Ikoh Fitk

THE EFFECT OF USING SONG LYRICS ON STUDENTS’
ENGLISH PHRASAL VERBS MASTERY

(A Quasi Experimental Study at The Tenth Grade of SMK NUSANTARA 01 )
“A Skripsi “
Presented to faculty of Tarbiyah and Teachers’ Training in Partial Fulfillement of
the Requirements for Degree of Strata 1 in English Language Education.
By:
IKOH
109014000021
DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2016
ABSTRACT
IKOH, 2016. The Effect of Using Song Lyrics on Student’ English Prhasal
Verbs Mastery” ( A Quasi Experimental Study at The Tenth Grade of SMK
Nusantara Ciputat Tangerang Selatan). Skripsi, Department of English Education,
Faculty of tarbiyah Teacher’s Tranining, UIN Syarif Hidayatullah Jakarta.
Key word: Phrasal Verb, Song lyric
The objective of this study is to get the empirical data about the effect of
using song lyrisc on students’ English phrasal verbs mastery at the tenth grade of
SMK Nusantara 01 Ciputat Legoso especially in marketing majoring. The method
used in this thesis was quantitative method the quasy-experimental research
design. The sampling technique used in this study was quota sampling. The
sample of this study was 60 students taken from the tenth grade of SMK
Nusantara Ciputat legoso, which are 30 students as experimental class and 30
students as controlled class. In collecting the data, the writer conducted post-test
about phrasal verb that using song lyrics test which consisted of 30 multiple
choices. In this reaearch, there were seven meetings for treaments include pre-test
and post-test that use the song lyrics as the main subject for learning phrasal verb
in the class.
The gained score of Pre –test and post –test in the expermental class was
72,83 and for the controlled class was 66,13 The testing of hyphothesis was
analyzed using t-test formula. The result of this study shows that there is
significance difference on srudents’ achivemement in mastering pharsal verbs that
is taugh be using English song lyrics. In the table of significance, it can be seen on
the df=58 and in significance degree or α (alpha) 5% was 2.00. Then, t-test score
was 17,84. By comparing the value 𝑡𝑜 is bigger than 𝑡𝑡, that is 17,84 > 2.00 or the
t-test> t-table, the alternative hyphothesis (Ha) is accepted and null hyphpthesis
(Ho) is rejected alternative it can be concluded that song lyrics is effective on
students’ phrasal verb mastery at the tenth grade of SMK.
i
ABSTRAK
IKOH, 2016. The Effect of Using Song Lyric on Student’ English Prhasal
Verbs Mastery” ( Sebuah penelitian Eksperimental semu di kelas X SMK
Nusantara Ciputat Tangerang Selatan). Skripsi Jurusan pendidikan Bahasa Inggris
Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Syarif
Hidayatullah Jakarta.
Key word: Phrasal Verb, lirik lagu
Penelitian ini bertujuan untuk mendapatkan data empirik tentang

penggunaan lirik lagu pada penguasaan phrasal verb apakah penggunaan lirik lagu
dapat efektif dalam meningkatkan phrasal verb pada murid kelas X SMK
Nusantara 01 Ciputat Legoso terutama di jurusan pemasaran. Metode yang
digunakan dalam penelitian ini adalah metode kuantitatif dan desain
eksperimental semu. Tekhnik sample yang di gunakan adalah Quote sampling.
Sampel yang di gunaakan dalam penelitian ini adalah 60 siswa yang di ambil dari
kelas sepuluh SMK Nusantara Ciputat legoso, 30 siswa dari kelas eksperimental
dan 30 dari kelas kontrol. Dalam pengumpulan data, penulis menggunakan post
test tentang phrasal verb yang menggunakan tes lirik lagu yang terdiri dari 30
pilihan ganda. Dalam peneletian ini ada tujuh pertemuan untuk perlakuanya
termasuk dalam pre-test dan post-test nya yang menggunakan lirik lagu sebagai
subjek utamanya dalam pembelajaran phrasal verb di kelas.
Hasil perolehan pada nilai pre test pada kela eksperimental 72,83 dan
pada kelas kontrol adalah 66,13.Pengujian hipotesi dianalisismenggunakan rumus
t-test . hasil dari penelitian ini menjunukan bahwa ada perbedaan signifikan dalam
pencapaian siswa tentang penguasaan phrasal verb yang di ajarkan melalui lirik
lagu bahasa Inggris. Dalam table signifikan, dapat di lihat bahwa df=58, di mana
taraf signifikan atau α (alpha) 5% adalah 2.00. kemudian hasil skor t-test adalah
17,84. Perbandingan antara hasil t-table dengan t-test adalah 𝑡𝑜 lebih besar
dari𝑡𝑡, yaitu 17,84 > 2.00atau t-test> t-table, hipotesi alternatif (Ha) adalah
diterima dan hipotesi nihil (Ho) adalah di tolak. Maka dapat di simpulkan bahwa
penggunaan lirik lagu bahasa Inggris efektif dalam penguasaan phrasal verb untuk
siswa SMK kelas sepuluh.
ii
ACKNOWLEDGEMENT
In the nam of Allah, the Beneficient, th Merciful.

