THE EFFECT OF JAZZ CHANTS ON STUDENTS‟ ENGLISH

VOCABULARY MASTERY
(A Quasi-Experiment Study at the Fourth Grade Students of SDN 17 Rejang
Lebong in Academic Year 2022/2023)

THESIS

This thesis is submitted to fulfil the requirement

For „Sarjana‟ degree in English Tadris Study Program

Written by:
UMI MUALIMA
NIM. 19551062

ENGLISH TADRIS STUDY PROGRAM

THE FACULTY OF TARBIYAH
STATE ISLAMIC INSTITUTE OF CURUP
2023
ii
iii
iv
 PREFACE

All praises to Allah SWT that the writer had finally finished writing her thesis

entitled: “The Effect of Jazz Chants on Students‟ English Vocabulary Mastery at

the Elementary School (An Experiment Research at the fourth Grade Students

SDN 17 Rejang Lebong, in academic year of 2003/2024)”

This thesis is submitted as a part of the completion for undergraduate degree of

strata 1 (S1) in English Tadris Study Program of IAIN Curup. The writer realizes that

this thesis is far being perfect, therefore the writer really appreciates some suggestion

and critics for being perfect in the future.

Last but not least, the writer hopes that this thesis will be really useful to those

who are interested in this field of study.

Curup, July 2023

Writer

Umi Mualima
NIM. 19551062

v
 ACKNOWLEDGEMENT

Assalamu’alaikum Warrahmatullahi Wabarokatuh

Alhamdulillahirabbil’alaamin, all praises be to ALLAH SWT who has given

His mercy and blessing to the researcher, so the researcher can finish this thesis.

Peace and salutation always be given to prophet Muhammad SAW, who has been a

good example for every Muslim in this world.

The researcher finished this thesis entitled “The Effect of Jazz Chants on Students‟

English Vocabulary Mastery at the Elementary School (An Experiment

Research at the fourth Grade Students SDN 17 Rejang Lebong, in academic

year of 2003/2024)”. This thesis is obtainable in partial fulfilment of the requirement

for Degree of strata 1 in English Tadris Study Program of IAIN Curup. In conducting

this thesis, the writer received valuable contribution, guidance helping, support and

also motivation from a lot of participations. In this chance, the writer would like to

express the deepest appreciation to:

1. Prof Dr. Idi Warsah, M.Pd.I as the Rector of IAIN Curup.

2. Prof Dr. H. Hamengkubuwono, M.Pd as the Dean of Faculty Tarbiyah.
3. Mrs. Jumatul Hidayah, M.Pd as the Head of English Tadris Study Program
thank for the guidance and helping.
4. Mr. Sarwo Edy, M.Pd as Secretary of English Tadris Study Program
5. Mr Dr. Sakut Anshori, S.Pd.I, M.hum as my academic advisor
6. My great advisor Mr. Dr. Paidi Gusmuliana, M.Pd in finishing my study at
IAIN Curup.
7. My Co-advisor Mrs. Jumatul Hidayah, M.Pd who gave the researcher
guidance, support and suggestion in finishing this thesis and also in finishing
my study.
8. All of the lecturers of English Tadris Study Program in IAIN Curup thanks for
support, suggestion and advices.
9. All the lecturers and staff of IAIN Curup the researcher would like to thanks
their guidance in study at the beloved college.

vi
Finally, the writer believes that this thesis is still far from being perfect. So,

the constructive, suggestion for the improvement of it still need for better.

Hopefully, the result of this research can give a useful contribution especially

for readers especially for students’ and lecturers in English Tadris Study

Program.

Wassalamu’alaikum Warrahmatullahi Wabarokatuh.

Curup, July 2023

Writer

Umi Mualima
NIM. 19551062

vii
 Motto and Dedication

Motto:

Jadikanlah sabar dan sholat sebagai penolongmu dan sesungguhnya

yang demikian itu sungguh berat, kecuali bagi orang-orang yang

khusyu’

- Qs. Al-Baqarah:45-

Tiada kesuksesan yang dapat diraih tanpa adanya usaha, kerja

keras dan do’a

This thesis is dedicated to “savior of my life” my parents

“Ibu” (Rakia) and “Ayah” (Saprudin)

Thank you so much for all forms your lasting love. I forget that the last time make

you proud, but I hope this one counts.

I love you so much.

viii
 DEDICATION:

1. Firstly, I thankful Allah Swt because without Allah, either I nor my goal
would have been possible and
2. This thesis will be such endless work without the favor of my great advisor,
Mr. Dr. Paidi Gusmuliana,M.Pd and Mrs. Jumatul Hidayah,M.Pd thank you
so much for all the times and efforts you spent on me
3. Special thanks to my great-grandmother Hj.Fatmah who always pray for me
every step of the way
4. My parents, Mr. Saprudin and Mrs. Rakia who always support me every single
day and keep on praying for my life. The best parents in the world are you.
Thank you so much.
5. My brother, only one I have (Ramdani) and my sisters (Isra Hindriani and Riza
Umami) who always give me motivation for my success.
6. In particular, special thanks to My aunts (Sastra Dewi, Yana Hartati,
Mahmudah, Munawarah, Rismawati, Maulidah, Siti Aisyah and Laila Miska).
My uncles (Mukhlisin, Umar Hadi, Pebriani, Muhammad Karim, and Arda
Bili). My beloved nephews (Gea Aulia and M. Nazril Ilham). My younger
brothers and younger sisters (Sulaiman Ikhlas, Tien Ela Sari, Akila Al
Qonita, Khatamuddin, Tiara Saputri, M. Fahri Asyraf, Ibni Aza, Syauqi,
Ahmad Zeyn, and Anwar Al faiz).
7. My cousin Umatus Saleha, thank you for the motivation and togetherness in
such a short 4 years
8. All my class, TBI C’19, Thanks for still supporting me and ever be my
unforgettable memories in my live
9. All my friends in English Tadris Study Program of IAIN Curup, thank you for
everything.
10. My fellow KKN “76 Groups” Talang Donok-Tapus
11. My fellow PPL groups at MAN Rejang Lebong
12. For the last, my almamater IAIN Curup and all lecturers in IAIN Curup I am
nothing without you, thank you so much for all the lesson you taught me.
Everyone who I have, that I cannot write the name, I remember every
single we have. Thank you so much.

ix
 ABSTRACT

Umi Mualima (19551062) : The Effect of Jazz Chants on Students‟ English

Vocabulary Mastery at the Elementary School
(An Experiment Research at the fourth Grade
Students SDN 17 Rejang Lebong, in academic
year of 2003/2024).
This thesis focused on the effect of using jazz chants on students’ English vocabulary
mastery at the elementary level. The goals of this research are to find out the effect of
jazz chants on students’ English vocabulary mastery and to find out the significant
difference between the students who taught by using jazz chants and those who are
not. This research applied a quasi-experiment method with quantitative approach.
The population of this research was the whole fourth grade students at SDN 17
Rejang Lebong and samples of the research were 34 students in the fourth grade. 17
students in class experimental and 17 students in control class. sample consisted of
both of classes IV B as the experimental class and IV A as the control group. In
collecting data used pre-test and post-test. Data analysis is using vocabulary test. The
result of this research shows that applying jazz chants affected on students’ English
vocabulary mastery. It can be seen from the result of t-test and independent sample t-
test. The result of the average students’ score from the same group who taught by
using jazz chant got score 0.021 which can be seen from criteria of hypothesis if the
score higher than 0.05 it means ha is accepted and the result of the independent
sample t-test shows that the significant 2-tailed < 0.05 (0.021<0.05). it can be seen
there are difference effect of students’ English vocabulary mastery between
experiment and control class. To sum up, it can be concluded that jazz chant
enhances students’ English vocabulary mastery and there is significant difference
between students who taught by using jazz chant and those who are not

Key word: Jazz chants, Vocabulary mastery

x
 TABLE OF CONTENT
TITLE PAGE ..................................................... Error! Bookmark not defined.
SUBMISSION OF THESIS EXAMINATION ...........................................ii
APPROVAL ................................................................................................. iii
STATEMENT OF OWNERSHIP ...............................................................iv
PREFACE ...................................................................................................... v
ACKNOWLEDGEMENT ...........................................................................vi
MOTTO AND DEDICATION ................................................................. viii
ABSTRACT ....................................................... Error! Bookmark not defined.i
TABLE OF CONTENT ..............................................................................xii
LIST OF TABLE ........................................................................................xiv
LIST OF CHART ........................................................................................ xv
LIST OF APPENDIXES ............................................................................xvi

CHAPTER I. INTRODUCTION
A. Background of the Research .................................................................. 1
B. Research Questions ................................................................................ 7
C. Objectives of the Research ..................................................................... 8
D. Limitation of the Research ..................................................................... 8
E. Operational Definition............................................................................ 8
F. Hypothesis of the Research .................................................................. 10
G. Significances of the Research .............................................................. 10
H. The Organization of the Research ........................................................ 10
CHAPTER II. LITERATURE REVIEW
A. Vocabulary
1. Definition of Vocabulary ................................................................. 12
2. The Goals of Vocabulary ................................................................. 13
3. Vocabulary Mastery ......................................................................... 14
B. Teaching Vocabulary ............................................................................ 14
1. Principle of Teaching Vocabulary .................................................... 14
2. Teaching Vocabulary in Elementary School .................................... 18

xi
 3. Assessing Students’ Vocabulary Mastery ........................................ 21
C. Jazz Chants Technique
1. Definition of Jazz chants ................................................................. 22
2. Kind of Jazz chants .......................................................................... 23
3. Procedure of Jazz chants.................................................................. 24
4. Creating and Practicing Jazz chants ................................................ 25
5. Jazz chants used for Develop Vocabulary ....................................... 28
D. Review of Related Finding ................................................................... 29
CHAPTER III. RESEARCH METHODOLOGHY
A. Kind of the Research ............................................................................ 32
B. Populations and Sample of the Research ............................................. 33
1. Population ........................................................................................ 33
2. Homogeneous Sampling .................................................................. 34
3. Sample ............................................................................................. 35
C. Research procedure .............................................................................. 36
D. Technique of Collecting Data ............................................................... 41
E. Instrument of the Research ................................................................... 44
F. Validity and Reliability......................................................................... 49
G. Data Analysis........................................................................................ 53
CHAPTER IV. FINDING AND DISCUSSION
A. Finding ................................................................................................. 55
B. Discussion ............................................................................................ 71
CHAPTER V. CONCLUSION AND SUGGESTION
A. Conclusion............................................................................................ 75
B. Suggestion ............................................................................................ 76

REFERENCES
APPENDIX

xii
 LIST OF TABLES

Table 3.1 Randomized groups, Pre-test and Post-test ............................. 34

Table 3.2 of Population ........................................................................... 37

Table 3.3 Homogeneity Sampling........................................................... 38

Table 3.4 Sample..................................................................................... 39

Table 3.5 Procedures of the Research ..................................................... 40

Table 3.6 List of Schedule in Control group ........................................... 42

Table 3.7List of Schedule in Experimental group .................................. 42

Table 3.8 Test Spesification .................................................................... 47

Table 3.9 Qualification Score of Vocabulary Test.................................. 48

Table 3.10 Instrument of the Research ................................................... 46

Table3.11 Research of Validity............................................................... 51

Table 3.12 Research of Reliability .......................................................... 53

Table 4.9 Normality test .......................................................................... 68

Table 4.10 Paired Sample Test................................................................ 70

Table 4.11 Homogeneity test .................................................................. 71

Table 4.12 Independent t-test .................................................................. 72

Table 4.13 Descriptive statistic ............................................................... 73

xiii
 LIST OF CHARTS

Table Bar chart 4.1 The Result Pre-Test Control.................................... 57

Table Pie chart 4.2 Analysis Pre-Test Control Per-Indicators ................ 59

Table Bar chart 4.3 The Result Post-Test Control .................................. 60

Table Pie chart 4.4 Analysis Post-Test Control Per-Indicators............... 61

Table Bar chart 4.5 The Result Pre-Test Experiment ............................. 63

Table Pie chart 4.6 Analysis Pre-Test Experiment Per-Indicators .......... 64

Table Bar chart 4.7 The Result Post-Test Experiment ............................ 66

Table Pie chart 4.8 Analysis Post-Test Experiment Per-Indicators ........ 67

xiv
 LIST OF APPENDIXES
Appendix 1. Sk Pembimbing
Appendix 2. Surat Rekomendasi Penelitian
Appendix 3. Surat Dinas Penanaman Modal dan PTSP
Appendix 4. Surat Keterangan Selesai Penelitian
Appendix 5. Kartu Bimbingan Skripsi
Appendix 6. Teaching Module
Appendix 7. Teaching Module in Experiment Class
Appendix 8. Teaching Module in Control Class
Appendix 9. Kisi-kisi soal Vocabulary Test
Appendix 10. Instrument of Research
Appendix 11. The Result of Homogeneity Sampling
Appendix 12. Statistical Data Analysis
Appendix 13. Table Validity (Pre-Test and Post-Test)
Appendix 14. Expert Validation Form
Appendix 15. Documentation

xv
 CHAPTER 1
INTRODUCTION
This present chapter, researcher discusses with regards to research's

background and emphasizes significance impact of using jazz chants as a

technique towards students' vocabulary mastery. The questions of the research,

research’s objectives, delimitation, hypothesis, and the operational definitions are

presented to focus the scope of this research thesis.

A. Background of the Research

Language is a system of arbitrary conventionalized, vocal, written and

gestural symbols that enable members of a given community to communicate

intelligibly with one another.1 It has been agreed that English is a language

used to communicate between people in almost all parts of the world. Its means

that English is very important as almost in each countries use English to

communicate with each other. Since English is used as a means of

communication among nation in the world we have to master it well. Although

English is not the largest number of native or first language speakers, it is

widely used by many people all over the world as their second language.

English is a foreign language for Indonesian. English is one of thousands

of languages used and spoken in many countries. English is international

language that used in almost every aspect. It means that it is very important

thing to learn and to be developed, because it can be useful to adopt and

improve knowledge. It shows that, when someone understands English

language, people know many matters and add knowledge. Hence, English

1
H. Douglas Brown, Principles of Language Learning and Teaching 4th edition (New
York: Pearson Education, 2005),5.

1
 2

language becomes one of the important tools of communication in societies of

international world.

In Indonesia, English is the first foreign language which has played

important roles in the development of Indonesia; it is used as a means of

communication when Indonesia wants to cooperate with other countries. It is

also used as a national development. It is apparent that English in Indonesia is

very important. As the most important foreign language in Indonesia, English

becomes one of the compulsory subjects taught in Education institute. English

is also considered as a difficult subject for the Indonesian students, because

English is completely different from Indonesian language being look at the

system of structure, pronunciation and vocabulary. The government always

made effort to improve the quality of English teaching. By improving the

teachers’ quality and other components involved in educational process, the

English teaching in Indonesia improved time to time.

According to the Education Unit Level Curriculum in Maulana, English

subjects in SD/MI aim that students have the ability to develop competency in

communicating in a limited oral form to accompany action (language

accompanying action) in a school context and have an awareness of the nature

of and the importance of English in increasing the nation’s competitiveness in

the global community. 2 It proves that people need English language that

interact with other in this era. As we know that students in elementary school

2
Panji Maulana, “Improving English Vocabulary Mastery Through Learning Circuit
Model in Elementary School.” Journal of Madrasah Ibtidaiyah Education 4, no. 2 (2020):
184.
(http://dx.doi.org/10.32934/jmie.v4i2.190). accessed on March 13, 2023.

2
 3

have big memory to memorize everything they learn. As elementary school is

the place for students to learn English for the first time, the students just learn

the basic vocabulary because the language is not separated from vocabulary.

Based on the reason above, the focus should be on the vocabulary in the

elementary school. It can help them understand the basic of studying English

and prepare to study English in high level. Vocabulary is major concern in

elementary school materials because vocabulary is an essential means in

conducting communication. Students who want to improve the English should

master the vocabulary. Vocabulary is one of the important aspects in learning

English. We should have an adequate vocabulary to improve the four

languages skill. Thornbury said that without grammar little can be taught but,

without vocabulary nothing can be taught. 3 It means that without grammar very

little can be conveyed but without vocabulary nothing can be conveyed.

3
Leffi Noviyenti, Teaching English as A Foreign Language, Edisi II (Stain Curup Rejang
Lebong, Bengkulu: Media Tigoputri Curup,2014),120.

3
 4

Regarding to the importance role of vocabulary for the students, teachers

must pay careful attention when teaching vocabulary. The media or technique

that is used in the process of teaching and learning has to well-designed so it

will lead the students to catch the material well and make higher academic

achievement. As explained by Al-Azri et.al, in their research that teaching a

new vocabulary to elementary students can be done in varieties methods in

order to attract students’ interest, so the student easy to understand what the

teacher teaches to them, and it will affect positively to the student’s

performance. 4 To sum up, media or technique of teaching must be considered

as a crucial thing in teaching vocabulary because by having good vocabulary

mastery students can raise better academic achievement.

Teaching a new vocabulary to elementary students can be done in

varieties methods in order to attract students’ interest. Students can using the

words in the context such as jazz chant (students acquire vocabulary through

short chants to jazz rhythm). According to Graham, jazz chants may be used to

reinforce structure, teach function, practice particular sounds, stress, intonation

patterns and develop vocabulary. 5 So jazz chants can help develop students’

vocabulary. Where in this jazz chants the vocabulary is chants repeatedly with

jazz rhythms. Repetition of vocabulary repeatedly through jazz chants can help

students remember the various vocabulary learned and students can also feel

interested in learning. This is challenge for the teachers to be able to provide

4
Al-Azri, Rashid et.all “Using Song to Support Vocabulary Learning for Grade Four
Pupils”, International Journal of Scientific&Technology Research 4, no. 6 (2015):370.
5
Ivana Zemanova, Using Jazz Chants in Teaching English (Liberec: University of
Liberec Faculty of Education Department of English, May 1999),4
 5

techniques or methods in teaching, one of which is using jazz chants in

learning English vocabulary. Teacher creativity in using jazz chants will

increase likelihood that students will learn more and knowledge will be better

in their memory, one of them is by using jazz chants. The researcher hopes that

by using jazz chants students will not be bored and students can also remember

the vocabulary.

In phenomena, depending on the preliminary observation that researcher

have conducted in Elementary School 17 Rejang Lebong. Researcher found

that in learning process teacher still uses a teaching approach in which the

teacher becomes the center of the teaching and learning process. The teacher

explains the material in the book to students and then gives examples to

students. The teacher then asks students to complete activities from the

textbook. When the student made mistake, the teacher had a role as the mistake

corrector. The teacher here dominated the classroom while the students were

more passive.

Based on the explanation above, the development of innovative teaching

strategies to improve the quality of the teaching and learning process is very

important for the success of teaching vocabulary. English teachers must

increase students' knowledge and create a fun and comfortable learning

environment. In this study, the researcher intends to test a different teaching

technique. Furthermore, the researcher want to test a teaching technique that

engages students in the classroom by shifting their position as the mistake

corrector, which is typically performed by the teacher, while the teacher

 6

became the mistake maker. As a result, the researcher proposed using teaching

technique named "Jazz chants technique" to teach English vocabulary at SD N

17 Rejang Lebong.

According Singh and Hasim jazz chants can improve English vocabulary

for young learners and also students had motivating fun learning experience

while they progressed in learning activities.6 It can be concluded that jazz

chants is appropriate to apply in class. Additionaly, Penny Ambarwati, Regina

and Sumarni various methods such as jazz chants can be used to improving

vocabulary.7 Jazz chants can reinforce students in increasing their vocabulary

and it can be could be a good way to remember and understand difficult words.

Moreover, jazz chant allows students pantomime or act the chant out while

chanting. Another research from Indonesia, Muhammad Jona Lumintu that

found jazz chant can improve mastery of body part vocabulary. 8 Its mean that,

jazz chants is one of kind of technique that can help teacher to improve

vocabulary mastery such parts of body vocabulary and etc. Although there

have been many previous studies conducted on jazz chants, especially in terms

of vocabulary, the type of research is mostly classroom action research while

this research used experiment class. In addition to the place and class to be

studied, the material is also different between previous research and research

6
Perbindar Kaur Pajan Singh and Harwati Hashim, “Using Jazz Chants to Increase
Vocabulary Power among ESL Young Learners”, Creative Education (March 2020):262.
7
Penny Ambarwati, Regina and Sumarni, “Improving Students’ Vocabulary by Using
Jazz Chants.”Thesis (Pontianak: English Language Education Study Program of FKIP
Untan,2012),8.
8
Muhamma Jona Lumintu, “The Use of Jazz Chants to Improve Young Learners’
Mastery of Body Parts Vocabulary.” Thesis (Semarang:Universitas Negeri
Semarang,2015),64
 7

conducted by others researcher. Hence researching this topic is an effort to

fulfil the existing literature gap.

