CHAPTER I INTRODUCTION

A. The Background of The Research We use our knowledge of the language to replace any missing information. And this is where redundancy comes in because language is redundant, we do not need all the information to be clearly expressed, we only need enough to active our knowledge, we can then construct the meaning ourselves. Listening comprehension is a process. A very complex process, and if we want to measure it, we must first understand how that process works. An understanding of what we are trying to measure is the starting point for test construction. The thing we are trying to measure is called a construct, and our test will be useful and valid only if it measure the right construct.1 In learning English sometimes students are bored with certain teaching atmosphere, almost all of teaching learning process activity in the school is frightened and wearied for students which affected them do not focus on it. Is seems the teaching learning process is too monotone and not fun so that no enthusiasm among them. The motivational power of such an activity increases dramatically when students make their own choices about what they are going to listen.

Gary Buck, Assesing Listening, (Cambridge : Cambridge University Press, 2001), p.1.

They are many reason why the listening process may go wrong. This could be due to background noise, or listeners may have their attention distracted, or be thinking of something else. Second-language listeners could have other difficulties: unknown vocabulary, complex syntax, or the text could be just too fast.2 Many students like song, including students of junior high school on second grade of SMPN 1 Curug-Tangerang, they like especially English song. It is usually presented by students listen it. But now, average students of junior high school on second grades of SMPN 1 Curug-Tangerang tend to listen the song. Based on the facts, it is expected that the research on teaching listening can offer an alternative on providing the technique in teaching listening, motivating the students to learn English and can be useful for those who are interested in teaching listening. So that, teacher have to get right method and right media in improving students listening skill. In listening to English songs, students can listen to the pronunciation of words and sing along with the songs. Songs can also provide a relaxed lesson on a hot boring day and this English songs can used to learn about listening for students. Using songs is a great way to live up listening activities. It can be added a couple of steps that have been used with success to the process though to make the listening activities more effective. Music or songs as media in teaching listening which is very good to be used to improve students listening skill and it could help sensitivity to students sense of hearing.
2

Ibid., p.8.

The researcher chooses student at grade 2 of SMPN 1 Curug-Tangerang. Because she has found the case from the students at this school, they like listen to the music, always spend their time for it and sometimes listen to the music when the lesson is going. And the researcher thinks that listen the music can be a way to learn English fun because this activity is their hobby. And English songs are one fun way to improve students listening skill. In conducting this research, the researcher has read the following previous research as follows: 1. Lailatun Nufus, The Effectiveness of Listening English Song for Teaching Students Pronunciation, 2011. The result of the research, the students would not easy to get bored more over song can be balanced work of left and right brain. It means that using English song for teaching pronunciation more effective than without using it. 2. Munawarah, The Role of English Children Songs in Motivating Students to Learning English, 2008. The result of the case study: The student motivation of learning English by using English children songs is good enough. Song is used as of learning English children to develop oral language to some extent before they can expected to function in writing, however, in many classes children were copying words and phrases and song

too is highly motivating in learning English especially for children, they will be happy and understanding easily. The sample is normal the students

motivation at SD El Syarif is good enough. 3. Nusriah, the effectiveness of childrens English song in building vocabulary, 2011. The result of the research: Childrens English song is more effective to building vocabulary, because in the learning students can receive the lesson well, and the students are more enthusiastic in the learning. The progress of the treatment is significant, we can see the progress with the score experimental class before we give the treatment. By learning English with song, the students is not only easier to find the difficult word but also make the students fun learn English with song. Based on the statement above, the researcher has chosen the tittle using English songs as a media to improve students listening skill. The researcher hopes that her writing would be useful especially for researcher and general for readers that is interested in this field of study.

B. The Identification of The Problem The researcher has identified the problem as follows: 1. Many students have good reading skill ability.

2. Many students have middle ability in writing skill. 3. Many students have good ability in speaking skill. 4. Many students have middle ability in listening skill. 5. Students feel bored and sleepy when learning English. 6. Most of the students feel teaching learning process of listening are not interesting. 7. Most of the students feel teaching learning process of listening is burden for them.

C. The Limitation of The Problems The researcher limits the problem into: 1. The students listening skill in SMPN 1 Curug-Tangerang. 2. The application of using the song in teaching listening comprehension.

D. The Statement of The Problems To make the problem clear, the researcher would like to identify the problems that will be investigate as follows: 1. Is using English song is improve the students of 2 grade of SMPN CurugTangerang listening skill? 2. How is learning listening through The Song ? 3. How is the students improvement in listening skills by The Song ?

E. The Aims of The Research The aims of the study are aimed at discussing the following purposes: 1. To know students listening skill at grade 2 of the secondary school of SMPN 1 Curug-Tangerang. 2. To know students listening skill through The Song. 3. To know the improving of using the Song on students listening skill.

F. The Significance of The Research This research has the importance for us to develop the researcher proposes the important as follow: 1. Researcher In this research the researcher can get feedback as to the success or failur of what the researcher is doing. The rese archer can know that using the song can make the listening activities more effective. And it is as a partial fulfilment of the requirements for the degree of sarjana pendidikan. 2. Teacher From this research it can improve the teacher and students learning. This paper can increase the teacher knowledge of learning and teaching and become authorities on teaching.

3. Students The students decide themselves what they are going to listen to istead of having a listening activity imposed on them by the teacher. Students can improve their listening skill by what they hear. And students can be more active than teachers in the process of learning and teaching.

G. The Hypothesis Hypothesis is a formal statement about an expected relationship between two or more variables which can be tested through an experiment.3 This research will take The Song as (x) variable and students listening skill as (y) variable. The formulation of hypothesis in this research can be formulated as follow: 1. The experimental hypothesis (Ha): there is improving of using the song as a media on students listening skill. 2. The null hypothesis (Ho): there is not improving of using the song as a media on students listening skill.

David Nunan, Research Method in Language Learning, (Cambridge : Cambridge University Press, 1992), p.230.