All Praises to be Allah, Lord of the worlds who blessed the researcher in
completing this “skripsi” entitled The Effect of Using Song Lyric on Students’
English Phrasal Verbs Mastery (A Quasy Experimental study in the Tenth Grade
of SMK). Peace and Blessing be upon the Prophet Muhammad, his family and his
companion and his followers.
On this oppurtunity, the writer woud like to express her greatest gratitude
and honor to her beloved parents, Maryati who always never stop giving the
greatest love, prayer, and support to her finishing this “Skripsi”
Furthermore, the writer would like to address her honor great and deepest
gratitude to her advisor Drs. Nasifuddin Djalil, M.Ag and Zaharil Anasy, M.Hum
who have given their consultation with full patience, helps, kindness and valuable
guidance as valuable advice during completing this “Skripsi”.
The writer relize that without support and motivation from people arround
her, she could not finish this “Skripsi”. Therefore she would like to give her
deepest apreciatiation to”
1. Prof. Dr. Ahmad Thib Raya, MA, as the Dean of Faculty of Tarbiyah and
Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta.
2. Dr. Alek, M.Pd as the Head of English Education Department and Zaharil
Anasy, M. Hum, as the secretary of English Education Departement.
3. All lecture, escpecially those at English Education Department and Dr.
Atiq, MA, as her academic advisor who always give their motivation and
valuable knowledge durig her study at faculty of Tarbiyah Teachers’
Training of Syarifhidayatullah State of Islamic University Jakarta.
4. Drs. H. Hudlori Ma’arief, M.pd as the Headmaster of SMK Nusantara 01
Ciputat Legoso for giving permission to the writer to do research and Rini
Ramdani as the English Teacher for sincere help, time and guidence.
5. The first grade students of SMK Nusantara 01, especially for X-1 PMS
for being participents in this research.
iii
6. All friends who always give me support, help, and knowledge they have
shared.
Finally, the writer admits that her wrting is still far for being perfect.
Therefore, she hopes some suggetion and critique from the reader
especially who are interested in English Education Department.
Jakarta, June 2016
The Writer
iv
TABLE OF CONTENTS
ABSTRACT.............................................................................................................i
ABSTRAK..............................................................................................................ii
ACKNOWLEDGMENT......................................................................................iii
TABLES OF CONNTENTS..................................................................................v
LIST OF TABLES...............................................................................................vii
LIST OF APPENDICES....................................................................................viii
CHAPTER I. INTRODUCTION..........................................................................1
A. Background of study.................................................................1
B. Identification of the problem.....................................................3
C. Limitation of the problem..........................................................4
D. Formulation of the problem.......................................................4
E. Objective of study......................................................................4
F. Significance of study.................................................................4
CHAPTER II. THEORETICAL FRAMEWORK............................................5