Therefore, the researcher very interested in exploring further research.

Researchers feel that this technique (Jazz Chant) is appropriate in SDN 17

Rejang Lebong because the material in the curriculum in elementary school fits

the type of teaching practice in jazz chant or the type of topic jazz chant (clock,

transportations, daily activities, etc). Then as stated above that jazz chant can

be used to train sound pressure and develop vocabulary, it means that it can

solve the phenomenon that occurs. In addition, in according to researcher, this

is suitable to be applied in elementary school because the characters of the

children tend to be visual which requires models and actions in teaching,

because for elementary school children teaching method are not enough just

listen, but must be in interesting method and that is Jazz Chant. So, this

research was entitled “THE EFFECT OF JAZZ CHANTS ON

STUDENTS‟ ENGLISH VOCABULARY MASTERY”

B. Research Questions
According to background of the research, these following are the

problem of this research:

1. How is student’s Vocabulary mastery before and after taught by using jazz
chants?
2. How is student’s Vocabulary mastery before and after taught by using
problem based learning?
3. Is there a significant differences between students using jazz chants and
students problem based learning?
C. Objectives of the Research
The present research attempts to answer the questions presented in the

research problem. As a result, the research’s objectives were:

 8

1. This study aims to find out the student’s vocabulary mastery before and
after taught by using jazz chants.
2. This study aims to the student’s vocabulary mastery taught problem based
learning.
3. To know the significant differences between students using jazz chants and
students using problem based learning.
D. Limitation of the Research
Based on the background, this is limited to the area of investigating

student’s vocabulary mastery before and after the use of jazz chant. This is

example in this research is limited to students at SDN 17 Rejang Lebong in

fourth grade academic years 2023/2024.

E. Operational Definition
1. Vocabulary
Vocabulary is a vocabulary in English that usually has meaning.

According to Ur that vocabulary can be defined as the words that teachers

teach in the foreign language.9 It can be concluded that vocabulary is the

total number of words that are needed to communicate and express the

speaker’s meaning or collection of important word advanced by the

understudies in the 4th grade of SDN 17 Rejang Lebong.

2. Vocabulary Mastery
According to Hornby, Vocabulary mastery is all the words that a

person knows and uses, all the word in a language or list of words with their

meanings, especially in book for learning foreign language. 10 Vocabulary

mastery is all the words that a person knows and uses for communication,

especially in book for learning foreign language of SDN 17 Rejang Lebong.

9
Penny Ur, A Course in Language Teaching Practice and theory (Cambridge: Cambridge
University Press,1996), 60.
10
AS. Hornby, Oxford Learner’s Pocket Dictionary Third Edition (Oxford University
Press: United Kingdom,2003), 482.
 9

3. Jazz chants
According to Graham, jazz chants is a rhythmic expression of

standard American English as it occurs in situational context. Jazz chant can

be very efficient tool that can be for developing practice particular sounds,

stress, intonation pattern and develop vocabulary.11 It can be concluded that

jazz chant is a teaching technique using chant with traditional jazz rhythms.

Where this jazz chant is adapted to the material in the teaching module of

the independent English curriculum four grades of SDN 17 Rejang Lebong.

F. Hypothesis
Hypothesis is an assumption about predicted relationship between

phenomena. Furthermore, a hypothesis is a temporary answer to the research

problem. The hypothesis is stated as follows:

H0 : There is no significant impact of jazz chants on students vocabulary

mastery.

H1 : There is significant impact of jazz chants on students vocabulary

mastery

G. Significance of the Research

The results of this research are projected to assist in the development of

English language instruction. The findings would be beneficial to students,

lecturers, educators, institutions, and other academics in particular. Students

are required to apply the study's findings to improve their vocabulary mastery

based on material provided by the teacher. The findings assist teachers and

11
Carolyn Graham, Small Talk More Jazz Chant (New York: Oxford University
Press,1986).
 10

instructors in their professional life since they may utilize jazz chants to help

them generate vocabulary material for students more efficiently. Other

researchers may utilize the analysis findings to do similar studies on diverse

subjects.

H. Organization of the Research

This research organizes into five chapters;

Chapter 1 is Introduction. In this chapter the researcher, explain

specifically about the background of the research, research questions, objective

of the research, limitation of the research, operational definition, hypothesis,

significant of the research and organization of the research.

Chapter II, this chapter contains of review of the related theories, the

researcher includes review or related theories, it is fill about vocabulary and

jazz chants. After that, this chapter contains of previous related findings

(relevant research)

Chapter III, included research method which explain used about this

research, research design, population and sample, homogeneity sampling,

procedure of the research, technique of collecting data, instrument, validity and

reliability test, technique of analysis data and statistical hypothesis.

Chapter IV, this chapter entitled the finding and conclusion. In this

chapter the researcher will explain and interpret the result of the research.

Chapter V, this chapter contains the conclusions and suggestion. In this

chapter, the researcher can conclude the result of the research and give

suggestion.
 11

CHAPTER II
LITERATURE REVIEW
A. Review of Related Literature
1. Vocabulary
a. Definition of Vocabulary
Vocabulary knowledge occupies a crucial position in the process of

second language learning. Vocabulary is one of the language components

which have to be mastered by students of all level of school in Indonesia

in learning a new language. Students will get difficulties in using English

if they are lack of vocabulary. As we know the language learners want to

be success in studying language. Furthermore, they must be mastery most

vocabularies. If students did not have more vocabulary, they cannot

communicate effectively of express their ideas both oral and written

form. Vocabulary is an English vocabulary that usually has a meaning. 12

According Coxhead, vocabulary is an important part of a language.

The more words students acquire and use it, the more meaning they can

communicate in a wide variety of situation.13 A vocabulary usually

developed with age, serves as a useful and fundamental tool for

communication and acquiring knowledge. In addition, Zimmerman states

that for young learns, vocabulary is central to language and words are of

the critical important to language learning. 14 So when a teacher teach

English, a teacher cannot separate it from vocabulary learning, because

12
Penny Ur, A Course in Language Teaching Practice and theory (Cambridge:
Cambridge University Press, 1996), 60
13
Coxhead, A. (2006). Essentials of Teaching Academic Vocabulary. Boston: Patricia A.
Coryell.
14
Ibid.,25.

11
 12

vocabulary is fundamentally an important part of language and influences

the four language competencies.

From the definition above, it can be concluded that vocabulary is

defined as a set of words for a particular language that have meaning and

it can be used for communication. Those opinion show that vocabulary is

one of the basics in learning English. Through learning the learning

vocabulary naturally, it can will improve other skills like reading,

speaking, writing and listening.

b. The Goals of Vocabulary

Vocabulary is the total number of words that have meaning and

that are needed to communicate. The researcher believes that the more

vocabulary that is known, the greater the opportunity to be able to

communicate. There are several goals of vocabulary that have been put

out by numerous experts.

According to the Education Unit Level Curriculum in Maulana,

English subjects in SD/MI aim that students have the ability to develop

competency in communicating in a limited oral form to accompany

action (language accompanying action) in a school context and have an

awareness of the nature of and the importance of English in increasing

the nation’s competitiveness in the global community. 15 It proves that

people need English language that interact with other in this era. As we

know that students in elementary school have big memory to memorize

everything they learn. As elementary school is the place for students to

15
Maulana, Loc.,Cit

12
 13

learn English for the first time, the students just learn the basic

vocabulary because the language is not separated from vocabulary

c. Vocabulary Mastery
Vocabulary mastery is all the words that a person knows and uses,

all the word in a language or list of words with their meanings, especially

in book for learning foreign language. It is the basic knowledge or ability

to know words and importance. Learning vocabulary is a principal issue

for English learning because it comprises that the basic structure blocks

of English sentence. Vocabulary is not spontaneous process which is easy

to be complete. Meanwhile, Purwo in Maulana defines the mastery of

vocabulary is a measure of one’s understanding of the vocabulary of a

language and their ability to use the vocabulary both spoken and

written.16 vocabulary is the main asset in communicating both in oral and

written form. It can be said that Vocabulary mastery is defined as all the

words that a person knows and uses especially in school context of

Elementary school 17 Rejang Lebong.

2. Teaching Vocabulary
a. The Principles for Teaching Vocabulary
Vocabulary can be defied roughly, as the words we teach in the

foreign language. There are three basic approaches in teaching

vocabularies: Incidental learning, explicit instruction and independent

strategy development.17

Table 2.1 Basic Approach in Teaching Vocabulary

NO Approaches Application

16
Ibid.
17
Noviyenti, Op. Cit., 118-120

13
 14

1 The incidental Teacher provides opportunities for extensive reading

learning and listening
2 Explicit Involves diagnosing the words learners need to know,
instruction presenting the words for the first tie, elaborating word
knowledge, and developing fluency with known words
3 Independent Involves practicing guessing from context and training
strategy learners to use dictionaries

The teachings principles are the chief guide to make teaching and

learning process become productive and successful. The principles

suggest that is important to give students opportunities to choose what

principles they will use to learn vocabularies and how they will do that.

In line with a statement before, Richard and Schmidt emphasize that

principles in teaching are the ideas and opinions that educators have

about successful methods of instruction and learning. These ideas and

opinions form the foundation for some of their choices. Nunan put

forward the following six principles of learning vocabulary;

First, “provide opportunities for the incidental learning of

vocabulary”. Learning vocabulary from context is a gradual process,

estimating that, given a single exposure to an unfamiliar word, there were

about a 10% chance of learning its meaning from context. Foreign

language learners can be expected to require many exposures to a word

in context before understanding its meaning. One way to estimate

vocabulary size is to use Nation’s is vocabulary level test or a checklist

test which requires learners to mark the words on a list that they believe

they know.

14
 15

Second, “provide opportunities for the international learning of

vocabulary”. When teaching unfamiliar vocabulary, teacher needs to

consider the following:

a. Learners need to do more than just to see the form. They need to
practice the pronunciation and practice saying the word aloud as
well. The syllable structure and stress pattern of the words are
important because there are two ways in which words are stored in
memory.
b. Start by learning semantically unrelated words also avoid learning
words with similar forms and closely related meaning.
c. It is more effective to study words regularly over several short
sessions than to study them for one or two longer sessions.
d. Study five to seven words at a time, dividing larger numbers of
words into smaller groups as learners review these five to seven
cards they will more quickly get repeated exposure to the words
than when larger groups are studied.
e. use activities such as the keywords technique to promote deeper
mental processing and better retention.
Third, “provide opportunities for elaborating word knowledge”.

Elaborating involves expanding the connection between what the learners

already know and new information. One way to do this is to choose L2

words from the surrounding context and to explain their connection to the

recently learned words.

Fourth, “provide opportunities for developing fluency with known

vocabulary”. Fluency-building activities recycle already known word in

familiar grammatical and organizational patterns so that students can

focus on recognizing or using words without hesitation.

Five, “experiment with guessing from context”. Guessing, Sokmen

points out that guessing from context is a useful principle in vocabulary

learning and should be covered in a language classroom. The vocabulary

15
 16

guessing principle (VGP) refer to plans and procedures students use to

guess the contextual meaning of words, (during reading or listening) for

comprehending the meaning.

Six, “examine different type of dictionaries and teach the students

how to use them”. Using a dictionary, dictionary can help the learners to

look up the unknown words that they encounter from the context.

Bilingual dictionaries have been found to result in vocabulary learning

which plays an important role for advanced learners. The learners have to

search for the most suitable word.

Learning vocabulary through incidental, intentional and

independent approaches requires teachers to plan a wide variety of

activities and exercises. Apart from the vocabulary teaching which in line

with its objectives and students’ need, it is certain to consider the

vocabulary aspects to teach. To accomplish it, Nation proposed these

aspects, namely spoken form, written form, parts of word, concept a

word has and items it may associate, association of the word, grammar of

the word, collocation of the word, register and frequency of the word. 18

Table 2.2 Nine Vocabulary Aspects to Teach

Aspect Part Definition
Meaning Form and Is the word a loan word in the LI?
meaning
Concept and Is there an LI word with roughly the same
Referents meaning?
Association Does the word fit into the same sets as an LI
word of similar meaning?

18
Saniago Dakhi, Tira Nur Fitria, “The Principles and the Teaching of English
Vocabulary: A Review “, Journal of English Teaching 5, no. 1 (February 2019):22

16
 17

Form Spoken Form Can the learners repeat the word accurately if
they hear it?
Written Form Can the learners write the word correctly if they
hear it?
Words Parts Can the learners identify known affixes in the
word?
Use Grammatical Does the word fit into predictable grammar
Functions patterns?
Collocation Does the word have the same collocations as an
LI word of similar meaning?
Constraints on Does the word have the same restrictions on its
use use as an LI word of similar meaning?

b. Teaching Vocabulary in Elementary school

Teaching defines as an instruction or delivering a particular skill to

someone. According to Brown, teaching is an activity of encouraging and

leading learning as well as providing the learner with the materials and

the environment that necessary for learning.19 Following the definition

before, teaching is the practice of assisting and directing students as they

learn and expand their knowledge. When teaching vocabulary, the

teacher must allow students to express their views and opinions.

Teaching vocabulary means teaching based on the teaching

module. In developing students vocabulary, the teachers need to use an

innovative teaching strategy. However, in fact, the teacher still uses the

translation method which has been proven to be less effective in

improving student’s vocabulary. Sa’d and Rajabi said, the use of the

translation method only helps students remember the vocabulary,

whereas according to Cifti and Uster students are said to have good

19
Leanna Archambault, Heather Leary, and Kerry Rice. "Pillars of online pedagogy: A
framework for teaching in online learning environments." Educational Psychologist 57, no. 3
(2022): 178-191.

17
 18

vocabulary if they are capable of spelling, understanding the meaning

and using in context.20

General vocabulary teaching needs to be implemented as early as

possible since elementary school. Teachers should also know that

teaching vocabulary for elementary school is different from teaching

adult levels. Students in elementary school prefer to learn using

interactive media or technique such as picture, video, game, song.21 From

the explanation above, it can be concluded that, there are three effective

vocabulary teaching strategies for elementary school, namely teaching

using picture, games and songs. These three strategies generally provide

opportunities for students to learn using the target language.

According to Boud and Feletti, there are essential steps that must

be taken when teaching vocabulary22 Pre - teaching activities whereas:

The teacher expresses his greetings to the students, The teacher check

students' attendance list and the material is chosen by the teacher.

Second, while activities whereas: Teacher displays image and stimulate

with the question and then the teacher organize students by reciting

several vocabularies, and Teacher mentions examples of how to say the

vocabulary (students are given assignments from the material studied).

Third, Post- teaching activities: whereas teacher checking understanding

20
I Gede Yoga Permana, “Teaching Vocabulary for Elementary School Students.” The
Art of Teaching English as a Foreign Language 1, no. 1 (2020):1
21
Ibid.
22
Nayank Ragilia, Alben Ambarita and Nurlaksana Eko Rusminto, “Development of
Problem Based Learning Model Learner Worksheet to Improve Critical Thinking Ability”.
IOSR Journal of Research&Method in Education, 8 no.1 (2018): 66

18
 19

the students and then the teacher will give exercise to review the material

by using their own language.

In Elementary school, there are actually several vocabulary

learning achievements that student has to accomplish according to the

regulation of ministry of education and culture affairs. The content of the

learning achievements and indicator competence for elementary school

students especially fourth grade can be seen in the table below:

Table 2.3 Learning achievement of Vocabulary Mastery for

Elementary School Students Fourth Grade academic year 2022/202323
Capaian Pembelajaran Indicator Capaian Pembelajaran
a. Fase B, Kelas III/IV Pada Siswa dapat Menggunakan Kalimat Using
akhir fase B, peserta dengan pola yang sesuai dengan words into
didik memahami dan konteks yang dibicarakan yaitu sentence
materi mengenai daily activity with
merespond teks lisan dan
the time
visual sederhana dalam Merubah atau mengganti Sebagian
bahasa inggris. Dalam elemen kalimat untuk dapat
mengembangkan berpartisipasi dalam kelas.
keterampilan menyimak Peserta didik mampu Memahami Words
dan berbicara, peserta kata-kata dengan bantuan meaning
didik gambar/ilustrasi yaitu mampu
mengidentifikasi jenis-jenis
merespond/mengikuti
kendaraan
instruksi sederhana dalam Menulis kosa kata sederhana yang Spelling
Bahasa inggris dan berkaitan dengan materi dalam
mengembangkan bahasa inggris menggunakan ejaan
informasi dengan kosa yang dicipatakan sendiri oleh anak

23
Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Badan Standar, Kurikulum,
dan Asesmen Pendidikan, 2022. https://litbang.kemendikbud.go.id

19
 20

kata sederhana. dimana peserta didik belajar

b. Peserta didik merespond mengenai averb of frequency
berbagai teks/gambar
dalam bentuk tulisan
sederhana dengan alat
bantu visual dan
komunikasi non-verbal.

c. Assessing Student‟s Vocabulary Mastery

Teach and assess related relationship. Assessing vocabulary in the

language classroom explained important points for teacher or researcher

in assessing vocabulary. it provided explanation about kinds of tasks in

vocabulary testing and how to assess vocabulary.

There are three kinds of tasks in the vocabulary test according to

Nation those are24

Table 2.4 Assessing Vocabulary Test

1 Meaning
a. Word and meaning matching with the picture
b. Labelling
c. Sentence completion
d. Crossword puzzles
e. Semantic analysis
f. Completing lexical sets
2 Form
a. Following spelling rules
b. Recognising word parts
c. Building word family tables
3 Use
a. Sentence completion
b. Collocation matching
c. Collocation tables
d. Interpreting dictionary entries

24
Paul Nation. “Teaching Vocabulary”. Asian EFL Journal

20
 21

Based on the material in the teaching module, namely student learn

about daily activities with the time. The test used is to complete

sentence. For the second material, which is about the type of vehicle

where students identify the type of vehicle by matching pictures and

words, the correct test is matching words and pictures. The last material

is spelling words, namely students spelling words with adverb of

frequency material.

3. Jazz Chants Technique

a. Definition of Jazz Chants
According to Carolyn Graham jazz chants is a rhythmic

presentation of natural language, linking the rhythms of spoken

American English to the rhythm of traditional American jazz. So, Jazz

Chants are rhythmic expression of standard American English as it

occurs in situational context. Just as the selection of a particular tempo

and beat in jazz may convey powerful and varied emotions, the rhythm,

stress and intonation patterns of the spoken language are essential

elements for the expression of the feelings and intent the speaker.25

Carolyn defines jazz chants as a very efficient methodological strategy

that improves learning process of each students and provides the

opportunities where students can practice the vocabulary development

and share ideas using the correct pronunciation and intonation of words

in a natural way.

25
Graham, Op. Cit., 1-45.

21
 22

It can be concluded that jazz chants are rhythmic expression.

Expression here is vocabulary or the natural language of American when

when speaking English, while the rhythm here is the rhythm of

traditional American songs, namely jazz. So, jazz chants are short chants

using jazz rhythms with an American accent when speaking English

naturally.

b. Type Jazz chants

In Zhang journal, there are many types of jazz chants according

Graham that depending on what the teacher will to practice. They can be

divided into two main group topic jazz chants and structure jazz chants.

In this research, researcher used topic jazz chants.

Topic jazz chants are always connected to some specific theme,

such as holiday, clock, daily activities, transportation, animals, food,

transport, health, occupations, hobbies, days of the week, preposition,

etc. The researcher used topic jazz chants because it is appropriate for

English students and can increase their vocabulary knowledge

c. The Procedure of Jazz Chants

According to Graham, there are some steps of implementing jazz

chants in the class. They are:

1) Step 1 Preview: Talking about the title of the chant, what the students
think it is about, explain connection to cultural context.
2) Step 2 Listen:
Familiarizing students with the chant, singing it or playing on a CD

player, stressing the rhythm of the chant by using different rhythm

instrument (drum, tambourines or just hands, pencils or feet).

22
 23

3) Step 3 Choral Chanting:

Students open their jazz chant sheet and teacher writes the text of the

chant on the blackboard so they can repeat it after the teacher or

recording. If the students have some difficulty to pronounce

individual words or phrases, teacher can isolate them from the rest of

the text and practice it with learners only with some small chunk of

the text.

