays the cassette and ask students to listen to the song. b. The students listen to the song and try to absorb the tune and rhythm. 3. Playing the song again and asking them to sing and giving a brief account of the theme or story of the song in the students’ own language. a. The teacher plays the song once again and asks them to sing together after playing the song and singing together the teacher asks students to give a brief account of the theme or story of the song. b. The students listen to the song and sing together after that students give a brief account of them or story of the song in their own language. 4. Giving the students a copy of the song chorus one by one and ask the students to fill the blank that have in the song chorus and discuss it with their friends after that the teacher asks the students to read the chorus aloud together with the teacher guide in order to give them a correct pronunciation. a. The teacher gives copy of the song chorus to the students and asks them to fill the blank that have in the song chorus and discuss it with their friends after that the teacher reads the chorus together with students by singing the song. b. Students fill the blank and discuss it with their friends after that the students read the song chorus by singing the song. 5. Playing the song once again. They are asked to practice singing the song together. a. The teacher plays the song again and asks students to sing together. b. The students sing together. 6. After singing together, the students discuss the song chorus describe the patterns used. a. The teacher asks students to discuss the song chorus and describe the meaning that content in the song and also the patterns sentences used in the song chorus. b. The students discuss the song chorus that is giving by the teacher and describe the meaning that content in the song and also the patterns using. 7. Playing the song again and asking the students to sing once more. a. The teacher plays the song once more and ask the students to sing together. b. The students sing the songs together. 8. Asking the students to make formulation of the pattern and practice making sentences using the pattern. a. The teacher asks the students to make formulation of the pattern based on the song chorus that the students have discussed with their friends and practice making sentences using the pattern that they made. b. The students make the formulation of the pattern based on the song chorus that they have discussed with their friends and practice making sentences using the pattern that they make. 9. If the students have achieved the target structure, the teacher discusses it together with the students, than gives some practice as class evaluation. The process of acquiring the rules of simple present tense here was carried out deductively. It means that at the first time, the teacher give a song which consists of some patterns to the students. The discussion of simple present tense was given at whilst activity. 2.3 Thinking of Framework English lesson there are four language skill. Namely listening, speaking, reading and writing. Considering the language components such as vocabulary, structure, and pronunciation. Vocabulary has to be learnt by the students to master the language well, but in fact many students still get difficulties in learning structure especially in using adjective. Most students think that studying vocabulary is boring song can be used useful aids in learning vocabulary and pronunciation and song can make student fun in class. It can assumed that song are intended to find out whether there is a better gain of student’s ability in adjective after they are tough using song. 2.4 Hypothesis Based on the frame of theories above, the writer proposed hypothesis as follows: Songs give a chance to the students to express themselves, enjoy themselves during learning and use the reserves of their minds. Songs are precious resources to develop students’ abilities in listening, speaking, reading and writing. Songs also reinforcement the vocabulary that students have already known. “Teaching vocabulary through songs give a better gain to the students’ ability in constructing the adjective”. |
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