A. Phrasal verb..........................................................................5
1. Definition of Verb.................................................................5
2. Definition of Phrasal verb.....................................................6
3. Types of Phrasal verb...........................................................6
4. The Importance of phrasal verb............................................7
5. The difficult of phrasal verb.................................................8
6. Phrasal verb and Idiom.........................................................8
7. Technique of Teaching Phrasal Verb...................................9
B. Music, Lyric and Song............................................................10
1. Definition of Music............................................................10
2. Definition of Lyric.............................................................11
v
3. Definition of Song..............................................................11
C. Why song lyrics?.....................................................................12
1. Advantages and Disadvantages of using song...................13
2. Choice of song...................................................................13
3. The Benefit of using music in class...................................14
4. Technique for presenting song..........................................15
D. Previous Studies......................................................................16
E. Thinking Framework...............................................................17
F. Research Hypothesis...............................................................18
CHAPTER III. RESEARCH METHODOLOGY............................................19
A. Place and Time of the Reseach................................................19
B. Method and Design of the Reseach.........................................20
C. Population and Sample............................................................20
D. Technique of Collecting the Data............................................20
E. The Content of Intervention....................................................21
F. Technique of Analysis the Data..............................................21
G. Statistic Hypothesis.................................................................23
CHAPTER IV RESEARCH FINDINGS...........................................................25
A. The Description of the Data....................................................25
B. The Data Analysis...................................................................28
C. Test of Hyphothesis.................................................................32
D. Data Interpretation...................................................................33
CHAPTER V CONCLUSIONAND SUGGESTION........................................34
A. Conclusion...............................................................................34
B. Suggestion...............................................................................35
BIBLIOGRAPHY................................................................................................36
APPENDICES......................................................................................................38
vi
LIST OF TABLES
Table 3.1 The timeline of the research.............................................................................19
Table 4.1 The Score of Post Test of Experimental Class..................................................25
Table 4.2 Score of Post Test Controlled Class.................................................................27
Table 4.3 The Result of Comparison of Post Test from Eperimental Class and
Controlled Class
.........................................................................................................................................
28
vii
LIST OF APPENDICES
Appendix 1 : Test of Validity...........................................................................38
Appendix 2 : Pre Test Instrument.....................................................................40
Appendix 3 : The Answer Key of Pre Test........................................................43
Appendix 4 : Lesson Plan of Experimental Class..............................................44
Appendix 5 : lesson Plan of Controlled Class...................................................78
Appendix 6 viii
: Post Test Instrument.....................................................................98
Appendix 7 : The Answer Key of Post Test Instrument..................................101

CHAPTER I
INTRODUCTION
A. Background of Study
Mastering a foreign language is one of the important things that is needed in

globalization era, because English is the most commonly used language among
people in this wolrd as communication.In order to make a good commnication,
students have to understand the language.Then, in order to make understand a
language, students have to be skilled in vocabulary. While the students have lack
of vocabulary, they can not express the idea and opinion. In other words,
vocabulary is one of several things as the main part of understanding English.
Actually there are some common techniques that students can do for
understanding vocabulary, such as memorizing, repetition and recall the word all
the time in daily life. According to McCartinJannesaid that” Learning vocabulary
is largely about remembering, and students generally need to see, say, and write
newly learned words many times before they can be said to have learned them 1.
Therefore to delivery about what to say in English, students have to know a lot of
vocabulary in written or spoken language.
As regard the reality, learning new vocabularry or phrasal verb is not easy. It is a
fact when the reseacher practiced The Integrated Teachers’ Training – Praktek
Profesi Keguruan Terpadu ( PPKT), there were some students said” There were
words that were still difficult to understand. They did not know the meaning and
the differences of words such as “put on, put in, put back, and also looking for,
knocked on, knock out” etc. Those words often appear in any reading text of
TOEFL, News or Songs etc. Then the reseacher tell those words are contain verb
and preposition and that is phrasal verb.According to Benjamin J White on
America Dictionary Heritage said ” Phrasal verb is combination an ordinary verb
1
Mc Carten Janne.Teaching Vocabulary(Lessons from the Corpus,Lessons for the
Classroom), New York, Cambridge University Press, 2007. P21
1
2
and a preposition or an adverbial particle that has at least one partical meanings of
the verb and the preposition or particle”2
Based on problem above, it is proved that students at SMK (Vocational School)