4) Step 4: Group/individual chanting:

first of all, students try the chant as a whole class, after that, the

teacher can divide them into several groups in order to practice

different part of it (for example question and answer) students can

also pantomime or act the chants out while singing. Then children

may get into pairs and sing and chants for the class in turns. 26

d. Creating and Practicing Jazz Chants

Below are some points to be considered in creating and

practicing jazz chants based on Graham:

1) There are three points to remember about jazz chants

a) Jazz chants must use real language. Such as, “what’s your
name?” is real language. “What is your name?” is not real
language, because not real language, because no one really talks
like this.
b) A jazz chant must have useful language. This point deals with
grammar point in creating chants. For example:
what are we going to do today?

We’re going to learn English

c) A jazz chants must be appropriate language. It should be relevant

to the age group and its level

26
Zhang, Op. Cit., 564-565.

23
 24

2) Keeping the Rhythm is crucial

a) A jazz chants has to have four-beat rhythm: 1,2,3,4. Sometimes
there is no word spoken on a beat, but a clap, tap or pause will
indicate the beat
b) The first beat is the first stressed word, which is not always the
first words in the line. In the example below, the first beat is like,
not do or you
Example: Do you LIKE it? (clap) YES, I DO
1 2 3 4
3) A ritual chant uses common exchanges in every talk
Example: Have a nice WEEKend

HAVE a nice WEEKend.

1 2
THANKS, you TOO!
3 4
HAVE a nice WEEKend
1 2
THANKS, you TOO!
3 4
4) A vocabulary chant can be created with a formula
Vocabulary chants are the easiest kind of chants to learn.

Teacher should include things that young learners are familiar with

such as animal, food, classroom items. The following is of a

vocabulary chant.

Step one : Choose a topic

Step two : Write down ten words that relate to the topic

Step three : Separate the words into sounds according to the

number of syllables

Step four : Choose three of the words with different number

of syllables. Example: A vocabulary chant with classroom items

24
 25

Rul-er (2 syllables)

E-ra-ser (3 syllables)

Chair (1 syllable)

To make a chant from three classroom items, first put them in

order of number of syllables. The first word should have 2

syllables, the second word 3 syllables and the third word 1

syllable, as demonstrated above.

RULer, eRAser, CHAIR (clap)

1 2 3 4
RULer, eRAser, CHAIR (clap)
1 2 3 4
RULer, eRAser, RULer, eRAser
1 2 3 4
RULer, eRAser, CHAIR (clap)
1 2 3 4
5) Grammar chant reinforces a Grammar point.
Example: a verb tense, a plural form, an article
I like it A lot
I LIKE it. (clap) I LIKE it a LOT
1 2 3 4
I LIKE it. (clap) I LIKE it a LOT
1 2 3 4
I LIKE it. (clap) I LIKE it a LOT
1 2 3 4
I LOVE it! (clap) (clap) (clap)
1 2 3 4

A simple sentence can easily be turned into a yes/no question

practice pattern with a short response. You can divide the class in

half, with one half chanting the question and the other half

chanting the answer.

I Like It A Lot

Do you LIKE it? (clap) YES. I DO

1 2 3 4

25
 26

I do TOO. I do TOO
1 2 3 4

e. Jazz Chants Used for Developing Students‟ Vocabulary

Jazz chants can be a rich source for teaching vocabulary. The

positive aspect is that students can learn the words in a context and not

separately as individual item. They can learn the words as a part of

sentences as they would hear them in real life. The context can help the

students the anticipate the meaning of the words they have never heard

before.

In Zeman ova thesis, jazz chants recorded in the book jazz chants

for children are accompanied with pictures. The students can remember

the new words in an easier way, because more of their sense are involved.

Beside their mind also ayes can process the pictures. Moreover, the

vocabulary of jazz chants is topic related. For example, the chant “I found

a cow” introduces names of several domestic and wild animals, which is

especially for students, elementary school, very topical.27

B. Review of Related Findings

There have been a number of previous research that have looked into

some topic. The first research is entitled jazz Chants and Speaking Skills it has

been revealed by previous research conducted by Estefania. This type of

research is using experimental design. The participants in this research were 20

students of first semester from PINE career. The research aims to determine the

effect between jazz chants and speaking skill. The result obtained showed that

27
Ibid., 7-8.

26
 27

the use of jazz chant influences positively in students speaking skill, it can be

demonstrated by the final averages obtained into each test. For instance, into

the pre-test students obtained an average of 8 over 15 points, after the treatment

had been applied the average increase to 1, 2, 3 points over point showing a

significant improvement of 43 points. It concluded that the jazz chants can be

useful for improving speaking skill.28

The second research is entitled “Teaching Pronunciation Using Jazz

Chants in English at Elementary School” by Chocova. This research is using

quantitative experiment, the aim of this research is to determine the effect of

jazz chant toward students’ pronunciation especially in elementary school. The

result proves usefulness and effectiveness of using jazz chant as a part of

language teaching in terms of enhancing the learners’ pronunciation29

The third, researcher from Indonesia, Alfajri, Mukhaiyar and Anwar,

have talked about “The Effect of Jazz Chants and Students Motivation Toward

Students Speaking Ability”. The participants were 67 students of the grade XI

Science at SMAN 8 Pekan Baru on academic year 2019-2020. The method use

in this research was experimental research. The result showed that jazz chant

can be effectively for teaching speaking ability. 30

28
Estefania, Loc., Cit. 18-28.
29
Lucie Chocova, “Teaching Pronunciation Using Jazz Chants in English Elementary
School”, Thesis (Bohemia: University of West Bohemia Faculty of Education Department of
English,2013), 44.
30
Rahmat Alfajri, Mukhaiyar and Desvalini Anwar, “The Effect of Jazz Chants and
Students Motivation Toward Students Speaking Ability”, Atlantis Press 411, (2019): 260.
(http://creativecommons.org/licenses/by-nc/4.0/.). accesed on March 17, 2023.

27
 28

The fourth research is entitled” Using Jazz Chants in Teaching English

Speaking for Young Learners”. This research was conducted by Indah and

Putri. This research was used quantitative and qualitative data. This research

found that the average of all aspect. Fluency, accuracy, pronunciation and

intonation.31

The fifth research is entitled Using Jazz Chants to Increase Vocabulary

Power among ESL Young Learners by Singh and Hashim. This research

investigated the effect of jazz chants approach to teach English language to 30

pupils who are 10 years old. The result showed that jazz chants can improving

English vocabulary for young learners and in this research also showed that

students had motivating fun learning experience while they progressed in

learning activities.32

Based on the findings of previous research, it can be concluded that jazz

chants had a significant impact on academic field, such as speaking,

pronunciation and vocabulary. This teaching method must be taught and

developed. So, students are successful in learning English. The findings of this

research are intended to see the effect of using jazz chant on students’

vocabulary mastery.

There are two different of the expert research results with the researcher.

Firstly, research place and secondly the researcher were done by the experts to

31
Yani Awalia Indah and Aprilia Dwi Putri, “Using Jazz Chants in Teaching English
Speaking for Young Learners,” English Journal 19, no.2 (Sept,2016): 60.
32
Perbindar Kaur Pajan Singh and Harwati Hashim, “Using Jazz Chants to Increase
Vocabulary Power among ESL Young Learners”, Creative Education (March 2020):262.
(https://doi.org/10.4236/ce.2020.113020). accessed on March 16, 2023.

28
 29

find out the effect of jazz chants toward speaking, pronunciation, vocabulary

and grammar. The researchers study is concerned with the use jazz chants on

students vocabulary mastery. In this study, the researcher study is implemented

in fourth Grade of Elementary school of SDN 17 Rejang Lebong

29
 11

CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
The present research is classified as a type of quasi-experimental

research with a non-equivalent controlled group design, with jazz chants as the

independent variable and student English vocabulary mastery as the dependent

variable. According to Kimberley, the nature of quasi-experiment is the

manipulation of the independent variable without randomization. In

nonequivalent group design, the researcher selects existing groups that look

identical, but only one of the groups receives treatment.33 The sample was

divided into two groups: experimental and control. In this research, the

experimental group indicated the class that given the treatment with jazz chants

as the technique of teaching. Where, the control group just use problem based

learning or by the technique of teaching usually used by the English teacher

previously. Then, pre-test and post-test of both groups used to answer research

question. The design model is described as follows:

Table 3.1 (Non-equivalent control group design)

Experimental O1 X O2

Controlled O3 O4

(Adopted by Louis Cohen, Lawrence Manion and Keith Morrison).34

33
Burkholder, Gary J., Kimberley A. Cox, Linda M. Crawford, and John H. Hitchcock,
eds. Research design and methods: An applied guide for the scholar-practitioner. Sage
Publications, 2019.
34
Louis Cohen, Lawrence Manion and Keith Morrison, Research Method in Education
th
5 edition (New York: Taylor & Francis Group,2005), 214.

11
 12

Description:
O1 : Mean pre-test score of the experimental group
O2 : Mean post-test score of the experimental group
X : Treatment, application of the jazz chants (Independent
variable)
O3 : Mean pre-test score of the control group
O4 : Mean post-test score of the control group35
B. Population and Sample
1. Population
The population could be defined as the entire set of components which

the researcher intends to derive conclusions.36 In this research, the

researcher recruited all of fourth grade students of SD N 17 Rejang Lebong

to participate in this study.

Table 3.2 The number of Populations

No Class Number of Students Total
Male Female
1 4A 11 6 17
2 4B 12 7 17
Total of Population 34
(Source: SDN 17 Rejang Lebong)

The researcher chose those population based on some reasons.

Therefore, the researcher was interested in conducting this research at that

school. The last was based on the theories justification, if this jazz chants

could be used in all subjects and at all grade levels, so the researcher

chose fourth grade students of SDN 17 RL as the population

2. Homogeneity Sampling
Homogeneity sampling is selecting participant who is very similar in

experience, perspective of outlook: This procedure narrows, homogeneous

35
Louis Cohen, Lawrence Manion and Keith Morrison, Research Method in Education
th
5 edition (New York: Taylor & Francis Group,2005), 214.
36
Donald R Cooper, Pamela S. Schindler, and J. K. Sharma. Business research
methods, 12/E (SIE). McGraw-Hill Education, 2018.

12
 13

sample and make a data collection and analysis simpler. 37 Homogeneous

sample is produced through homogeneous sampling, which is the process of

choosing people who have relatively similar backgrounds, viewpoints, or

point of view. Both classes were picked by the researcher to serve as

examples in this research.

The homogeneity sampling was used to choose the classes. The scores

referred to what they had got based on their previous daily value of

vocabulary that given by the English teacher respectively. This score was

assumption as the homogeneous score in assessing the homogeneity

sampling. Mean score can be seen as on the table below:

Table 3.3 The result of mean score from homogeneity sampling can
be seen in the following data:38
NO Class Total Score Mean Score

1 4A 1060 62,35

2 4B 1050 61,76

In this research, the homogeneous score taken as a sample from the

control group and experimental group will the lowest homogeneous score

because it made it easy for researchers to analysis the increase in

vocabulary mastery based on low data.

Based on the table above, these are the scores that students get

from the results of the sample homogeneity test. These results were

obtained by class 4A, which got mean score of 62.35, while class 4B got a

37
L.R-gay and Peter Airasian Merril, An Imprint of Practice Hall Appear Saddle Piper,
Educational Research Competence for Analysis (New Jersey: Columbous Ohio), 134.
38
Ibid

13
 14

mean score of 61.76. Based on the results of the average scores obtained

by the two classes, the researcher found that the two scores had a small

difference. So, that the two classes can be used as a research class. For

this reason, the researcher chose both classes to be the research sample.

Class 4B is the experimental class, while class 4A is the control class

3. Sample
A sample is a representative group of population that used to

reflect the characteristics of the entire population. Creswell says, sample

is a subset of the intended population studied by the researcher in order to

generalize the target population.39 In this research, there are two classes as

the sample in this research. The author of the research selected the sample

by considering the mean score of students’ grade from the researcher’s

homogeneity test.

The sample in this research was IV A and IV B because based on

the mean scores of students’ marks from students’ ability test given by

English teacher. The result showed that IVB A and IV B had the mean score

which were nearest with the homogeneous level.

Table 3.4 The Number of Samples

No Class Male Female Total
1 Experimental group 11 6 17
(4A)
2 Controlled group 12 7 17
(4B)
Total of samples 34

39
John W. Creswell., and J. David Creswell. Research design: Qualitative, quantitative,
and mixed methods approaches, Sage publications, 2017.

14
 15

Since students in fourth grade only consist of 34 students, the

researcher used all of them as the sample, whereas class 4A which

consists of 17 and 4B which consist 17. At the time of determining the

sample, the two variables used have the same quality. However, to

ensure that the two classes are equivalent or homogeneous, the samples

take sampling with a homogeneous sampling strategy. The researcher

managed a test to get empirical data for the research.

C. Procedure of the Research

Table 3.5 Procedure of the Research
Process of Collecting the

Data

Controlled group Experimental

group

Pre-test Pre-test

PBL (Jazz Chant)

D.

Post-
Post-
Score post-test

and pre-test

15
 16

1. Procedure in Experimental Group

In control group, the researcher used the conventional technique

without treatment. The processes were as follow for all materials:

a. Pre - teaching activities 1

1) The teacher expresses his greetings to the students.

2) The teacher check students' attendance list.

3) The material is chosen by the teacher.

b. While activities

1) Teacher displays image and stimulate with the question

(example: what do you do at?) from the picture displayed.

2) The teacher organize students by reciting several vocabulary

(Example about daily activity with the time)

3) Teacher mentions examples of how to say the vocabulary

(example about daily activity with the time “what do you do at? I

have breakfast at)

4) students are given assignments from the material studied

5) Teacher check the answer of students

c. Post- teaching activities

1) Teacher checking understanding the students

2) The teacher will give exercise to review the material by using

their own language.

16
 17

2. Procedure in Experimental Group

The procedure of activity in giving the approach utilized in this

study for collecting data in the experimental group classroom can be

viewed as follows:

a. Pre-teaching activities

1) The teacher extends a greeting to the students.

2) The teacher check students' attendance list.

3) The teacher asked about the last material

4) The teacher chooses the material

b. While activities

1) First, the researchers review some of the material that has been

discussed before (Preview)

2) Second, researchers talking about the title of the chant.

(Example about daily activity with the time)

3) After that, researcher give a clue about familiarizing students

with the chant, singing it or playing on a CD player or video,

(Listen)

4) stressing the rhythm of the chant by using different rhythm

instrument (drums, tambourines or just hands, pencils, and feet

5) Then, students open their jazz chant and teacher writes the text

of the chant on the blackboard, so they can repeat it after the

teacher or recording (Choral chanting)

17
 18

6) The last, group/individual chanting whereas

First of all, students try the chant as a whole class, and the

teacher can divide them into several groups in order to practice

different part of it (for example question and answer) students

can also pantomime or act the chants out while singing. (Group/

individual chanting)

c. Post teaching activities

1) Teacher checking understanding the students

2) The teacher will give exercise to review the material by using

their own language
Table 3.6 Research Procedure

Pre -
Teaching Experiment group Control group
Activities
1. The teacher expresses his greetings to the 1. The teacher extends a greeting
students. to the students.
2. The teacher check students' attendance list. 2. The teacher check students'
3. The material is chosen by the teacher. attendance list
3. The teacher chooses the
material
While a. Step 1: Preview (10 minutes) 1. Teacher displays image and
Activities 1) Talking about the title of the chants, what stimulate with the question
the students think it is about and explain (example: what do you do at?)
collection to cultural context from the picture displayed.
- Guru menggambarkan sekilas tentang 2. The teacher organize students
judul chant (lagu) dan by reciting several vocabulary
menghubungkannya dengan materi (Example about daily activity
tekait. For example: with the time)
- Chant tentang “I get up at seven 3. Teacher mentions examples of
thirty” dan menghubungkannya how to say the vocabulary
dengan materi terkait yaitu (example about daily activity
menyebutkan kegiatan sehari-hari with the time “what do you do
dalam hubungannya dengan waktu at? I have breakfast at)
b. Step 2: Listen (15 minutes) 4. students are given assignments

18
 19

1) Familiarizing students with the chant, from the material studied

singing it or playing on a video, and 5. Teacher check the answer of
2) stressing the rhythm of the chant by students
using different rhythm instrument (drum,
tambourines, just hands, pencils or feet)
- Guru membiasakan siswa dengan
nyanyian yaitu memutar lagu di video
- Pada tahap berikutnya guru terlebih
dahulu menekankan irama chant
(lagu) dengan instrument (tangan dan
pena)
c. Step 3: Choral Chanting (10 minutes)
1) Students open their jazz chant sheet and
teacher writes the text of the chant on the
blackboard, so they can repeat it after the
teacher or video.
2) If students have some difficulty to
pronounce individual words or phrases,
teacher can isolate them from the rest of
the teks and practice it with learners only
with some small chunk of the teks
- Setelah video atau rekaman diputar
peserta didik dapat mengulanginya
dengan melihat salinan teks lagu
(chant) dan guru menuliskan teks di
papan tulis juga
- Jika siswa kesulitan dalam
mengucapkan kata-kata atau frasa,
guru dapat membantunya secara per
individual
d. Step 4: Group/ Individual chanting (15
minutes)
1) Students try the chant as a whole class
2) Teacher can divide them into several
groups in order to practice different part
of it (for example: question and answer)
3) Students can also pantomime or act the
chants out while singing.
- Peserta didik diberikan kesempatan
untuk bernyanyi bersama-sama

19
 20

- Setelah peserta didik hafal, guru

membagi menjadi 2 kelompok (tanya
jawab)
Jika sudah terbiasa dengan nyanyian,
peserta didik dapat melakukan pantomime
(memperagakan nyanyian sambil
bernyanyi)
Post- 1. Teacher checking understanding the 1. Teacher checking
Teaching students understanding the students
Activies 2. The teacher will give exercise to review 2. The teacher will give
the material by using their own language exercise to review the
material by using their own
language

E. Technique of Collecting Data

The data required to answer the research questions was quantitative. The

pre-test and a post-test are used to collect quantitative data. The following is

the procedure in collecting data:

The used instrument to collect the data will a test. The research gave

Student’s to gather information from the students. There are two tests that the

analyst provides for the students. The first is a pre-test would be given at the

outset to know abilities of the students before the treatment is started by the

researcher and secondly a post-test, would be given toward the finish of the

examination to know further developing vocabulary mastery before treatment

and after treatment. It is built in view of the scholarly schedule and semester

program of SDN 17 Rejang Lebong.

1. Pre-test
Pre-test is a test given by researchers to students before being given

treatment. The class used by the researcher, both the experimental and

20
 21

control class, will be given the same test. During the pre-test, the

researcher will give a test in the form of a vocabulary test.

The first form of pre-test was organized into the match the words meaning

and picture format (words meaning) which includes the material about

transportation. The second form of pre-test is (spelling test) which is

students will spell the words that related about adverb of frequency. The

last form of pre-test is sentence completion (using words into sentences

test) which is students also will give instruction to use words into simple

sentence that related about daily activities in relation to time based on the

teaching module. After carrying out the test, test result will be assessed

based on the rubric.

In giving the pre-test, the researcher used one meeting being out of

time period. Giving pre-test to both groups was allocated 30 minutes.

2. Treatment of Teaching, after that

The experimental and control groups are frequently paired together

for treatment, which is a special situation. In this research, the researcher

went through the process six times. This is how the therapeutic schedule:

Table 3.7 The Schedule of the Treatment of the Experimental Group

Meeting Experimental Group Date

1 Pre-test Monday, May 15th

2023
2 Jazz chants technique: Wednesday, May
Daily activities and their relation 17th 2023
to time

3 Jazz chants technique: Monday, May 22th

Daily activities and their relation 2023
to time

21
 22

4 Jazz chants technique: Wednesday, May

Daily activities with adverb of 24th 2023
frequency

5 Jazz chants technique Friday, May 26th

Daily activities with adverb of 2023
frequency

6 Jazz chant technique Monday, May 29th

Transportations 2023

7 Jazz chant technique: Wednesday, May

Transportations 31th 2023

8 Post-test Monday, June 12th

2023

Table 3.7 The Schedule of Treatment of the Controlled Group

Meeting Controlled Group Date

1 Pre-test Tuesday, May 16th

2023
2 Conventional technique: Thursday, May 18th
Daily activities and their relation 2023
to time

3 Conventional technique: Tuesday, May 23th

Daily activities and their relation 2023
to time

4 Conventional technique: Thursday, May 25th

Daily activities with adverb of 2023
frequency

5 Conventional technique: Friday, May 26th

Daily activities with adverb of 2023
frequency

6 Conventional technique: Tuesday, May 30th

Transportations 2023

7 Conventional technique: Thursday, June 1th

(transportations) 2023

8 Post-test Monday, June 12th

22
 23

2023
3. Post-test
Post-test is a test conducted by researchers after the class is given

treatment. This test was carried out by the researcher to see if there was an

effect on improving students’ vocabulary mastery after being given the

treatment in experimental class and treatment in control class

(conventional teaching). This test is vocabulary test.

