THE EFFECT OF USING ENGLISH SONGS ON VOCABULARY MASTERY AT THE 7TH GRADES OF SMPN 3 SRENGAT BLITAR

KAMILATUN NABILA, 126203211090 and DWI ASTUTI WAHYU NURHAYATI, 197602222009012003 (2025) THE EFFECT OF USING ENGLISH SONGS ON VOCABULARY MASTERY AT THE 7TH GRADES OF SMPN 3 SRENGAT BLITAR. [ Skripsi ]

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Abstract

The thesis entitled "THE EFFECT OF USING ENGLISH SONGS ON VOCABULARY MASTERY AT THE 7TH GRADES of SMPN 3 Srengat Blitar " was written by Kamilatun Nabila, NIM 126203211090, English Education Study Program, Faculty of Tarbiyah and Teacher Training, supervised by Dr. Dwi Astuti Wahyu Nurhayati, S.S., M. Pd. Keywords: english songs, vocabulary mastery, quasi-experimental design Vocabulary mastery is a fundamental aspect of language acquisition and a critical component of English proficiency among junior high school students. Many seventh-grade students at SMPN 3 Srengat Blitar face challenges in vocabulary mastery, which negatively impacts their communication skills and overall motivation to learn. Traditional teaching methods often lack engagement, underscoring the need for more interactive and effective instructional approaches. This pre-experimental study uses a one-group pre-test post-test design to examine whether the use of English songs as learning media significantly improves vocabulary mastery among seventh-grade students at SMPN 3 Srengat Blitar. The sample selection employed probability sampling, specifically cluster sampling, since the school had already formed the student group designated for this study. Coordination with the English language teacher identified class VII F, consisting of 32 students, as the sample for the research. This quasi-experimental approach involved a single sample group without a control group. Data were collected using tests and observations. The primary instruments were a pretest and posttest, each comprising 25 items distributed across three vocabulary indicators. The test blueprint consisted of 10 fill-in-the-blank items worth 4 points each (totaling 40 points), 10 multiple-choice questions worth 2 points each (totaling 20 points), and 5 sentence construction items worth 8 points each (totaling 40 points), with a maximum achievable score of 100 points for each test. The pretest was administered prior to the intervention, followed by the integration of English songs into the learning process, and the posttest was administered thereafter. Data analysis was conducted using a paired sample t-test with the assistance of SPSS version 25 for Windows to assess the significance of differences in vocabulary mastery before and after the intervention. The results revealed a p-value of 0.038, which is less than the alpha level of 0.05. Therefore, the null hypothesis was rejected and the alternative hypothesis (Hₐ) was accepted, indicating a statistically significant improvement in vocabulary mastery after the intervention. In conclusion, incorporating English songs as instructional media significantly enhances vocabulary mastery among seventh-grade students. This method not only increases learner engagement but also facilitates better retention and application of vocabulary. It is recommended that English educators incorporate songs into their teaching strategies to foster more effective vocabulary mastery.

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