were still hard to understand and learn vocabulary especially in phrasal verb.
Based on what a researcher has observed in that school, there are some factors that
reseacher has found. There are teaching progres is not control, it is less of
motivation, the student’s environment is not support for learning, it is instant of
learning reference, student’s desire is highly, but sometimes teacher’s knowledge
reference or varieties teaching is slow and less attantion in vocabulary while
learning process.
Therefore to make students motivated and enjoyable to study phrasal verb, the
teacher should be creatively in delevering material. The teacher should use
variative strategies in teaching learning. One of strategy that can be used by
teacher is using media to support the teaching learning process. One of the media
is English song lyrics.
Song is practical and easy to follow. Every human certanly would listening to the
music whenever and wherever through Mp3, Mobile Phone, Radio, Televition,
Laptop etc. Music is always fun to do because music is familiar with human habit.
In order to get the most out of experince in speaking, reading or prononciating;
learning vocabulary with music, song and lyric together is one of the first steps of
learning a foriegn language.
However, music and song are not just entertaiment, it is also valuable to be a
language teaching tool because in the song, there are some kinds of lyrics. Song is
flexible for any puprose, moreover for getting a number of vocabulary. Especially
in English song, there are some kinds of vocabulary forms, pattern, idiom and
phrasal verb. Moreover Students usually like singing even in the classroom, it
builds confidence for students to reach good achievment in learning of new
2
White J Benjamin. A Conceptual approach to the instruction of phrasal verb,(The
Modern language Journal)Vol. 96, No. 3 (Fall 2012), pp. 419
3
vocabulary. Musics and songs are available in many countries around the world.
Song may employ to enhance the listening, pronunciation, acquiring grammatical
and vocabulary.
Toward students’ difficuties in phrasal verb, song lyric can help student to
enrich English phrasal verb. According John M. Purcel ”Often as student learn
song there will be number of vocabulary” 3 Then with song lyrics, it is expected
to help students interested, confident, motivated and easy to follow an activity of
English classroom with fun and meanigful way and also easy in memorization,
repetation and recalling the word with comfort, inetrestedin learning language of
phrasal verb.
Therefore based on description above, the reseacher formulated the topic in

her Skripsi with the title: “ The Effect of Using Song Lyrics on Students’ English
Phrasal Verbs Mastery”
B. Identification of The Problem
Based on the background above, the problem can be identified as follows:
1. The Vocational students (SMK) still have difficulties in undestanding

phrasal verb. Besides they can not underatand while reading text and can
not convey idea clearly because thier limited kinds of vocabulary of
phrasal verb.
2. The student’s environment is not supportive for learning vocabulary or
phrasal verb.
3. The students were less motivated because the time was not controlled,
the instant of learning reference, and also less emphasize in vocabulary
learning process,
4. Student’s desire is high, but teacher’s knowledge, reference and varieties
teaching are low.
3
John M. Purcell. Using Songs to Enric Secondary Class, Hispania Vol. 75 No 1, March
1992. P 193
4
C. Limitation of The Problem
Based on the identification above, the limitation of the study is to find out the
effectiveness of song lyrics to enrichstudents’ phrasal verbs for SMK (Vocational
school)at the tenth grade.
D. Formulation of The Problem
Based on the limitation above, the formulation of the following problem is as