The first form of post-test was organized into the match the words

meaning and picture format (words meaning) which includes the material

about transportation. The second form of post-test is (spelling test) which

is students will spell the words that related about adverb of frequency.

The last form of post-test is sentence completion (using words into

sentences test) which is students also will give instruction to use words

into simple sentence that related about daily activities in relation to time

based on the teaching module. After carrying out the test, test result will

be assessed based on the rubric.

In giving the post-test, the Researcher used last meeting being out of

time period. Giving post-test to both groups was allocated 30 minutes.

F. Instrument
Instrument is a device used by researchers to collect data and information

needed. The main instrument of this research will a test. Test alert in testing

vocabulary. According to Gay, a test is a means of a measuring the

23
 24

knowledge, skill, feeling, intelligence, or aptitude of an individual or group. 40

Therefore, the test procedures statistical scores that can be used to evaluate the

test takers. In the instrument, there are two steps that will researchers use in

collecting data, that is pre-test and post-test.

The test was made based on the indicators in teaching module on

Merdeka curriculum (Meaning, spelling and words usage in the sentences)

which the form is match words and picture, jumbled words and sentence

completion. The reason for using match words and picture, jumbled words and

sentence completion format because this format would make students produce

the accurate answers for both correct and incorrect ones. This format even

facilitated the researcher in correcting the result of students work. This test

consisted of 20 items, the correct answer got 1 score and the wrong answer got

0.

To give the score for the students, the researcher using this formula

Table 3.8 Test Specification

No Indicators Sub-Indicators Score given for Allocation

each item 30 minutes
1 Meaning Context Transportations
(Mengidentifikasi, (Transportations) Correct Form of Test
menemukan answer = 1 Matching words
makna dari jenis- Wrong answer and picture
jenis kendaraan) =0
2 Spellings Adverb of Correct answer =
(Menuliskan jenis frequency 1
Adverb of Wrong answer
frequency) =0 Jumbled words

40
L. R. Gay, Educational Research Competencies for Analysis and Application Fourth
Edition (New York: Macmillan, Inc, 1992), 124

24
 25

Correct answer =
1
Wrong answer =
0 Sentence
completion
3 Using words in Daily activity Use word in
the sentence with the time sentences
(Menuliskan Correct answer= 1
kegiatan sehari- Wrong answer= 0
hari dalam
hubungannya
dengan waktu)

Table 3.9 Qualification Score of Vocabulary Test41

No Qualification Score
1 Very Good 86-100
2 Good 71-85
3 Enough 56-70
4 Poor 41-55
5 Very Poor <40
There were several steps that the researcher took in developing and

astringent the instrument for the research. The frame work of the instrument is

accessible in the figure below42

Table 3.10 The form of research instrument

Blue print/Test

Writing test

Expert validation

First revision

41
Anku Joshi etal, “Likert Scale Explored and Explained,” British Journal of Applied
Science and Technology 7,no.4 (2015),96-403
42
Sulistyo, G.H.” Language Testing: Some Selected Terminologies and Their Underlying
Basic Concepts” State University of Malang”, 2010

25
 26

Analysis

Final revision

Final form
(Adopted from sulistyo, 2002)

1. Writing Blue Print

The blue print specification consisted of some points. Supported

identifying, program, deciding the target of the test. Generally, it thought

about of what talents are being tasted. The essential ability to be reached

and therefore the item indicator supported the basic competence. The test

must measure what have to be measured based on the teaching module

because teaching module was important and related to ensure the content

validity. The basic competence of English vocabulary for fourth grade

students of SDN 17 RL.

Table 3.11 Learning achievement of Vocabulary Mastery for

Elementary School Students Fourth Grade academic year 2022/202343
Indicator Capaian aspect Items
Capaian Pembelajaran
Pembelajaran number
a. Fase B, Kelas III/IV Pada Siswa dapat Menggunakan Using 1,5
akhir fase B, peserta didik Kalimat dengan pola yang words into
memahami dan sesuai dengan konteks yang sentence
dibicarakan yaitu materi
merespond teks lisan dan
mengenai daily activity with the
visual sederhana dalam time
bahasa inggris. Dalam Merubah atau mengganti
mengembangkan Sebagian elemen kalimat untuk
keterampilan menyimak dapat berpartisipasi dalam kelas.
dan berbicara, peserta Peserta didik mampu Words 6,10
didik Memahami kata-kata dengan meaning
bantuan gambar/ilustrasi yaitu

43
Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Badan Standar, Kurikulum,
dan Asesmen Pendidikan, 2022. https://litbang.kemendikbud.go.id

26
 27

merespond/mengikuti mampu mengidentifikasi jenis-

instruksi sederhana dalam jenis kendaraan
Bahasa inggris dan
mengembangkan Menulis kosa kata sederhana Spelling 11,20
yang berkaitan dengan materi
informasi dengan kosa
dalam bahasa inggris
kata sederhana. menggunakan ejaan yang
b. Peserta didik merespond dicipatakan sendiri oleh anak
berbagai teks/gambar dimana peserta didik belajar
dalam bentuk tulisan mengenai averb of frequency
sederhana dengan alat
bantu visual dan
komunikasi non-verbal.

2. Creating (writing) the test

After writing the blue print, the researcher needs to do it write test

questions in the format match words and picture, jumbled words and

sentence completion. It was chosen to make because to make students

give accurate answer between correct. The test is prepared in 20 items.

2. Expert validation
The researcher needs to expert to validated the result. The professional

validation is a professional in reading subject. In this research the expert

validation is the lecture of English Tadris Study Program, Mrs. Nastiti

Handayani, M. Pd. The researcher gave the vocabulary test to professional

validation to get the comments and feedback I to expert validation. The

table of professional validation can be seen in Appendix.

3. First revision
The purpose of first revision was to evaluate test whether there was a

test or some points that had to be revised. The researcher revised the test

based on the expert judgement. After the expert validation correct the test

27
 28

was made by the researcher and then the researcher revises some items

based on the suggestion from the expert.

4. Analyzing the Test Validity

The next step which was done by the researcher was assuring the test.

The researcher relied on two aspects of examining the validity, content

validity and construct validity. Content validity was achieved by referring

the test with materials finished in the teaching module of the Fourth’

grade students of SDN 17 RL. Another kind of validity was gotten by

examining the construct validity which commonly committed by getting

the professional judgement. The detail of construct validity progressed

could be viewed in the next explanation. (Expert validation)

5. Trying out of the test

Try out test aim at producing the requirement data with relatively

valid instrument. The trying out will give to another class except

experimental and control class for two times. After that, the class which

will give try out should have the same level as the subject of this research

it is mean same grade. Therefore, this instrument was tried on class 4 of

students at Min 7 Muara Enim

6. Analysis the result of the Try out

Validity in the process of analysis, the researcher uses an analysis

score to provide an assessment of the vocabulary test conducting by the

students. The detail information about the Table of Try out can be seen in

the Validity and reliability in the next explanation.

28
 29

7. Final form
The final form was the test. It was used to try out the test aimed at

producing the obligation data with a relatively valid instrument

G. Validity and Reliability of the Instruments

1. Validity
Validity test was used to determine whether or not the instrument was

appropriate. According to Sugiyono, validity is the occasion when there is

found similarity between the data collected and the actual data on object

of the study.44 So Sugiono’s statement, he recommended that the

instrument used in the test had to be correlated with the materials in the

syllabus (teaching module).

The validity test will to reassure that this study instrument could be

proper to become pre and post-test. In order to determine the test validity,

the researcher using SPSS v. 26 for windows program.

Table 3.12 The Range Score and Interpretation of Validity

Number of Items Index Range Interpretation

1,2,3,4,5,6,7,8,9,10,11, >354 Valid item
12,13,14,15,16,17,18,19,20

- <354 No valid item

(Adopted from Varma, 2011)45

Based on the results of the variable validity test in the table 3.11.

above, it can be concluded that the variable test results are declared valid

because r-count 1 until r-count 20 are greater than t-table (0.354)

44
Sugiyono, Statistika Untuk Penelitian, (Jakarta: Rineka Cipta, 1998), 172.
45
Adapted S.Varma. “Pleriminary Item Statistics Using Point-Biserial Correlation and P-
Values”. Retrieved at www.edata.com On Juny 4th 2023.

29
 30

2. Reliability
According to Sugiyono, reliability refers to the consistency of scores

obtained the same people when they retested with the same test or with

Items R- R- Interpretation
Soal Count Table
Soal 1 0,882 0,354 VALID
Soal 2 0,847 0,354 VALID
Soal 3 0,847 0,354 VALID
Soal 4 0,900 0,354 VALID
Soal 5 0,900 0,354 VALID
Soal 6 0,959 0,354 VALID
Soal 7 0,842 0,354 VALID
Soal 8 0,959 0,354 VALID
Soal 9 0,842 0,354 VALID
Soal10 0,959 0,354 VALID
Soal 11 0,842 0,354 VALID
Soal 12 0,900 0,354 VALID
Soal 13 0,632 0,354 VALID
Soal 14 0,959 0,354 VALID
Soal 15 0,475 0,354 VALID
Soal 16 0,632 0,354 VALID
Soal 17 0,526 0,354 VALID
Soal 18 0,900 0,354 VALID
Soal 19 0,526 0,354 VALID
Soal 20 0,689 0,354 VALID
different sets of equivalent items on different occasions. It means that the

reliability of the language skills assessment results refers to the degree of

accuracy of the representation of the language skills being assessed. A

good instrument in collecting the data will be reliable.

In collecting data, reliability of test is necessary to be measured too,

the pre-test and post-test are tested by reliability test. A good instrument

in collecting data will be reliable. According to Nunnally, this has resulted

in a wide variance of the reliability. In the case of psychometric test, most

30
 31

fall within the range of 0.75 to 0.83 with at least one claiming a

Cronbach’s alpha above 0.90.46 The researcher using SPSS v. 26 for

windows program for collecting the data.

Table 3.13. The Result of Reliability

Reliability Statistics

Cronbach's
Alpha N of Items

.970 20 (Items 1-20)

Items The Value Information

1-20 0,97 RELIABILITY

Table 3.13. Cronbach’s Alpha

Cronbach’s Alpha Internal Consistency

α> 0.9 Excellent
0. 9> α > 0.8 Good
0.8 > α > 0.7 Acceptable
0.7 > α > 0.6 Questionable
0.6 > α > 0.5 Poor
0.5>α Unacceptable

in inputting data, the researcher has analyzed by using SPSS v.26.

from the result showed that the value of pre-test (0,97). It means that the

items interpreted to excellent internal consistency because it is more than

0.9 based on the table Cronbach alpha. In other hand, the items of pre-test

were reliable.

46
Nunnally, J. C, “Psychometric theory (2nd ed)”, New York: McGraw-Hill.

31
 32

H. Technique of Data Analysis

The next step after conducting the pre-test and post-test is to analysis

the data. To answer research problems with data obtained through pre-test and

post-test is analysis the data.

After the tests are administered to students in the pre-test and post-

test, the students’ pre-test and post-test scores will be tested. The test will

focus on the normality and homogeneity of students’ pre-test and post-test

scores. If the students’ pre-test scores are normally distributed and

homogeneous, the researcher can process with the paired sample t-test and the

independent samples t-test. Following are the steps to analysis the data:

1. Normality Test
The researcher uses normality test to check whether the post-test score

of experimental group and control group are normally distributed or not.

The test of normality in this research will be measured by using SPSS

v.26 for windows program. It is used to know whether both variables X

(Independent variable) and Y (Dependent variable) are normally

distributed. The score in the test of normality must be higher than 0.05 to

obtain the normal data.

2. Homogeneity Test
Homogeneity test will be used to check whether the post-test score of

experimental and control group have similar variance or not. The test of

homogeneity will be conducted by using SPSS v. 26 for windows

program. It is aimed to know the similarity of Y variable score that has

been categorized to X variable score. The score of this test must be higher

than 0.05 to obtain the homogeneous data.

 33

3. T-Test
As stated before, the t-test is used to know the effect of Jazz Chant.

In other word, it is adopted from the score that has been acquired by

conducting pre-test and post-test. By using t-test formula, the researcher

calculates the students’ post-test scores from experimental and control

group. The terms in using t-test should be in normal distribution and

homogenous variants. There are the kinds of t-test used in the research,

namely paired sample t-test and independent sample t test. Paired sample

t-test is used to see the different between pre-test and post-test of a group.

Independent sample t-test is used to see the different between

experimental group and control group. The test of t-test (Paired sample t-

test and independent sample t-test) will be measured using SPSS v.26 for

window program.
 34

CHAPTER IV
FINDING AND DISCUSSION
In this chapter the researcher answered the question in formulation

problem. The researcher collected the data by using pre-test and post-test in

control and experimental class. The result of students test in pre-test and post-

test were scored by the researcher. After the researcher got the data, the

researcher used IBM SPSS v 26 to know the normality, homogeneity and t-test

(Paired sample t-test and independent sample t-test). In this research, the

research finding was presented in two forms. The first was descriptive analysis

and the second one was statistical analysis.

A. Findings
1. Students in Control Group (Using Problem Based Learning)
a. The Result of Pre-Test in Control Group
In this research, the control class also known as class 4B, received

instruction according to conventional technique. The researcher

administered a pre-test to pupils in order to collect the initial data prior to

the start of the learning process. The result of pre-test which was reached

can be viewed on the table below in which students’ name were

presented by students/ sequence based on the attendance list.

 35

Table 4.1 The Result of Pre-Test Control Class

 36

The consequence of the gauge for the control class (pre-test)

showed that from the table and outline above, they had expanded at every

point. It was found that the students’ mean score in terms of meaning was

88,2, in terms of spelling it was 55,2 and in terms of using words into

sentence it was 47,06. From the table above the score total of spelling

and using words into sentence is low.

To find out the mean score of Pre-Test in control group, The

researcher grouped the mean score of each indicator (Meaning, Spelling

and Using Words into Sentence) and looked for the mean score of each

indicator in the form of the diagram below:

 37

Table 4.2 Analysis Mean Score of each Indicator

in Pre-Test Control Group

[CATEGORY
NAME]; 88,2
(Total=190.46 Meaning
:3)
[CATEGORY [CATEGORY Spelling
NAME] NAME]; 55,2
63,48 Usingwords

[CATEGORY Average
NAME];
47,06

To get the mean score for class control (Pre-test), the researcher

uses the calculation below:

Based on the chart above, it can be concluded that students’ pre-test

of control class is low, with the mean score is in term of meaning was

88,2, in terms of spelling it was 55,2 and terms of using words into

sentences it was 47,06. Based on the sum above, Mean score of pre-test

class control is 63,48. It implied that the mean score of Pre-test in control

class was poor categorized.

b. The Result of Post-Test in Control class

The result of the post-test given to 17 students in the control class

or 4B were used to determine the state of the students’ vocabulary

mastery after the conventional methods was put into practice. The table

below allows you to view the results of the post-test in the control class.
 38

Table 4.3 The Result of Post-Test in Control Class

 39

Based on the table above, it was found that the students mean

score in terms of meaning was 95,29, in terms spelling it was 74,51 and

in terms of using words into sentence it was 56,47. From the table above

the score total of using words into sentence it was 56,47.

From the table above the score total of using words into sentence is

low. To find out the mean score of pre-test in control group, the

researcher grouped the mean score of each indicator (meaning,spelling,

and using words into sentence) and looked for the mean score of each

indicator in the form of the diagram below.

Table 4.4 Analysis Mean Score of Each Indicator

in Post-test Control Group
[CATEGOR
Y NAME];
95,2
Total=225,7
Meaning
1:3[CATEG
ORY Spelling
NAME]; [CATEGOR
[CATEGOR
Y NAME]; Using Word
77,23 Y 74,11 Average
NAME];56,
4
 40

To get the mean score for class control (Post-test), the researcher

uses the calculation below:

Based on the chart above, it can be concluded that the mean score

of students’ Post-test of control class is higher than mean score of

students’ pre-test control class. It can be seen with the mean score is in

term of meaning was 95,2, in terms of spelling it was 74,11 and terms of

using words into sentences it was 56,4. Based on the sum above, Mean

score of Post-test in control class is 77,23. It implied that the mean score

of Post-test in control class (77,23) is higher than mean score of Pre-test

in control class (63,48). Its means this mean was good categorized.

2. Students Vocabulary Mastery in Experiment Group (Jazz chants)

a. The Result of Pre-Test in Experimental class
In this research, a teaching technique known as the jazz chant was

used in the experimental class, or class 4A. The researcher provided

students a pre-test of daily activity with related about time, and

transportations on based material in order to gather the initial data before

to the learning process. The table below shows the pre-test outcome that

was determined:

Table 4.5 The Result of Pre-Test in Experiment Class

41
 42

Based on the table above, it was found that the students’ meaning

terms of meaning was 87,06, in terms of spelling it was 58,82 and in

terms of using words into sentence it was 45,29. From the table above the

score total of using words into sentence is low.

To find out the mean score of Pre-Test in control group, The

researcher grouped the mean score of each indicator (Meaning, Spelling

and Using Words into Sentence) and looked for the mean score of each

indicator in the form of the diagram below:

Table 4.6 Analysis Mean Score of Each Indicator

in Pre-test Experiment Group
[CATEGORY
NAME];
87,06
Total=191.06: Meaning
3[CATEGOR
Spelling
Y NAME];
[CATEGORY Using Words
63,69
NAME]; 58,8
Average
[CATEGORY
NAME]; 45,2

To get the mean score for class control (Post-test), the researcher

uses the calculation below:

 43

Based on the chart above, it can be seen with the mean score is in

term of meaning was 87,06, in terms of spelling it was 58,8 and terms of

using words into sentences it was 45.2. based on the sum above, Mean

score of Pre-test in experiment class is 63,69. It implied that the mean

score of Pre-test in experiment class (63,69) is higher than mean score of

Pre-test in control class (63,48). Its means this mean also was poor

categorized,

The average of spelling, meaning and using words into sentence is

low. It can be concluded that, indicators of spelling is low and must be

improved. One of the effective technique in teaching is jazz chants.

b. The Result of Post-Test in Experimental Group

Following the implementation of the jazz chants for teaching daily

activity with the relation about time and transportation, the condition of

students’ vocabulary mastery was assessed using the results of a post-test

administered to 17 students the experimental class or 4B. The table

below allows you to view the results of the post-test in the experimental

class:

Table 4.7 The Result of Post-Test in Control Class

 44

Based on the table above, it was found that the students’ mean

score in terms of meaning was 100, in terms of spelling it was 84,70 and

in terms of using words into sentence it was 61,76. From the table above

the score total of spelling and using words into sentence is low.

To find out the mean score of Pre-Test in control group, The

researcher grouped the mean score of each indicator (Meaning, Spelling

and Using Words into Sentence) and looked for the mean score of each

indicator in the form of the diagram below:

 45

Table 4.8 Analysis Mean Score of Each Indicator

in Post-test Experiment Group
[CATEGOR
Y NAME];
100 Meaning
Total=246.4
6:3[CATEG Spelling
ORY [CATEGOR Using Words
NAME]; [CATEGOR
Y NAME]; Average
[VALUE] Y NAME];
84,70
61,76

Based on the chart above, it can be concluded that the mean score

of students’ Post-test of experiment class is higher than mean score of

students’ pre-test experiment class. It can be seen with the mean score is

in term of meaning was 100, in terms of spelling it was 84,70 and terms

of using words into sentences it was 61,76. Based on the sum above,

Mean score of Post-test in experiment class is 82,15. It implied that the

mean score of Post-test in experiment class (82,15) is higher than mean

score of Pre-test in experiment class (63,69). Its means this mean was

good categorized.

3. Statistical Analysis
After giving the pre-test and post-test to the experimental and

control classes, the result of both will be analysis by the researcher to get

a score. Then, the score was re-tested by the researcher using SPSS v 26.

The following is the sequence of the next test.

a. Normality Test
The normality test was applied to find out whether the sample had

normal distribution or not. The normality is tested by using

Kolmogorov-Smirno of SPSS v 26. If the result of significance was

 46

higher than 0,05 then the data is distributed normal. However, if the

result of significance lower than 0,05 it means the data is not distributed

normal.

Table 4.9 Test of Normality

Tests of Normality

Kolmogorov-Smirnova Shapiro-Wilk

Statistic Df Sig. Statistic Df Sig.

Pre-Test Class Control .220 17 .029 .945 17 .380

Post-Test Class .136 17 .200* .964 17 .712

Control

Pre-Test Class .213 17 .039 .873 17 .024

Experiment

Post-Test Experiment .214 17 .038 .920 17 .147

*. This is a lower bound of the true significance.

a. Lilliefors Significance Correction

Based on the table above was known that the significance value

from each pre-test and post-test experimental class was higher than 0,05.

The sig/p-values on Pre-test of control class were 0,029 an it was higher

than 0,05 it means that the data is in normal distribution. The p-values

on Post-test control class were 0,200 and it was higher than 0,05 means

that the data is normal distribution. The significance value from each

pre-test and post-test experimental class also higher than 0,05. The

sig/p-values on Pre-test of experimental class were 0,039 and it is higher

than 0,05 it means that the data is in normal distribution. The p-values

on Post-test experimental class Was 0,038 and it was higher than 0,05
 47

means that the data is in normal distribution. It can be concluded that all

of data from pre-test and post-test both experimental and control class is

in normal distribution. Therefore, it means that the researcher can

continue the pair sample t test.

b. Paired Sample Test

Paired sample t-test was done to compare the two paired related

group. In this test the sample used was same. However, both of the

samples were given different treatment. To calculate the data in this

research, the researcher used SPSS v 26.

Table 4.10 Paired Sample Test

Paired Samples Test

Sig. (2-
Paired Differences T df tailed)

95% Confidence
Interval of the
Difference
Std. Std. Error
Mean Deviation Mean Lower Upper

Pair 1 Pre-Test Control Class – -11,7882 14,0898 3,4173 -19,0325 -4,5440 -3.450 16 .003
Post-Test Control Class

Pair 2 Pre-Test Experiment -18,4353 9,5050 2,3053 -23,3223 -13,5483 -7.997 16 .000
Class –
Post-Test Experiment
Class
It can be seen from the table above that score of sig.(2-tailed) from

pair 1 was 0,003 and pair 2 was 0,000 and it was smaller than 0,05 so it

can be concluded that jazz chant technique enhances students’ English

vocabulary mastery at the Fourth grade of students’ of SDN 17 RL.

c. Homogeneity Test
 48

The homogeneity test was carried out in order to know whether the

data were homogeneous or not. In calculating the homogeneity of the

data, the researcher used SPSS v 26 if the result of homogeneity test was

higher than criteria of test 0,050 it means the data were homogeneous.

Table 4.11 Homogeneity Test

Test of Homogeneity of Variance

Levene
Statistic df1 df2 Sig.

Hasil Test Control Based on Mean 1.042 1 32 .315

and Experiment
Class Based on Median 1.046 1 32 .314

Based on Median and 1.046 1 31.820 .314

with adjusted df

Based on trimmed mean 1.080 1 32 .306

Based on the table above was known that the sig/p value from each

data was higher than 0,05 it means that the data is homogeny. Since the

data is proven normal and have distribute variance, then the researcher

can conduct independent sample t-test.

d. Independent Sample T-Test

Independent sample t-test was used to compare two means

unrelated groups in order to know whether there was statistical evidence

that associated population means were significantly different. The

researcher Test the independent sample t-test by using SPSS v 26.

Table 4.12 Independent Sample T-Test

Independent Samples Test

 49

Levene's
Test for
Equality of
Variances t-test for Equality of Means

95% Confidence
Interval of the
Difference
Sig. (2- Mean Std. Error
F Sig. T Df tailed) Difference Difference Lower Upper

Students’ Equal 1.042 .315 -2.424 32 .021 -6,8588 2,8298 -12,6229 -1,0948
Vocabulary variances
assumed
Mastery
Equal -2.424 31.336 .021 -6,8588 2,8298 -12,6276 -1,0900
variances
not assumed
It can be seen from the table above that the output of independent

sample t-test showed that sig (2-tailed) is 0,021 and it was smaller than

0,050. From this output it can be concluded that there is a significant

difference between students who taught using jazz chants and those who

are not.

Table 4.13 Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

Pre-Test Control Class 17 40 86 63,48 13.822

Post-Test Control 17 60 90 77,23 9.712
Class
Pre-Test Experiment
17 50 83 63,69 11.555
Class
Post-Test Experiment
Class 17 66 93 82 7.506
Valid N (listwise)
17
 50

Table 4. 14 The Range of Increasing Score Between Control and

Experimental Group

The Range of Increasing

Mean Score
Group Score in Pre-Test and
Pre- Test Post- Test Post-Test.
Control 63.48 77.23 13.75
Experimental 63.69 82 18.31

According to the table above, the range of rising scores on the control

class from pre-test to post-test was 13.75 points, with the mean score in pre-

test being 63.48 and the mean score in post-test being 77.23. Beside, in the

experiment class, the range of rising score from pre-test to post-test was

18.31 points, with the pre-test mean score is 63.69 and the post-test mean

score is 82.

B. Discussion
1. Student Vocabulary Mastery before and after taught by using Problem
Based Learning
From the previous chapter it has been explain about the result of pre-

test and post-test in control class. Based on the result score comparison

between those tests, it shows that Problem based learning in control class

make an improvement in three aspects of score. First, mean score in terms

of meaning pre-test was 88,2 Improvement of mean score of Post-test is

95,2. second, in terms spelling in pre-test get the lowest mean score in 55,2

while in highest score student could achieve 74,11 for post-test. Third, using

words into sentence students mean score of Pre-test is 47,6 while mean

score of using words into sentence in post-test is 56,4.

 51

After that, to get the mean score for class control (Pre-test and Post-

test) the researcher uses the calculation whereas; (Total mean score of each

Indicators: the number of indicators). For example: Mean score of pre-test

control class= ((88,24+55,29+47,06): 3=63,48). So, mean score of Pre-test

is 63,48 and based on the calculation conducted by the researcher mean

score of Post-test in control group is 77,23. Based on the calculation of the

researchers, student in control class has an increasing score compare with

pre-test. It means students in control class have an enhancement of score

variation, in other word some students got improvement in vocabulary.

From the explanation above, researcher conclude that in control class where

mean score of Problem based learning, students could hire better score in

post-test than pre-test.

2. Student Vocabulary Mastery before and after taught by using Jazz

Chants
In experiment class, researcher found that there is so much

improvement on student’s vocabulary mastery. Because, based on the result

of mean score comparison between those tests, it shows that jazz chants in

experiment class make an improvement in three aspects of score. First,

mean score in terms of meaning pre-test was 87,6 Improvement of mean

score of Post-test is 100. second, in terms spelling in pre-test get the lowest

mean score in 58,8 while in highest score student could achieve 84,70 for

post-test. Third, using words into sentence students mean score of Pre-test is

45,2 while mean score of using words into sentence in post-test is 61,76.
 52

After that, to get the mean score for experiment class (Pre-test and

Post-test) the researcher uses the calculation whereas; (Total mean score of

each Indicators: the number of indicators). For example: Mean score of pre-

test experiment class= ((87,06+58,8+45,2): 3=63,69). So, mean score of

Pre-test is 63,69 and based on the calculation conducted by the researcher

mean score of Post-test in control group is 82. Based on the calculation of

the researchers, student in experiment class has an increasing score compare

with pre-test. It means students in experiment class have an enhancement of

score variation, in other word some students got improvement in

vocabulary. From the explanation above, researcher conclude that in

experiment class where mean score of using jazz chants is higher than mean

score of using Problem based learning and students could hire better score

in post-test than pre-test.

Furthermore, jazz chants made students’ vocabulary test results higher

than using jazz Problem based learning. Based on findings in research,

where in the experiment class using jazz chants can improve students’

vocabulary mastery. It can be seen in previous discussion where the pre-test

of the mean score in experiment class (63,69) is lower than the results of

post-test experiment class (82). This research is also supported by Singh and

Hashim that although based jazz chants can improve vocabulary and it can

be shows although the result of significant value, which is there was

significant effect of jazz chants on students’ vocabulary mastery47.

47
Singh, Loc.,Cit.
 53

3. The significant Effect of Jazz Chants on student‟s Vocabulary Mastery

Based on the explanation in previous analysis the result showed that

jazz chants technique enhances students’ vocabulary mastery and it can be

seen from the result of table bar chart pre-test experiment and post-test

experiment whereas the result of post-test experiment (82) is higher than the

result of pre-test experiment (63,69) and there is a significant difference

between students who taught using jazz chants and those who are not. It can

be seen of the result mean score post-test of experiment class and control

class. The mean means score of experimental class (82) higher than control

class (77,23) although the difference is not much different and it can be seen

from the result of table independent sample t-test.

Furthermore, the writer did a statistical hypothesis analysis using the

t-test procedure to support the previous conclusion. The t-test shows that

Ttest score of post-test is 2.424 which is higher than Ttable (2.036). It

signifies that there is a statistically significant difference between the

experimental and control groups in the post-test because the null hypothesis

(H0) is rejected and the alternative hypothesis (H1) is accepted. It also

demonstrates that jazz chants has a significance effect on students

vocabulary mastery.

From the research finding, researcher also found the jazz chants can

reinforce students in increasing their vocabulary and it can be could be a

good way to remember and understand difficult words. Penny Ambarwati,

Regina and Sumarni various methods such as jazz chants can be used to
 54

improving vocabulary.48 Moreover, the benefit of jazz chants in classroom

can lead the students to have an improvement in vocabulary mastery.

48
Ambarwati, Loc.,Cit.
 CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
As previously describe in the research problem, the present research

intended to asses whether there was a substantial impact of vocabulary mastery

at fourth grade students on SDN 17 Rejang Lebong in academic year

2022/2023 which they were taught using jazz chants and students taught by

problem based learning. According to the findings presented in the chapter's

research previously, it revealed the result of mean score calculation from the

control and experimental classes. Furthermore, the t-test calculation result

revealed that the experimental group outscored the control group, and when the

t-test is compared to the t-table, the final outcome is t-test > t-table. (2.424 >

2.036).

The conclusion may be reached based on the results mentioned above

that the null hypothesis (H0) is rejected, whereas the alternative hypothesis

(H1) is accepted. It indicates that students who receive instruction using jazz

chants outperform students who are instructed using Problem based learning.

Finally, the researcher came to the following conclusion: there was a

significant effect of jazz chants on student’s vocabulary mastery at fourth grade

of SD N 17 Rejang Lebong in academic year 2022/2023.

55
B. Suggestion
After done the research which find out the effect of jazz chants on

student’s vocabulary mastery, the researcher makes a few suggestions for

those who will probably to be involved in this research field.

1. For the teacher, the teacher should regard jazz chants as one of the

alternative technique that may be used for enhancing students' vocabulary

mastery. the use of this technique would make it easier for teachers to

encourage students turn into active learners and helping students to

memorizing the vocabulary material offered by the teacher.

2. For the students, the students could try learning with jazz chants as one of

the technique to improve their vocabulary mastery. Because, learning with

jazz chants could be the right choice for their vocabularies practice.

3. For further research, the researcher who wants to conduct the study in the

same field. The researcher hopes this study can be continued for more

complex problem or could be a resources to support another research.

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A

X
 APPENDIX 1

THE RESULT OF HOMOGENEITY SAMPLING

The Result of Homogeneity Sampling

Name of Students (4A) Score Name of Students (4B) Score

S-1 Adzra Rahmayanti 60 S-1 Agisha Aqilla 70
Rahman
S-2 Aldo Dominique 70 S-2 Arya Mahardika Putra 60
S-3 Bima Arka Anugrah 60 S-3 Chynta Arlichya 60
Ishak Lubis
S-4 Elsya Yesri Casya 60 S-4 Dwi Surya Prasetyo 70
Safira
S-5 Fathan Sakha Pratama 70 S-5 Frilyan Putra 50
Andreano
S-6 Hilina Ulan Dari.S 70 S-6 Keysa Shintya Utami 60
S-7 Khanayya Artetha 70 S-7 M. Faiz Zaki 70
Musyaffa
S-8 M.Derin Pratama 50 S-8 Muhammad Arkhan 50
Alfurqon
S-9 M. Zidan Tambunan 50 S-9 Nafi Insani As Siddiq 50
S-10 Muhammad Adhepio 50 S-10 Naila Kirana Fitri 70
Syaputra
S-11 Muhammad Altafsyah 70 S-11 Aurelya Natasya 70
S-12 Muhammad Bio 60 S-12 Makmun Falih 70
Pratama Rayzma
S-13 Muhammad Prayudha 70 S-13 Muhammad Al Fatih 60
Alfian
S-14 Prayuga Wiratama 60 S-14 Muhammad Jacob Al 60
Daeghal
S-15 Raisya Nabila Khansa 60 S-15 Vino Al Baroqah 70
S-16 Rinald Hidayat Nur 70 S-16 Alfia Delima Sartika 70
Wahid Kusuma
S-17 Putrie Aruna 70 S-17 Aqilla Aprilia Az 50
Zahra Bahtiar
Total 1.060 Total 1.050
Mean score 62,35 Mean score 61,76
 APPENDIX 2
STATISTICAL DATA ANALYSIS
The scores of students‟ pre-test and post-test in Experimental Class (4B)
No Name of students Pre-test Post-test
1 Adzra Rahmayanti 83,3 86,6
2 Aldo Dominique 56,6 70
3 Bima Arka Anugrah Ishak 63,3 70
4 Elsya Yesri Casya Safira 66,6 93,3
5 Fathan Sakha Pratama 50 83,3
6 Hilina Ulan Dari S 60 80
7 Khanayya Artetha 60 80
8 M. Derin Pratama 60 83,3
9 M. Zidan Tambunan 53,3 80
10 Muhammad Adhepio 56,6 80
Syaputra
11 Muhammad Altafsyah 83,3 93,3
12 Muhammad Bio Patama 50 66,6
13 Muhammad Prayudha Alfian 53,3 86,6
14 Prayuga Wiratama 70 86,6
15 Raisya Nabila Khansa 76,6 83,3
16 Rinald Hidayat Nur Wahid 56,6 83,3
Kusuma
17 Putrie Aruna 83,3 90
 The scores of students‟ pre-test and post-test in controlled group (4A)

No Name of students Pre-test Post-test

1 Agisha Aqilla Rahman 73,3 83,3

2 Arya Mahardika Putra 53,3 70

3 Chynta Arlichya Lubis 66,6 80

4 Dwi Surya Prasetyo 56,6 70

5 Frilyan Putra Andreano 56,6 76,6

6 Keysa Shintya Utami 40 73,3

7 M. Faiz Zaki Musyaffa 64,6 63,3

8 Muhammad Arkhan 53,3 66,6

Alfurqon

9 Nafi Insani As Siddiq 76,6 80

10 Naila Kirana Fitri 76,6 76,6

11 Aurelya Natasya 50 90

12 Makmun Falih Rayzma 56,6 66,6

13 Muhammaf Al Fatih 66,6 70

14 Muhammad Jacob Al 80 83,3

Daeghal

15 Vino Al Baroqah 56,6 80

16 Alfia Delima Sartika 83,3 60

17 Aqilla Aprilia Az Zahra 86,6 90

Bahtiar
 RESULTS OF PRE-TEST CLASS CONTROL

RESULTS OF POST-TEST CLASS CONTROL

Meaning Spellings Using words into sentences Total Score

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
S-1 1 1 1 1 1 1 1 1 1 1 1 0 0 0 0 1 0 0 0 0 220 73,3
S-2 1 1 1 1 1 0 0 0 0 0 1 1 0 1 0 1 1 0 0 1 260 53,3
S-3 1 1 1 1 1 0 1 0 1 0 1 1 0 1 0 1 1 0 1 0 200 66,6
S-4 1 1 1 1 1 0 1 0 0 0 0 0 1 1 0 1 1 0 1 0 170 56,6
S-5 1 1 0 1 0 0 1 1 0 1 1 1 0 1 0 1 1 0 0 0 170 56,6
S-6 1 1 0 0 1 1 0 0 0 1 0 0 0 0 1 0 1 0 0 0 120 40
S-7 1 1 0 1 1 0 0 0 0 0 1 1 0 0 1 0 1 0 1 1 140 46,6
S-8 0 1 1 0 1 0 0 0 0 0 1 1 1 1 1 1 1 1 1 1 160 53,3
S-9 1 1 1 1 1 1 1 1 1 1 1 0 0 0 0 0 1 0 0 1 230 76,6
S-10 1 1 1 1 1 1 1 1 0 1 1 1 0 1 0 1 0 0 0 1 230 76,6
S-11 1 0 0 0 1 1 1 1 0 1 1 1 0 1 0 0 0 0 0 0 150 50
S-12 1 1 1 1 1 0 0 0 0 0 1 1 1 1 0 1 1 0 1 0 170 56,6
S-13 1 1 1 1 1 1 1 1 1 1 0 0 0 0 0 0 0 0 0 0 200 66,6
S-14 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 0 1 0 0 0 240 80
S-15 1 1 1 1 1 0 1 0 0 0 1 1 0 1 0 0 1 0 0 1 170 56,6
S-16 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 0 0 0 250 83,3
S-17 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 0 0 1 260 86,6
Score Total=1.500 Score Total=940 Score Total=800 1.079,2
Mean score= Mean score= Mean score= (800:17)=47,06 (1.079,2:17)
(1.500:17) =88,2 (940:17) =55,2 =63,48
Mean score meaning=88,2 Mean score of Mean score of using words=47,06
spelling=55,2
Mean score of Pre-Test control class= (88,2+55,2+47,06=190,46)
(190,46:3)= 63,48
Code
Code Meaning
Meaning Spellings
Spellings Usingwords
Using wordsinto
intosentences
sentences Total Score
Total Score
11 22 33 44 55 6 6 7 7 8 8 9 9 1010 1111 1212 1313 1414 1515 1616 1717 1818 1919 2020
S-1 11 11 11 11 11 11 11 11 11 11 11 01 00 01 10 00 11 00 11 10 250 83,3
S-2 11 11 01 01 01 01 11 11 11 01 11 01 00 11 00 10 11 10 10 10 210 70
S-3
S-3 11 11 11 11 11 01 11 11 11 11 11 01 00 01 00 01 01 00 01 00 240 80
S-4
S-4 11 11 01 11 11 11 11 01 10 01 11 00 00 11 00 11 10 00 10 10 210 70
S-5 1 1 0 1 1 0 1 1 1 1 1 1 0 1 0 1 1 0 1 1 230 76,6
S-5 1 1 1 0 1 0 1 1 1 0 1 0 0 0 0 0 0 0 0 0
S-6 1 1 1 1 1 0 0 1 0 1 1 1 0 1 0 1 1 1 1 1 240 73,3
S-6
S-7 11 11 11 11 11 00 00 00 00 01 11 11 10 11 01 10 11 10 01 11 190 63,3
S-7
S-8 11 11 11 11 11 00 10 00 00 10 11 10 01 11 01 01 11 01 11 00 200 66,6
S-9
S-8 11 11 11 11 11 11 01 01 11 11 01 11 00 01 00 00 01 00 00 11 240 80
S-10
S-9 11 10 01 11 01 01 11 11 11 01 01 00 01 11 01 00 11 00 10 10 230 76,6
S-11 1 1 1 1 0 1 0 1 0 1
S-10 01 11 11 11 01 11 11 01 11 00 11 10 00 11 11 270 90
S-12
S-11 1 1 1 1 0 1 1 1 1 1 10 10 11 10 10 11 11 01 11 01 11 11 00 11 10 200 66,6
S-13 0 0 1 1 1 0 1 1 1 1 1 1 1 0 0 1 0 0 0 1 210 70
S-12 1 1 1 1 1 0 0 0 0 0 1 1 0 0 0 1 1 0 1 0
S-14 1 1 1 1 1 1 1 1 1 1 0 1 0 1 0 1 1 0 0 1 250 83,3
S-13
S-15 1 1 11 11 11 11 01 11 01 01 01 11 11 00 11 00 10 00 00 00 01 240 80
S-14
S-16 1 1 1 1 1 1 1 1 1 1 10 11 11 10 10 01 01 01 10 00 01 00 01 01 00 180 60
S-17 1 1 1 1 1 1 1 1 1 1
S-15 11 11 11 11 11 11 01 01 11 00 01 01 00 11 00 270 90
Score Total=1.620
S-16 1 1 1 1 1 0 Score
0 Total=1.260
0 0 0 1 Score1 Total=960
0 1 0 1 1 0 1 1
Mean
S-17 1score=1 1 (1.620:17)=
1 1 Mean
1 1 1 1 1score= 1 Mean 1 score0=(960:17)=56,47
1 0 1 1 0 0 0
95,29 (1.260:17) =74,11
Mean score of meaning= 95,29 Mean score of spelling Mean score of Using words=56,47
=74,11
Mean score of Post-Test control class= (95,29+74,11+56,47) =225,71
= (225,71:3) =77,23
Mean score of Post-test control class = 77,23
RESULT OF PRE-TEST EXPERIMENTAL CLASS
 RESULT OF POST-TEST EXPERIMENTAL CLASS
Code Meaning Spellings Using words into sentences Total Score
1 2 3 4 5 6 7 8 9 1 11 12 13 14 15 16 17 18 19 20
0
S-1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 0 1 0 16 80
S-2 1 1 1 1 1 0 0 1 0 1 1 1 1 1 0 0 1 1 1 0 14 70
S-3 1 1 1 1 1 0 0 1 1 1 1 1 1 0 0 1 1 0 0 0 13 65
S-4 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 18 90
S-5 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 0 0 0 15 75
S-6 1 1 1 1 1 0 0 1 0 1 1 1 1 1 1 1 1 1 1 1 17 85
S-7 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 0 1 0 0 0 14 70
S-8 1 1 1 1 1 1 1 1 1 1 0 1 0 0 1 0 1 0 1 1 17 85
S-9 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 0 1 0 0 0 14 70
S-10 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 0 1 0 0 0 14 70
S-11 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 18 90
S-12 1 1 1 1 1 0 0 0 0 0 1 1 1 1 1 1 1 1 1 1 15 75
S-13 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 0 0 17 85
S-14 1 1 1 1 1 1 1 1 1 1 1 1 0 0 0 1 1 0 1 1 16 80
S-15 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 0 0 1 0 15 75
S-16 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 0 0 0 1 15 75
S-17 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 0 17 85
265 1325
 APPENDIX 3
VALIDITY
Table Validity (Pre-test)

Correlations

Soal Soal Soal Soal Soal Soal Soal Soal Soal Soal
Soal Soal Soal Soal Soal Soal Soal Soal Soal Soal Skor
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Totl

Soal1 Pearson 1 .880 .864 .571 .729 .729 .880 .880 .782 .729 .729 .365 .571 .725 .864 .623 .864 .725 .864 .725 .894**
** ** * ** ** ** ** ** ** ** * ** ** ** ** ** ** **
Correlati
on

Sig. (2- .000 .000 .011 .000 .000 .000 .000 .000 .000 .000 .124 .011 .000 .000 .004 .000 .000 .000 .000 .000
tailed)

N 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19

Soal2 Pearson .880 1 .760 .482 .880 .880 .756 1.00 .889 .880 .880 .269 .482 .637 .760 .513 .760 .637 .760 .637 .878**
Correlati ** ** * ** ** **
0** ** ** ** * ** ** * ** ** ** **

on

Sig. (2- .000 .000 .036 .000 .000 .000 .000 .000 .000 .000 .265 .036 .003 .000 .025 .000 .003 .000 .003 .000
tailed)
 N 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19

Soal3 Pearson .864 .760 1 .683 .864 .864 .760 .760 .676 .864 .864 .482 .683 .839 1.00 .760 1.00 .839 1.00 .839 .966**
Correlati ** ** ** ** ** ** ** ** ** ** * ** **
0** ** 0** ** 0** **
on

Sig. (2- .000 .000 .001 .000 .000 .000 .000 .001 .000 .000 .036 .001 .000 .000 .000 .000 .000 .000 .000 .000
tailed)

N 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19

Soal4 Pearson .571 .482 .683 1 .571 .571 .482 .482 .408 .571 .571 .482 .683 .839 .683 .482 .683 .484 .683 .484 .698**
Correlati * * ** * * * * * * * ** ** ** * ** * ** *

on

Sig. (2- .011 .036 .001 .011 .011 .036 .036 .082 .011 .011 .036 .001 .000 .001 .036 .001 .036 .001 .036 .001
tailed)

N 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19

Soal5 Pearson .729 .880 .864 .571 1 1.00 .623 .880 .782 1.00 1.00 .365 .571 .725 .864 .623 .864 .725 .864 .725 .927**
Correlati ** ** ** *
0** ** ** **
0** 0** * ** ** ** ** ** ** **

on
 Sig. (2- .000 .000 .000 .011 .000 .004 .000 .000 .000 .000 .124 .011 .000 .000 .004 .000 .000 .000 .000 .000
tailed)

N 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19

Soal6 Pearson .729 .880 .864 .571 1.00 1 .623 .880 .782 1.00 1.00 .365 .571 .725 .864 .623 .864 .725 .864 .725 .927**
Correlati ** ** ** *
0** ** ** **
0** 0** * ** ** ** ** ** ** **

on

Sig. (2- .000 .000 .000 .011 .000 .004 .000 .000 .000 .000 .124 .011 .000 .000 .004 .000 .000 .000 .000 .000
tailed)

N 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19

Soal7 Pearson .880 .756 .760 .482 .623 .623 1 .756 .655 .623 .623 .513 .482 .637 .760 .513 .760 .637 .760 .637 .800**
Correlati ** ** ** * ** ** ** ** ** ** * * ** ** * ** ** ** **

on

Sig. (2- .000 .000 .000 .036 .004 .004 .000 .002 .004 .004 .025 .036 .003 .000 .025 .000 .003 .000 .003 .000
tailed)

N 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19
Soal8 Pearson .880 1.00 .760 .482 .880 .880 .756 1 .889 .880 .880 .269 .482 .637 .760 .513 .760 .637 .760 .637 .878**
Correlati ** 0** ** * ** ** ** ** ** ** * ** ** * ** ** ** **

on

Sig. (2- .000 .000 .000 .036 .000 .000 .000 .000 .000 .000 .265 .036 .003 .000 .025 .000 .003 .000 .003 .000
tailed)

N 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19

Soal9 Pearson .782 .889 .676 .408 .782 .782 .655 .889 1 .782 .782 .185 .408 .567 .676 .420 .676 .567 .676 .567 .786**
Correlati ** ** ** ** ** ** ** ** ** * ** ** * ** *

on

Sig. (2- .000 .000 .001 .082 .000 .000 .002 .000 .000 .000 .448 .082 .011 .001 .073 .001 .011 .001 .011 .000
tailed)

N 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19

Soal Pearson .729 .880 .864 .571 1.00 1.00 .623 .880 .782 1 1.00 .365 .571 .725 .864 .623 .864 .725 .864 .725 .927**
Correlati ** ** ** *
0** 0** ** ** **
0** * ** ** ** ** ** ** **
10
on

Sig. (2- .000 .000 .000 .011 .000 .000 .004 .000 .000 .000 .124 .011 .000 .000 .004 .000 .000 .000 .000 .000
tailed)
 N 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19

Soal Pearson .729 .880 .864 .571 1.00 1.00 .623 .880 .782 1.00 1 .365 .571 .725 .864 .623 .864 .725 .864 .725 .927**
Correlati ** ** ** *
0** 0** ** ** **
0** * ** ** ** ** ** ** **
11
on

Sig. (2- .000 .000 .000 .011 .000 .000 .004 .000 .000 .000 .124 .011 .000 .000 .004 .000 .000 .000 .000 .000
tailed)

N 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19

Soal Pearson .365 .269 .482 .482 .365 .365 .513 .269 .185 .365 .365 1 .205 .327 .482 .269 .482 .637 .482 .637 .502*
* * * * * ** * **
Correlati
12
on

Sig. (2- .124 .265 .036 .036 .124 .124 .025 .265 .448 .124 .124 .401 .172 .036 .265 .036 .003 .036 .003 .029
tailed)

N 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19

Soal Pearson .571 .482 .683 .683 .571 .571 .482 .482 .408 .571 .571 .205 1 .839 .683 .482 .683 .484 .683 .484 .680**
Correlati * * ** ** * * * * * * ** ** * ** * ** *
13
on
 Sig. (2- .011 .036 .001 .001 .011 .011 .036 .036 .082 .011 .011 .401 .000 .001 .036 .001 .036 .001 .036 .001
tailed)

N 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19

Soal Pearson .725 .637 .839 .839 .725 .725 .637 .637 .567 .725 .725 .327 .839 1 .839 .637 .839 .604 .839 .604 .840**
Correlati ** ** ** ** ** ** ** ** * ** ** ** ** ** ** ** ** **
14
on

Sig. (2- .000 .003 .000 .000 .000 .000 .003 .003 .011 .000 .000 .172 .000 .000 .003 .000 .006 .000 .006 .000
tailed)

N 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19

Soal Pearson .864 .760 1.00 .683 .864 .864 .760 .760 .676 .864 .864 .482 .683 .839 1 .760 1.00 .839 1.00 .839 .966**
Correlati ** **
0** ** ** ** ** ** ** ** ** * ** ** **
0** ** 0** **
15
on

Sig. (2- .000 .000 .000 .001 .000 .000 .000 .000 .001 .000 .000 .036 .001 .000 .000 .000 .000 .000 .000 .000
tailed)

N 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19
Soal Pearson .623 .513 .760 .482 .623 .623 .513 .513 .420 .623 .623 .269 .482 .637 .760 1 .760 .637 .760 .637 .722**
Correlati ** * ** * ** ** * * ** ** * ** ** ** ** ** **
16
on

Sig. (2- .004 .025 .000 .036 .004 .004 .025 .025 .073 .004 .004 .265 .036 .003 .000 .000 .003 .000 .003 .000
tailed)

N 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19

Soal Pearson .864 .760 1.00 .683 .864 .864 .760 .760 .676 .864 .864 .482 .683 .839 1.00 .760 1 .839 1.00 .839 .966**
Correlati ** **
0** ** ** ** ** ** ** ** ** * ** **
0** ** **
0** **
17
on

Sig. (2- .000 .000 .000 .001 .000 .000 .000 .000 .001 .000 .000 .036 .001 .000 .000 .000 .000 .000 .000 .000
tailed)

N 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19

Soal Pearson .725 .637 .839 .484 .725 .725 .637 .637 .567 .725 .725 .637 .484 .604 .839 .637 .839 1 .839 1.00 .840**
Correlati ** ** ** * ** ** ** ** * ** ** ** * ** ** ** ** **
0**
18
on

Sig. (2- .000 .003 .000 .036 .000 .000 .003 .003 .011 .000 .000 .003 .036 .006 .000 .003 .000 .000 .000 .000
tailed)
 N 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19

Soal Pearson .864 .760 1.00 .683 .864 .864 .760 .760 .676 .864 .864 .482 .683 .839 1.00 .760 1.00 .839 1 .839 .966**
Correlati ** **
0** ** ** ** ** ** ** ** ** * ** **
0** ** 0** ** **
19
on

Sig. (2- .000 .000 .000 .001 .000 .000 .000 .000 .001 .000 .000 .036 .001 .000 .000 .000 .000 .000 .000 .000
tailed)

N 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19

Soal Pearson .725 .637 .839 .484 .725 .725 .637 .637 .567 .725 .725 .637 .484 .604 .839 .637 .839 1.00 .839 1 .840**
Correlati ** ** ** * ** ** ** ** * ** ** ** * ** ** ** **
0** **
20
on

Sig. (2- .000 .003 .000 .036 .000 .000 .003 .003 .011 .000 .000 .003 .036 .006 .000 .003 .000 .000 .000 .000
tailed)

N 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19

Skor Pearson .894 .878 .966 .698 .927 .927 .800 .878 .786 .927 .927 .502 .680 .840 .966 .722 .966 .840 .966 .840 1
Correlati ** ** ** ** ** ** ** ** ** ** ** * ** ** ** ** ** ** ** **
Total
on
 Sig. (2- .000 .000 .000 .001 .000 .000 .000 .000 .000 .000 .000 .029 .001 .000 .000 .000 .000 .000 .000 .000
tailed)

N 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19

**. Correlation is significant at the 0.01 level (2-tailed).

*. Correlation is significant at the 0.05 level (2-tailed).

 Table Validity (Post-Test)

Correlations

soal soal soal soal soal soal soal soal soal soal soal soal1 soal soal soal soal soal soal soal soal skorto
1 2 3 4 5 6 7 8 9 10 11 2 13 14 15 16 17 18 19 20 tal

soal1 Pearson 1 .880 .864 .571 .729 .729 .880 .880 .782 .729 .729 .365 .571 .725 .864 .623 .864 .725 .864 .725 .894**
** ** * ** ** ** ** ** ** ** * ** ** ** ** ** ** **
Correlat
ion

Sig. (2- .000 .000 .011 .000 .000 .000 .000 .000 .000 .000 .124 .011 .000 .000 .004 .000 .000 .000 .000 .000
tailed)

N 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19

soal2 Pearson .880 1 .760 .482 .880 .880 .756 1.00 .889 .880 .880 .269 .482 .637 .760 .513 .760 .637 .760 .637 .878**
Correlat ** ** * ** ** **
0** ** ** ** * ** ** * ** ** ** **

ion

Sig. (2- .000 .000 .036 .000 .000 .000 .000 .000 .000 .000 .265 .036 .003 .000 .025 .000 .003 .000 .003 .000
tailed)

N 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19

soal3 Pearson .864 .760 1 .683 .864 .864 .760 .760 .676 .864 .864 .482* .683 .839 1.00 .760 1.00 .839 1.00 .839 .966**
Correlat ** ** ** ** ** ** ** ** ** ** ** **
0** ** 0** ** 0** **
ion

Sig. (2- .000 .000 .001 .000 .000 .000 .000 .001 .000 .000 .036 .001 .000 .000 .000 .000 .000 .000 .000 .000
tailed)

N 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19
soal4 Pearson .571 .482 .683 1 .571 .571 .482 .482 .408 .571 .571 .482* .683 .839 .683 .482 .683 .484 .683 .484 .698**
Correlat * * ** * * * * * * ** ** ** * ** * ** *

ion

Sig. (2- .011 .036 .001 .011 .011 .036 .036 .082 .011 .011 .036 .001 .000 .001 .036 .001 .036 .001 .036 .001
tailed)

N 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19

soal5 Pearson .729 .880 .864 .571 1 1.00 .623 .880 .782 1.00 1.00 .365 .571 .725 .864 .623 .864 .725 .864 .725 .927**
Correlat ** ** ** *
0** ** ** **
0** 0** * ** ** ** ** ** ** **

ion

Sig. (2- .000 .000 .000 .011 .000 .004 .000 .000 .000 .000 .124 .011 .000 .000 .004 .000 .000 .000 .000 .000
tailed)

N 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19

soal6 Pearson .729 .880 .864 .571 1.00 1 .623 .880 .782 1.00 1.00 .365 .571 .725 .864 .623 .864 .725 .864 .725 .927**
Correlat ** ** ** *
0** ** ** **
0** 0** * ** ** ** ** ** ** **

ion

Sig. (2- .000 .000 .000 .011 .000 .004 .000 .000 .000 .000 .124 .011 .000 .000 .004 .000 .000 .000 .000 .000
tailed)
 N 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19

soal7 Pearson .880 .756 .760 .482 .623 .623 1 .756 .655 .623 .623 .513* .482 .637 .760 .513 .760 .637 .760 .637 .800**
Correlat ** ** ** * ** ** ** ** ** ** * ** ** * ** ** ** **

ion

Sig. (2- .000 .000 .000 .036 .004 .004 .000 .002 .004 .004 .025 .036 .003 .000 .025 .000 .003 .000 .003 .000
tailed)

N 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19

soal8 Pearson .880 1.00 .760 .482 .880 .880 .756 1 .889 .880 .880 .269 .482 .637 .760 .513 .760 .637 .760 .637 .878**
Correlat ** 0** ** * ** ** ** ** ** ** * ** ** * ** ** ** **

ion

Sig. (2- .000 .000 .000 .036 .000 .000 .000 .000 .000 .000 .265 .036 .003 .000 .025 .000 .003 .000 .003 .000
tailed)

N 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19

soal9 Pearson .782 .889 .676 .408 .782 .782 .655 .889 1 .782 .782 .185 .408 .567 .676 .420 .676 .567 .676 .567 .786**
Correlat ** ** ** ** ** ** ** ** ** * ** ** * ** *

ion
 Sig. (2- .000 .000 .001 .082 .000 .000 .002 .000 .000 .000 .448 .082 .011 .001 .073 .001 .011 .001 .011 .000
tailed)

N 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19

soal10 Pearson .729 .880 .864 .571 1.00 1.00 .623 .880 .782 1 1.00 .365 .571 .725 .864 .623 .864 .725 .864 .725 .927**
Correlat ** ** ** *
0** 0** ** ** **
0** * ** ** ** ** ** ** **

ion

Sig. (2- .000 .000 .000 .011 .000 .000 .004 .000 .000 .000 .124 .011 .000 .000 .004 .000 .000 .000 .000 .000
tailed)

N 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19

soal11 Pearson .729 .880 .864 .571 1.00 1.00 .623 .880 .782 1.00 1 .365 .571 .725 .864 .623 .864 .725 .864 .725 .927**
Correlat ** ** ** *
0** 0** ** ** **
0** * ** ** ** ** ** ** **

ion

Sig. (2- .000 .000 .000 .011 .000 .000 .004 .000 .000 .000 .124 .011 .000 .000 .004 .000 .000 .000 .000 .000
tailed)

N 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19
soal12 Pearson .365 .269 .482 .482 .365 .365 .513 .269 .185 .365 .365 1 .205 .327 .482 .269 .482 .637 .482 .637 .502*
* * * * * ** * **
Correlat
ion

Sig. (2- .124 .265 .036 .036 .124 .124 .025 .265 .448 .124 .124 .401 .172 .036 .265 .036 .003 .036 .003 .029
tailed)

N 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19

soal13 Pearson .571 .482 .683 .683 .571 .571 .482 .482 .408 .571 .571 .205 1 .839 .683 .482 .683 .484 .683 .484 .680**
Correlat * * ** ** * * * * * * ** ** * ** * ** *

ion

Sig. (2- .011 .036 .001 .001 .011 .011 .036 .036 .082 .011 .011 .401 .000 .001 .036 .001 .036 .001 .036 .001
tailed)

N 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19

soal14 Pearson .725 .637 .839 .839 .725 .725 .637 .637 .567 .725 .725 .327 .839 1 .839 .637 .839 .604 .839 .604 .840**
Correlat ** ** ** ** ** ** ** ** * ** ** ** ** ** ** ** ** **

ion

Sig. (2- .000 .003 .000 .000 .000 .000 .003 .003 .011 .000 .000 .172 .000 .000 .003 .000 .006 .000 .006 .000
tailed)
 N 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19

soal15 Pearson .864 .760 1.00 .683 .864 .864 .760 .760 .676 .864 .864 .482* .683 .839 1 .760 1.00 .839 1.00 .839 .966**
Correlat ** **
0** ** ** ** ** ** ** ** ** ** ** **
0** ** 0** **
ion

Sig. (2- .000 .000 .000 .001 .000 .000 .000 .000 .001 .000 .000 .036 .001 .000 .000 .000 .000 .000 .000 .000
tailed)

N 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19

soal16 Pearson .623 .513 .760 .482 .623 .623 .513 .513 .420 .623 .623 .269 .482 .637 .760 1 .760 .637 .760 .637 .722**
Correlat ** * ** * ** ** * * ** ** * ** ** ** ** ** **

ion

Sig. (2- .004 .025 .000 .036 .004 .004 .025 .025 .073 .004 .004 .265 .036 .003 .000 .000 .003 .000 .003 .000
tailed)

N 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19

soal17 Pearson .864 .760 1.00 .683 .864 .864 .760 .760 .676 .864 .864 .482* .683 .839 1.00 .760 1 .839 1.00 .839 .966**
Correlat ** **
0** ** ** ** ** ** ** ** ** ** **
0** ** **
0** **
ion
 Sig. (2- .000 .000 .000 .001 .000 .000 .000 .000 .001 .000 .000 .036 .001 .000 .000 .000 .000 .000 .000 .000
tailed)

N 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19

soal18 Pearson .725 .637 .839 .484 .725 .725 .637 .637 .567 .725 .725 .637** .484 .604 .839 .637 .839 1 .839 1.00 .840**
Correlat ** ** ** * ** ** ** ** * ** ** * ** ** ** ** **
0**
ion

Sig. (2- .000 .003 .000 .036 .000 .000 .003 .003 .011 .000 .000 .003 .036 .006 .000 .003 .000 .000 .000 .000
tailed)

N 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19

soal19 Pearson .864 .760 1.00 .683 .864 .864 .760 .760 .676 .864 .864 .482* .683 .839 1.00 .760 1.00 .839 1 .839 .966**
Correlat ** **
0** ** ** ** ** ** ** ** ** ** **
0** ** 0** ** **

ion

Sig. (2- .000 .000 .000 .001 .000 .000 .000 .000 .001 .000 .000 .036 .001 .000 .000 .000 .000 .000 .000 .000
tailed)

N 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19
soal20 Pearson .725 .637 .839 .484 .725 .725 .637 .637 .567 .725 .725 .637** .484 .604 .839 .637 .839 1.00 .839 1 .840**
Correlat ** ** ** * ** ** ** ** * ** ** * ** ** ** **
0** **
ion

Sig. (2- .000 .003 .000 .036 .000 .000 .003 .003 .011 .000 .000 .003 .036 .006 .000 .003 .000 .000 .000 .000
tailed)

N 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19

Skor Pearson .894 .878 .966 .698 .927 .927 .800 .878 .786 .927 .927 .502* .680 .840 .966 .722 .966 .840 .966 .840 1
Correlat ** ** ** ** ** ** ** ** ** ** ** ** ** ** ** ** ** ** **
total
ion

Sig. (2- .000 .000 .000 .001 .000 .000 .000 .000 .000 .000 .000 .029 .001 .000 .000 .000 .000 .000 .000 .000
tailed)

N 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19

**. Correlation is significant at the 0.01 level (2-tailed).

*. Correlation is significant at the 0.05 level (2-tailed).

 APPENDIX 4
TEACHING MODULE (Modul Ajar)

TEACHING MODULE OF MERDEKA CURRICULUM 2023

Bahasa Inggris SD/Fase B (Experimental class)
A. INFORMASI UMUM

IDENTITAS
SEKOLAH
Penyusun/Tahun (Umi Mualima)/2023
Kelas/Fase Capaian IV/Fase B
Instansi SD Negeri 17 Rejang Lebong
Elemen/Topik Menyimak – Berbicara
Membaca – Memirsa
Menulis – Mempresentasikan
Alokasi waktu 2x35 Menit (2 Jam Pelajaran)
Semester Genap (II)
Profil Pelajar Pancasila Creative (diambil dari halaman awal bab)
Sarana Prasarana LCD, Proyektor, Papan Tulis, Jazz chants
Model Pembelajaran

Model Pembelajaran Tatap Muka

B. KOMPONEN INTI
1. Tujuan Pembelajaran
a. Peserta didik mampu menuliskan kegiatan sehari-hari menggunakan simple
present dalam hubungannya dengan waktu dalam bentuk kalimat
b. Peserta didik dapat menuliskan jenis-jenis adverb of frequency serta dapat
menuliskan kegiatan sehari-hari dengan menggunakan adverbs of frequency
(always, usually, sometimes, never) dalam bahasa Inggris serta dapat
menuliskan
c. Peserta didik dapat mengidentifikasi dan mengetahui jenis-jenis kendaraan
dalam bahasa inggris
2. Pertanyaan Pemantik
What does (she/he) do at?
What is it?
3. Persiapan Pembelajaran
a. Guru melakukan asesmen diagnostik dalam bentuk kuis sebelum
pembelajaran.
b. Guru menyiapkan kosakata dan media mengajar lainnya
4. Materi Pembelajaran
a. I go to school after having breakfast (Unit IX Page.49)
b. He always gets up at 5 o’clock (Unit X Page.54)
c. How do you go to school (Unit XI Page.60)
5. Material
a. Jazz Chants
A jazz chant is a rhythmic expression of natural language,
linking the rhythms of spoken American English to the rhythms of
traditional American Jazz (Graham, 2006: 7). Carolyn Graham
designed jazz chants to teach the natural rhythm, stress and
intonation pattern of conversational American English. Jazz chants
is different from nursery rhymes or songs that distort the spoken
language for poetic effect.
In the first meeting, students learn about daily activities in
relation to time (Aktifitas sehari-hari dengan hubungannya dengan
waktu). daily activities in relation to time is concluding in this
chant:

I Get Up at Seven Thirty

Here’s my day. This is what I do

I get up at seven o’clock

Seven o’clock?
Seven o’clock

I take a shower at seven thirty

Seven thirty?
Seven thirty

I have breakfast at seven forty-five

Seven forty-five?
Seven forty-five

I go to school at eight fifteen

Eight fifteen?
Eight fifteen

I start classes at nine o’clock

Nine o’clock?
Nine o’clock

I have lunch at one o’clock

One o’clock?
 One o’clock

I go home at five fifteen

Five fifteen?
Five fifteen

I go to bed at ten forty-five

Ten Forty-five?
Ten forty-five

(Adopted from Graham’s

chants)

In this Chants, students will learn about their activities in relation to time.
They will learn about kinds of daily activities and relate them to time.

b. Jazz Chants Sheets

I Get Up at Seven Thirty
Here’s my day. This is what I do

I get up at seven o’clock

Seven o’clock?
Seven o’clock

I take a shower at seven thirty

Seven thirty?
Seven thirty

I have breakfast at seven forty-five

 Seven forty-five?
Seven forty-five

I go to school at eight fifteen

Eight fifteen?
Eight fifteen

I start classes at nine o’clock

Nine o’clock?
Nine o’clock

I have lunch at one o’clock

One o’clock?
One o’clock

I go home at five fifteen

Five fifteen?
Five fifteen
 I go to bed at ten forty-five

Ten Forty-five?
Ten forty-five

C. LANGKAH-LANGKAH PEMBELAJARAN
Pertemuan ke 1
TAHAP KEGIATAN GURU Alokasi
PEMBELAJARAN Waktu
Opening/ Kegiatan Pendahuluan (10 minutes)

a. Mempersiapkan siswa untuk siap dalam melaksanakan pembelajaran 10 minutes

(berdoa, absensi, dan menyiapkan sumber pelajaran)
b. Memberikan Pertanyaan Pemantik terkait aktivitas sehari-hari dalam
hubungannya dengan waktu.
- What do you do at?/ what does (she/he at?)
c. Menyampaikan topik dan agenda pembelajaran
Main Activities/ Kegiatan Inti (50 minutes)

e. Step 1: Preview (10 minutes) 50 minutes

2) Talking about the title of the chants, what the students think it is about
and explain collection to cultural context
- Guru menggambarkan sekilas tentang judul chant
(lagu) dan menghubungkannya dengan materi tekait
- Chant tentang “I get up at seven thirty” dan
menghubungkannya dengan materi terkait yaitu
menyebutkan kegiatan sehari-hari dalam
hubungannya dengan waktu
f. Step 2: Listen (15 minutes)
3) Familiarizing students with the chant, singing it or playing on a video,
 and
4) stressing the rhythm of the chant by using different rhythm instrument
(drum, tambourines, just hands, pencils or feet)
- Guru membiasakan siswa dengan nyanyian yaitu
memutar lagu di video
- Pada tahap berikutnya guru terlebih dahulu
menekankan irama chant (lagu) dengan instrument
(tangan dan pena)
g. Step 3: Choral Chanting (10 minutes)
3) Students open their jazz chant sheet and teacher writes the text of the
chant on the blackboard, so they can repeat it after the teacher or
video.
4) If students have some difficulty to pronounce individual words or
phrases, teacher can isolate them from the rest of the teks and practice
it with learners only with some small chunk of the teks
- Setelah video atau rekaman diputar peserta didik
dapat mengulanginya dengan melihat salinan teks
lagu (chant) dan guru menuliskan teks di papan tulis
juga
- Jika siswa kesulitan dalam mengucapkan kata-kata
atau frasa, guru dapat membantunya secara per
individual
h. Step 4: Group/ Individual chanting (15 minutes)
4) Students try the chant as a whole class
5) Teacher can divide them into several groups in order to practice
different part of it (for example: question and answer)
6) Students can also pantomime or act the chants out while singing.
- Peserta didik diberikan kesempatan untuk bernyanyi
bersama-sama
- Setelah peserta didik hafal, guru membagi menjadi 2
kelompok (tanya jawab)
- Jika sudah terbiasa dengan nyanyian, peserta didik
dapat melakukan pantomime (memperagakan
nyanyian sambil bernyanyi)
Kegiatan Penutup (10 minutes)

a. Peserta didik diajak untuk menyebutkan kembali semua kosa kata 10 minutes
tentang aktivitas sehari-hari yang telah dipelajari sebelumnya
b. Peserta didik membaca doa untuk menutup proses pembelajaran,
mengucapkan salam dan berterima kasih

Pertemuan ke 2
TAHAP KEGIATAN GURU Alokasi
PEMBELAJARAN Waktu
Opening/ Kegiatan Pendahuluan (10 minutes)
a. Mempersiapkan siswa untuk siap dalam melaksanakan pembelajaran 10 minutes
(berdoa, absensi, dan menyiapkan sumber pelajaran)
b. Memberikan Pertanyaan Pemantik terkait aktivitas sehari-hari dalam
hubungannya dengan waktu.
- What do you do at?/ what does (she/he at?)
c. Guru memeriksa prior knowledge siswa dengan mengajukan pertanyaan
tentang pertemuan sebelumnya
Main Activities/ Kegiatan Inti (50 minutes)

a. Teacher asks the students try the chant as a whole class 50 minutes
b. Teacher divides them into several groups in order to practice different
part of it (for example: question and answer)
c. Students can also pantomime or act the chants out while singing.
- Peserta didik diberikan kesempatan untuk bernyanyi
bersama-sama
- Setelah peserta didik hafal, guru membagi menjadi 2
kelompok (tanya jawab)
- Jika sudah terbiasa dengan nyanyian, peserta didik
dapat melakukan pantomime (memperagakan
nyanyian sambil bernyanyi)
Kegiatan Penutup (10 minutes)

c. Peserta didik diajak untuk menyebutkan kembali semua kosa kata 10 minutes
tentang aktivitas sehari-hari yang telah dipelajari sebelumnya
d. Peserta didik membaca doa untuk menutup proses pembelajaran,
mengucapkan salam dan berterima kasih
 A jazz chant is a rhythmic expression of natural language,
linking the rhythms of spoken American English to the rhythms of
traditional American Jazz (Graham, 2006: 7). Carolyn Graham
designed jazz chants to teach the natural rhythm, stress and
intonation pattern of conversational American English. Jazz chants
is different from nursery rhymes or songs that distort the spoken
language for poetic effect.
In this meeting, students learn about how to mention and written
daily activities in relation to adverb of frequency such as always,
usually, etc (Menyebutkan dan menuliskan kegiatan atau aktifitas
sehari-hari dengan menggunakan adverb of frequency). daily
activities in relation to adverb of frequency is concluding in this
chant:
I Get Up at Seven Thirty
Here’s my day. This is what I do

I always get up at seven o’clock

Seven o’clock?
Yes, Seven o’clock

Sometime, I take a shower at seven thirty

Seven thirty?
Yes, Seven thirty

I have breakfast at seven forty-five

Seven forty-five?
Yes, Seven forty-five

Usually, I go to school at eight fifteen

Eight fifteen?
Yes, Eight fifteen

I never start classes at nine o’clock

Nine o’clock?
 Nine o’clock

I have lunch at one o’clock

One o’clock?
One o’clock

I ever go home at five fifteen

Five fifteen?
Yes, Five fifteen
I usually go to bed at ten forty-five
Ten Forty-five?
Yes, Ten forty-five
In this Chants, students will learn about their activities in relation to
adverb of frequency. They will learn about kinds of adverb of frequency and
relate them to daily activities.
Pertemuan ke 3
TAHAP KEGIATAN GURU Alokasi
PEMBELAJARAN Waktu
Opening/ Kegiatan Pendahuluan (10 minutes)
a. Mempersiapkan siswa untuk siap dalam melaksanakan pembelajaran 10 minutes
(berdoa, absensi, dan menyiapkan sumber pelajaran)
b. Memberikan Pertanyaan Pemantik terkait menyebutkan aktivitas sehari-
hari dengan menggunakan adverb of frequency (always, usually, etc).
- What do you do at?/ what does (she/he at?)
c. Menyampaikan topik dan agenda pembelajaran
Main Activities/ Kegiatan Inti (50 minutes)
a. Step 1: Preview (10 minutes) 50 minutes
1) Talking about the title of the chants, what the students think it is about
and explain collection to cultural context
- Guru menggambarkan sekilas tentang judul chant
(lagu) dan menghubungkannya dengan materi tekait
- Chant tentang “I get up at seven thirty” dan
menghubungkannya dengan materi terkait yaitu
menyebutkan kegiatan sehari-hari dengan
menggunakan adverb of frequency
b. Step 2: Listen (15 minutes)
1) Familiarizing students with the chant, singing it or playing on a video,
and
2) stressing the rhythm of the chant by using different rhythm instrument
(drum, tambourines, just hands, pencils or feet)
- Guru membiasakan siswa dengan mencontohkan
nyanyian
- Pada tahap berikutnya guru terlebih dahulu
menekankan irama chant (lagu) dengan instrument
(tangan dan pena)
c. Step 3: Choral Chanting (10 minutes)
1) Students open their jazz chant sheet and teacher writes the text of the
chant on the blackboard, so they can repeat it after the teacher or
video.
2) If students have some difficulty to pronounce individual words or
phrases, teacher can isolate them from the rest of the teks and practice
it with learners only with some small chunk of the teks
- Setelah guru mencontohkan nyanyian di depan peserta
didik, peserta didik dapat mengulanginya dengan
melihat salinan teks lagu (chant) dan guru menuliskan
teks di papan tulis juga
- Jika siswa kesulitan dalam mengucapkan kata-kata
atau frasa, guru dapat membantunya secara per
individual
d. Step 4: Group/ Individual chanting (15 minutes)
1) Students try the chant as a whole class
2) Teacher can divide them into several groups in order to practice
different part of it (for example: question and answer)
3) Students can also pantomime or act the chants out while singing.
- Peserta didik diberikan kesempatan untuk bernyanyi
bersama-sama
- Setelah peserta didik hafal, guru membagi menjadi 2
kelompok (tanya jawab)
- Jika sudah terbiasa dengan nyanyian, peserta didik
dapat melakukan pantomime (memperagakan
nyanyian sambil bernyanyi)
Kegiatan Penutup (10 minutes)
a. Peserta didik diajak untuk menyebutkan kembali semua kosa kata 10 minutes
tentang jenis-jenis adver of frequency yang telah dipelajari sebelumnya
b. Peserta didik membaca doa untuk menutup proses pembelajaran,
mengucapkan salam dan berterima kasih
Pertemuan ke 4
TAHAP KEGIATAN GURU Alokasi
PEMBELAJARAN Waktu
Opening/ Kegiatan Pendahuluan (10 minutes)
a. Mempersiapkan siswa untuk siap dalam melaksanakan pembelajaran 10 minutes
(berdoa, absensi, dan menyiapkan sumber pelajaran)
b. Memberikan Pertanyaan Pemantik terkait aktivitas sehari-hari dalam
hubungannya dengan waktu.
- What do you do at?/ what does (she/he at?)
c. Guru memeriksa prior knowledge siswa dengan mengajukan pertanyaan
tentang pertemuan sebelumnya
Main Activities/ Kegiatan Inti (50 minutes)
a. Teacher asks the students try the chant as a whole class 50 minutes
b. Teacher divides them into several groups in order to practice different
part of it (for example: question and answer)
c. Students can also pantomime or act the chants out while singing.
- Peserta didik diberikan kesempatan untuk bernyanyi
bersama-sama
- Setelah peserta didik hafal, guru membagi menjadi 2
kelompok (tanya jawab)
- Jika sudah terbiasa dengan nyanyian, peserta didik
dapat melakukan pantomime (memperagakan
nyanyian sambil bernyanyi)
Kegiatan Penutup (10 minutes)
a. Peserta didik diajak untuk menyebutkan kembali semua kosa kata 10 minutes
tentang jenis-jenis adverb of frequency yang telah dipelajari sebelumnya
b. Peserta didik membaca doa untuk menutup proses pembelajaran,
mengucapkan salam dan berterima kasih

A jazz chant is a rhythmic expression of natural language, linking

the rhythms of spoken American English to the rhythms of
traditional American Jazz (Graham, 2006: 7). Carolyn Graham
designed jazz chants to teach the natural rhythm, stress and
intonation pattern of conversational American English. Jazz chants
is different from nursery rhymes or songs that distort the spoken
language for poetic effect.
In this meeting, students learn about how to mention and
identify types of transportations such as Bus, plane, etc
(Mengidentifikasi jenis-jenis kendaraan). Types of trasnsportations
is concluding in this chant:

Gus Always Takes the Bus

Gus always takes the bus

Why?
Gus always takes the bus
Why? Why, does he take the
bus?
Because he likes it
Because he likes it?
 Bob always takes the train
Why?
Bob always takes the train
Why? Why does she take the train?
Because he loves it
She loves it?

Jane never takes the plane

Why not?
Jane never takes the plane
Why? Why doesn’t she take the
plane?
Because she hates it
She hates it?

Mike always rides his bike

Why?
Mike always rides his bike
Why? Does he ride his bike
Because he loves it
He loves it?

(Adopted from Carolyn graham)

Pertemuan ke 5
TAHAP KEGIATAN GURU Alokasi
PEMBELAJARAN Waktu
Opening/ Kegiatan Pendahuluan (10 minutes)
a. Mempersiapkan siswa untuk siap dalam melaksanakan pembelajaran 10 minutes
(berdoa, absensi, dan menyiapkan sumber pelajaran)
b. Memberikan Pertanyaan Pemantik terkait mengidentifikasi jenis-jenis
kendaraan.
- What is it?
c. Menyampaikan topik dan agenda pembelajaran
 Main Activities/ Kegiatan Inti (45 minutes)
a. Step 1: Preview (10 minutes) 50 minutes
1) Talking about the title of the chants, what the students think it is about
and explain collection to cultural context
- Guru menggambarkan sekilas tentang judul chant
(lagu) dan menghubungkannya dengan materi tekait
- Chant tentang “Gus always takes the bus” dan
menghubungkannya dengan materi terkait yaitu
mengientifikasi jenis kendaraan.
b. Step 2: Listen (15 minutes)
1) Familiarizing students with the chant, singing it or playing on a video,
and
2) stressing the rhythm of the chant by using different rhythm instrument
(drum, tambourines, just hands, pencils or feet)
- Guru membiasakan siswa dengan mencontohkan
nyanyian
- Pada tahap berikutnya guru terlebih dahulu
menekankan irama chant (lagu) dengan instrument
(tangan dan pena)
c. Step 3: Choral Chanting (10 minutes)
1) Students open their jazz chant sheet and teacher writes the text of the
chant on the blackboard, so they can repeat it after the teacher or
video.
2) If students have some difficulty to pronounce individual words or
phrases, teacher can isolate them from the rest of the teks and practice
it with learners only with some small chunk of the teks
- Setelah guru mencontohkan nyanyian di depan peserta
didik, peserta didik dapat mengulanginya dengan
melihat salinan teks lagu (chant) dan guru menuliskan
teks di papan tulis juga
- Jika siswa kesulitan dalam mengucapkan kata-kata
atau frasa, guru dapat membantunya secara per
individual
d. Step 4: Group/ Individual chanting (15 minutes)
1) Students try the chant as a whole class
2) Teacher can divide them into several groups in order to practice
different part of it (for example: question and answer)
3) Students can also pantomime or act the chants out while singing.
- Peserta didik diberikan kesempatan untuk bernyanyi
bersama-sama
- Setelah peserta didik hafal, guru membagi menjadi 2
kelompok (tanya jawab)
- Jika sudah terbiasa dengan nyanyian, peserta didik
dapat melakukan pantomime (memperagakan
nyanyian sambil bernyanyi)
Kegiatan Penutup (10 minutes)
 c. Peserta didik diajak untuk menyebutkan kembali semua kosa kata 10 minutes
tentang jenis-jenis kendaraan yang telah dipelajari sebelumnya
d. Peserta didik membaca doa untuk menutup proses pembelajaran,
mengucapkan salam dan berterima kasih
Pertemuan ke 6
TAHAP KEGIATAN GURU Alokasi
PEMBELAJARAN Waktu
Opening/ Kegiatan Pendahuluan (10 minutes)
a. Mempersiapkan siswa untuk siap dalam melaksanakan pembelajaran 10 minutes
(berdoa, absensi, dan menyiapkan sumber pelajaran)
b. Memberikan Pertanyaan Pemantik terkait aktivitas sehari-hari dalam
hubungannya dengan waktu.
- What is it?
c. Guru memeriksa prior knowledge siswa dengan mengajukan pertanyaan
tentang pertemuan sebelumnya
Main Activities/ Kegiatan Inti (50 minutes)
a. Teacher asks the students try the chant as a whole class 50 minutes
b. Teacher divides them into several groups in order to practice different
part of it (for example: question and answer)
c. Students can also pantomime or act the chants out while singing.
- Peserta didik diberikan kesempatan untuk bernyanyi
bersama-sama
- Setelah peserta didik hafal, guru membagi menjadi 2
kelompok (tanya jawab)
- Jika sudah terbiasa dengan nyanyian, peserta didik
dapat melakukan pantomime (memperagakan
nyanyian sambil bernyanyi)
Kegiatan Penutup (10 minutes)
a. Peserta didik diajak untuk menyebutkan kembali semua kosa kata 10 minutes
tentang jenis-jenis kendaraan yang telah dipelajari sebelumnya
b. Peserta didik membaca doa untuk menutup proses pembelajaran,
mengucapkan salam dan berterima kasih

D. PENILAIAN dan EVALUASI

a) Penilaian
Penilaian sikap : Observasi/pengamatan
Penilaian pengamatan : Test Vocabulary
Penilaian Keterampilan : Presentasi kelompok/ Berpasangan atau Individu
No Indicators Technique Types Examples
1 Peserta didik mampu Written Menulis Peserta didik dapat menyebutkan
menyebutkan kegiatan test kegiatan sehari-hari dengan
sehari-hari menggunakan hubungannya dengan waktu dalam
simple present dalam bentuk melengkapi kalimat
hubungannya dengan
 waktu

2 Peserta didik mampu Written Menulis Peserta didik dapat menuliskan

menuliskan kegiatan test kegiatan sehari-hari dengan
sehari-hari dengan menggunakan adverb f frequency
menggunakan adverbs of dan mengeja jenis-jenis adverb of
frequency frequency dalam bentuk susunan
kata
3 Peserta didik mampu Written Menulis Peserta didik mampu
mengidentifikasi jenis- test mengidentifikasi jenis-jenis
jenis kendaraan kendaraan dalam bentuk
mencocokkan kata dengan gambar
kendaraan

Rubrik Penilaian
No Kriteria Point
1 Correct answer (Jawaban benar) 1
2 Incorrect answer (Jawaban salah) 0

b) Evaluasi

Refleksi Guru
1. Bagaimanakah reaksi peserta didik dalam mengikuti pembelajaran
pada unit ini?
2. Apakah yang menjadi kendala dalam pembelajaran pada unit ini?
3. Bagaimana pencapaian keberhasilan dalam pembelajaran unit ini?
4. Apa poin penting yang menjadi catatan dalam menyelesaikan
permasalahan pembelajaran pada unit ini?
5. Satu kata atau kalimat yang menggambarkan pencapaian pembelajaran
pada unit ini?
Refleksi Peserta didik
1. Siswa mengucapkan kosa kata/vocabulary pada pembelajaran hari ini?

E. KEGIATAN PENGAYAAN DAN REMEDIAL

1. Pengayaan adalah kegiatan pembelajaran yang diberikan pada peserta
didik dengan capaian tinggi agar mereka dapat mengembangkan
potensinya secara optimal

2. Remedial diberikan kepada peserta didik yang membutuhkan

bimbingan untuk memahami materi atau pembelajar mengulang. Saat
 merancang kegiatan pengayaan, perlu diperhatikan mengenai
diferensiasi contohnya lembar belajar/kegiatan yang berbeda dengan
kelas.

F. DAFTAR PUSTAKA
(Buku Jazz Chants, 1986 Small Talk More Jazz Chants, Penulis: Carolyn
Graham), dan Lembar kerja peserta didik
Mengetahui Curup, Mei 2023
Guru Bidang Studi, Peneliti

Emrawati, S.Pd.I Mengetahui Umi Mualima

NIP. Kepala Sekolah, NIM. 19551062

Uminah, S.Pd. SD.

NIP. 19701205 199409 2 001
 TEACHING MODULE OF MERDEKA CURRICULUM 2023
Bahasa Inggris SD/Fase B (Controlled class)
A. INFORMASI UMUM
IDENTITAS MODUL
Penyusun/Tahun (Nama Penyusun Modul)/2023
Kelas/Fase Capaian IV/Fase B
Elemen/Topik Menyimak – Berbicara
Membaca – Memirsa
Menulis – Mempresentasikan
Alokasi Waktu 2x35 menit (2 Jam Pelajaran)
Instansi SDN 17 Rejang Lebong
Profil Pelajar Pancasila Creative (diambil dari halaman awal
bab)
Sarana Prasarana LCD, Proyektor, Papan Tulis,
Target Peserta Didik Regular/tipikal
Model Pembelajaran Problem-Based Learning
Mode Pembelajaran Tatap Muka
B. KOMPONEN INTI
1. Tujuan Pembelajaran
a. Peserta didik dapat mengidentifikasi waktu dalam bahasa inggris
b. Peserta didik mampu menuliskan kegiatan sehari-hari menggunakan simple
present dalam hubungannya dengan waktu
c. Peserta didik dapat menuliskan jenis-jenis adverb of frequency serta dapat
menuliskan kegiatan sehari-hari dengan menggunakan adverbs of frequency
(always, usually, sometimes, never) dalam bahasa Inggris serta dapat
menuliskan
d. Peserta didik dapat mengidentifikasi dan mengetahui jenis-jenis kendaraan
dalam bahasa inggris
2. Pertanyaan Pemantik
What does (she/he) do at?
What is it?
3. Persiapan Pembelajaran
a. Guru melakukan asesmen diagnostik dalam bentuk kuis sebelum
pembelajaran.
b. Guru menyiapkan kosakata dan media mengajar lainnya
4. Materi Pembelajaran
 a. I go to school after having breakfast (Unit IX Page.49)
b. He always gets up at 5 o’clock (Unit X Page.54)
c. How do you go to school (Unit XI Page.60)

C. LANGKAH-LANGKAH PEMBELAJARAN
1. Pertemuan ke-1 (2 JP)
a. Kegiatan Pendahuluan (10 minutes)
1) Mempersiapkan siswa untuk siap dalam melaksanakan
pembelajaran (berdoa, absensi, dan menyiapkan sumber belajar.
2) Memberikan Pertanyaan Pemantik terkait aktivitas sehari-hari
dalam hubungannya dengan waktu.
What do you do at? / What does he do at?
3) Menyampaikan topik dan agenda pembelajaran
b. Kegiatan Inti (50 minutes)
1) Guru memberitahukan kegiatan hari ini yaitu peserta didik
belajar menanyakan dan menyebutkan aktivitas sehari-hari dan
mengubungkannya dengan waktu
2) Guru melafalkan beberapa kegiatan sehari-hari yang ada pada
gambar dengan benar dan peserta didik menikan
Example: (get up, take a bath, have breakfast, etc).
3) Guru memberikan contoh cara menanyakan aktivitas sehari-hari
dengan menggunakan gambar
Guru : What do you do at seven o’clock in the morning?
Students : I take a bath
4) Peserta didik melakukan survey kepada 5 temannya dengan
bertanya seperti yang telah dicontohkan guru
5) Peserta didik menuliskan jawaban yang diberikan temannya
pada kolom pada buku peserta didik di halaman 104
c. Kegiatan Penutup (10 minutes)
1) Peserta didik diajak untuk menyebutkan kembali semua kosa
kata tentang aktivitas sehari-hari yang telah dipelajari
sebelumnya
2) Peserta didik membaca doa untuk menutup proses
pembelajaran
3) Peserta didik mengucapkan salam dan berterima kasih.

2. Pertemuan ke-2 (2JP)

a. Kegiatan Pendahuluan (10 minutes)
 1) Mempersiapkan siswa untuk siap dalam melaksanakan
pembelajaran (berdoa, absensi, dan menyiapkan sumber belajar.
2) Memberikan Pertanyaan Pemantik terkait aktivitas sehari-hari
dalam hubungannya dengan waktu.
- What do you do at?/ what does (she/he at?)
3) Menyampaikan topik dan agenda pembelajaran

b. Kegiatan Inti (50 minutes)

1) Guru meminta masing-masing peserta didik untuk
menyebutkan Kembali jawaban dari temannya pada pertemuan
sebelumnya di depan kelas
2) Peserta didik maju satu persatu
3) Guru memberikan kritik dan saran kepada peserta didik
c. Kegiatan Penutup (10 minutes)
1) Peserta didik diajak untuk menyebutkan kembali semua kosa
kata tentang aktivitas sehari-hari yang telah dipelajari
sebelumnya
2) Peserta didik membaca doa untuk menutup proses
pembelajaran
3) Peserta didik mengucapkan salam dan berterima kasih.

3. Pertemuan ke-3 (2 JP)

a. Kegiatan Pendahuluan (10 minutes)
1) Mempersiapkan siswa untuk siap dalam melaksanakan
pembelajaran (berdoa, absensi, dan menyiapkan sumber belajar.
2) Memberikan Pertanyaan Pemantik terkait materi Penggunaan
adverb of frequency (always, usually, sometimes, never)
3) Menyampaikan topik dan agenda pembelajaran
b. Kegiatan Inti (50 minutes)
1) Guru memberitahukan kegiatan hari ini yaitu peserta didik akan
belajar mengungkapkan dan menuliskan kegiatan sehari-hari
dengan menggunakan adverb of frequency
2) Pada aktivitas ini peserta didik diminta membaca dan
menjawab pertanyaan berdasarkan teks
3) Guru memberikan instruksi kepada salah satu peserta didik
untuk membaca teks
Example: (ok students lets read the teks)
Diana, please read the teks loudly!
4) Setelah dibaca, guru melakukan tanya jawab dengan peserta
didik tentang isi teks yang telah dibaca
 Guru : Does Aisyah get up at 04.00 o’clock?
Students : yes.
5) Guru memberikan instruksi kepada peserta didik untuk
membaca teks kembali dan menuliskan T (true) or F (false)
pada kolom yang tersedia di halaman 115.
c. Kegiatan Penutup (10 minutes)
1) Guru mengajak peserta didik mengulang kembali kata-kata
yang sudah dipelajari pada unit sebelumnya dengan cara
mengucapkan bersama-sam
2) Peserta didik membaca doa untuk menutup proses
pembelajaran
3) Peserta didik mengucapkan salam dan berterima kasih.
4. Pertemuan ke-4 (2JP)
a. Kegiatan Pendahuluan (10 minutes)
1) Mempersiapkan siswa untuk siap dalam melaksanakan
pembelajaran (berdoa, absensi, dan menyiapkan sumber belajar.
2) Memberikan Pertanyaan Pemantik terkait penggunaan adverb
of frequency
3) Menyampaikan topik dan agenda pembelajaran
b. Kegiatan Inti (50 minutes)
1) Guru meminta masing-masing peserta didik untuk membacakan
kembali kalimat yang ada dibuku dan menyebutkan jawaban
dari peserta didik apakah (true atau false) sesuai dengan tugas
pada pertemuan sebelumnya
2) Peserta didik maju satu persatu membaca kalimat dan langsung
menyebutkan apakah jawaban true or false sesuai dengan
jawaban peserta didik
3) Guru memberikan applause kepada peserta didik.
c. Kegiatan Penutup (10 minutes)
1) Peserta didik diajak untuk menyebutkan kembali semua kosa
kata tentang jenis-jenis adverbs of frequency yang telah
dipelajari sebelumnya
2) Peserta didik membaca doa untuk menutup proses
pembelajaran
3) Peserta didik mengucapkan salam dan berterima kasih.

5. Pertemuan ke-5 (2 JP)

a. Kegiatan Pendahuluan (10 minutes)
1) Mempersiapkan siswa untuk siap dalam melaksanakan
pembelajaran (berdoa, absensi, dan menyiapkan sumber belajar.
2) Memberikan Pertanyaan Pemantik terkait jenis-jenis kendaraan
- What is it?
 3) Menyampaikan topik dan agenda pembelajaran
b. Kegiatan Inti (50 minutes)
1) Guru melakukan tanya jawab tentang alat transportasi apa saja
yang mereka lihat dalam perjalanan menuju sekolah
2) Guru menanyakan gambar alat transportasi pada halaman 118
3) Guru mengajak peserta didik untuk mengamati alat transportasi
pada halaman 120-121
4) Guru membimbing peserta didik melafalkan nama alat
transportasi sesuai gambar
It is a bike, it is bus.
5) Peserta didik diminta untuk menuliskan nama-nama alat
transportasi pada buku peserta didik 122 sesuai gambar

c. Kegiatan Penutup (10 minutes)

1) Peserta didik diajak untuk menyebutkan kembali kata-kata yang
sudah dipelajari dengan cara diucapkan bersama-sama
2) Peserta didik membaca doa untuk menutup proses
pembelajaran
3) Peserta didik mengucapkan salam dan berterima kasih.

6. Pertemuan ke-2 (2JP)

a. Kegiatan Pendahuluan (10 minutes)
1) Mempersiapkan siswa untuk siap dalam melaksanakan
pembelajaran (berdoa, absensi, dan menyiapkan sumber belajar.
2) Memberikan Pertanyaan Pemantik terkait jenis-jenis kendaraan
- What is it?
3) Menyampaikan topik dan agenda pembelajaran
b. Kegiatan Inti (50 minutes)
1) Guru meminta masing-masing peserta didik untuk
menyebutkan kembali nama-nama jenis kendaraan yang peserta
didik identifikasi pada pertemuan sebelumnya
2) Peserta didik maju satu persatu
3) Guru memberikan applause kepada peserta didik
c. Kegiatan Penutup (10 minutes)
4) Peserta didik diajak untuk menyebutkan kembali semua kosa
kata tentang aktivitas sehari-hari yang telah dipelajari
sebelumnya
5) Peserta didik membaca doa untuk menutup proses
pembelajaran
6) Peserta didik mengucapkan salam dan berterima kasih.

D. PENILAIAN dan EVALUASI

 a) Penilaian
Penilaian sikap : Observasi/pengamatan
Penilaian pengamatan : Test Vocabulary
Penilaian Keterampilan: Presentasi kelompok/ Berpasangan atau individu

No Indicators Technique Types Examples

1 Peserta didik Written Menulis Peserta didik dapat
test menyebutkan kegiatan
mampu
sehari-hari dengan
menyebutkan
hubungannya dengan
kegiatan sehari-hari
waktu dalam bentuk
menggunakan
melengkapi kalimat
simple present
dalam hubungannya
dengan waktu

2 Peserta didik Written Menulis Peserta didik dapat

mampu menuliskan
test menuliskan kegiatan
sehari-hari dengan
kegiatan sehari-hari
menggunakan adverb f
dengan
frequency dan mengeja
menggunakan
jenis-jenis adverb of
adverbs of frequency dalam bentuk
frequency susunan kata
3 Peserta didik Written Menulis Peserta didik mampu
test mengidentifikasi jenis-
mampu
jenis kendaraan dalam
mengidentifikasi
bentuk mencocokkan kata
jenis-jenis
dengan gambar kendaraan
kendaraan

Rubrik Penilaian
No Kriteria Point
1 Correct answer (Jawaban benar) 1
2 Incorrect answer (Jawaban salah) 0

b) Evaluasi

Refleksi Guru
 1. Bagaimanakah reaksi peserta didik dalam mengikuti pembelajaran
pada unit ini?
2. Apakah yang menjadi kendala dalam pembelajaran pada unit ini?
3. Bagaimana pencapaian keberhasilan dalam pembelajaran unit ini?
4. Apa poin penting yang menjadi catatan dalam menyelesaikan
permasalahan pembelajaran pada unit ini?
5. Satu kata atau kalimat yang menggambarkan pencapaian pembelajaran
pada unit ini?
Refleksi Peserta didik
1. Siswa mengucapkan kosa kata/vocabulary pada pembelajaran hari ini?

E. KEGIATAN PENGAYAAN DAN REMEDIAL

1. Pengayaan adalah kegiatan pembelajaran yang diberikan pada peserta
didik dengan capaian tinggi agar mereka dapat mengembangkan
potensinya secara optimal
2. Remedial diberikan kepada peserta didik yang membutuhkan
bimbingan untuk memahami materi atau pembelajar mengulang. Saat
merancang kegiatan pengayaan, perlu diperhatikan mengenai
diferensiasi contohnya lembar belajar/kegiatan yang berbeda dengan
kelas.

F. DAFTAR PUSTAKA
(Kementerian Pendidikan, Kebudayaan, Riset, Dan Teknologi Republik
Indonesia, 2021 My Next Words Grade 4 Students’ Book for Elementary
School, Penulis: EYLC Team), Lembar kerja peserta didik

Mengetahui Curup, Mei 2023

Guru Bidang Studi, Peneliti

Emrawati, S.Pd.I Umi Mualima

NIP. Mengetahui NIM. 19551062
Kepala Sekolah,

Uminah, S.Pd. SD.

NIP. 19701205 199409 2 001
 APPENDIX 5
INSTRUMENT OF THE RESEARCH
Pre-Test
1. The pre-test is divided into three forms of questions, The first form of
pre-test is you was organized into the match the words meaning and
picture format (words meaning test) which includes the material about
transportation
2. The second form of pre-test is jumbled words (spelling test) which is
you will spell the words that related about adverb of frequency
(always, never, ever, etc).
3. The last form of pre-test is sentence completion (using words into
sentences test) which is you will give instruction to use words into
simple sentence that related about daily activities in relation to time
4. You have 30 minutes to answer the questions.
Post-Test
1. The post-test is divided into three forms of questions, The first form of
post-test is you was organized into the match the words meaning and
picture format (words meaning test) which includes the material about
transportation
2. The second form of pre-test is jumbled words (spelling test) which is
you will spell the words that related about adverb of frequency
3. The last form of pre-test is sentence completion (using words into
sentences test) which is you also will give instruction to use words into
simple sentence that related about daily activities in relation to time
4. You have 30 minutes to answer the questions
 The pre-test and post-test questions are the same type but to
maintain the consistency of the pre-test and post-test questions, the
researcher changes the order of the post-test questions so that the pre-
test and post-test question numbers are different but the questions are
still the same.

APPENDIX 6
EXPERT VALIDATION FORM
EXPERT VALIDATION FORM RESULTS
APPENDIX 7
 PEMERINTAH KABUPATEN REJANG LEBONG
DINAS PENDIDIKAN DAN KEBUDAYAAN
SD NEGERI 17 REJANG LEBONG
Jl. Sapta Marga, Kel. Air Putih Baru, Kec. Curup Selatan
Kab. Rejang Lebong, Kode Pos 39112

SURAT KETERANGAN SELESAI PENELITIAN

No.421.2/280/DS/SDN 17/RL/2023

Yang bertanda tangan di bawah ini Kepala SD Negeri 17 Rejang Lebong

berdasarkan surat Dekan Institut Agama Islam Negeri (IAIN) Curup nomor
773/In.34/FT/PP.00.9/05/2023 Tanggal 15 Mei 2023
Dengan ini menerangkan bahwa:
Nama : Umi Mualima
Nim : 19551062
Fakultas/Prodi : Tarbiyah/Tadris Bahasa Inggris
Pekerjaan : Mahasiswa
Yang bersangkutan telah mewawancarai dan telah melaksanakan
penelitian (mengambil data) pada SD Negeri 17 Rejang Lebong sejak tanggal,
15 Mei 2023 s/d 16 Juni 2023 pengambilan data penilaian ini dilakukan dalam
rangkah penyusunan skripsi dengan judul The Effect of Jazz Chants on
Students’ English Vocabulary Mastery in SD Negeri 17 Rejang Lebong.
Demikian surat keterangan ini dibuat untuk dapat dipergunakan sebagaimana
mestinya.
 APPENDIX 8

DOCUMENTATION

Pre-Test

Treatment
Conventional (Class Control)

Post-Test
 APPENDIX 9

BIOGRAPHY
Umi Mualima was born in Aremantai on July 16 th

2002. She is the daughter of Mr. Saprudin and Mrs.

Rakia. She has one brother, namely Ramdani and

two sisters namely, Isra’ Hindriani and Riza Umami.

She studied at MIN Aremantai (MIN 7 Muara Enim). She continued

her study at MTs Raudhatun Nasihin Aremantai. During 2016-2018

she studied at MA Raudhatun Nasihin Aremantai. Then, she

continued her study at IAIN Curup in English Tadris Study Program.