follows:
Is there any effectbefore and after using song lyrics on student’s English
phrasal verbs mastery?
E. Objective of study
The Objective of this study is to get the empirical data of using song lyrics on
students’ English phrasal verb mastery.
F. Significance of study
The researcher expected this research has many impact and advantages for
students in learning. So that they can be motivated, interested, fun, enjoyed and
comfortable in language classroom. For the teacher in these finding can improve
their teaching’s ability and be creative learning in vocabulary.
CHAPTER II
THEORETICAL FRAMEWORK
This chapter present theoretical framework that discusses some topics. The
first one is phrasal verb which cover definition of verb, definition of phrasal verb,
type of phrasal verb, the important of phrasal verb, the difficult of phrasal verb,
idiom and phrasal verb, technique in teaching phrasal verb. The second discusses
about music, song and lyric.
A. Phrasal verb
Studying language can not separated from phrasal verb, because phrasal
verbs are very important in English language. Students who want to learn a target
language and improve their languagae quality, have to learn this component.
1. Definition of Verb
Every sentence has subject and verb. Who or what the sentence speaks about
is called subject; what the sentence says about the subject is called the verb1. In
Barron‟s book of Toefl Test, a verb is a word or phrase that expresses existence,
action and experience.2 A Verb also is a word that used in present and past tenses;
it has both an-s form and an-ing form.3
The verb is the important part in learning English and also phrasal verb. The
verb has many different form. Based on the book of a Students‟s Introduction to
English Grammar said that Verb are Variable Lexemes. That is, they have a
number of different inflectional form that are requared or permitted in various
grammatical contects.
1
Langan John. Sentencce Skill, From A Seventh Edition, (New York : Mc Graw Hill 2003) p
90
2
Barron‟s. How to Prepare for the Toefl Tes, (Jakarta Barat: Binarupa Aksara 2000) p 81
3
Kolln Martha and Funk Robert. Understanding English Grammar Eighth Edition, ( New
York: Longman 2010) P23.
5
6
For example the lexem Fly has a form flew that is permitted in a contects like Kim
has flown home or kim flew home.4
2. Definition of Phrasal Verbs
Pharasal verb is important part in English learning spoken or written and also
language style in communication. Generally phrasal verb is defined as a verb and
particle combination. Pharasal verbs they contain two words. In phrasal verb, the
first word is a verb and the second word is called a partical.5
In the Ultimate of Phrasal verb, phrasal verbs are either separable and
nonseparable. Separable phrasal verb can be separated by their object. E.g I took
my shoes off. Nonseparable phrasal verb cannot be separates by their object. E.g
he run into tree.6
Based on Scott Thornbury said” Phrasal Verbs are another instance of the
fuzziness at the boundary between words and grammar. They are partuiculary
problematic for learners both because of lexical meaning (which are often
idiomatic) and their grammatical form.7
3. Types of Phrasal Verbs
Phrasal verbs has many types, and to be mastery Pharasl verb, it is very
important to know the difference about it. Based on Scott Thornbury there are
four types of phrasal verb: 8
Type 1: intransitive e.g come to ( recover consciousness) These don‟t take an

object.
4
Huddleston Rodney and Pullum Geoffrey K. A Student’s Introduction to English Grammar,
(New York: Cambridge University Press 2005). P29
5
Altenbergh EveleynP and and Vago Robert M. English Grammar Understanding Basic,
(New York: Cambridge University Press 2010). P 38
6
Carl W.Hart. The Ultimate Phrasal Verb Book, (New York : Barron‟s 1999)P 01
7
Thonrbury Scott. How to teach Vocabulary, ( London: Longman, 2002) p123
8
Thonrbury Scoth.Op.cit, P 123
7
Type 2 : transitive insepaarable e.g look into ( insvatigate)These must take an

object which always comes after the verb.
Type 3 : transitive separable e.g put off (postpone)The object can either come
between the verb and the particle or after the verb. If we use pronoun
than it must go between.
Type 4: three parts e.g put up with (endure) these are always intransitive
Insparable. From these type, student can learn the different of phrasal verb
in English. It is more easy to understand for student to know the clasify of
phrasal verb.
4. The Importance of Phrasal Verb
Phrasal verb are very important for learners because they are so prevalent in
everyday spoken and informal written language. It is something sooner or later,
students have to learn of phrasal verb because a native speaker use them all the
time and it is also important part of the English language. Phrasal verbs are in
very common use in spoken and colloquial English. However they are idiomatic
and students need to give them special attention if they wish to speak the language
fluently.9 Therefore Learning phrasal verb make it language be quality, familiar
more than one or two meaning of language, in addition learning to use phrasal
verb will encourage students sound natural in casual converstaion. Idioms and
phrasal verb are an important part of every language. Therefore, as a language
learner, knowing idioms is useful in at least two ways: The more idioms that
learner know, the more native-like a language will sound; By learning idioms,
students will learn a lot about the culture of the community speaking the language.
9
Marion Caragounis. Phrasal Verb and Their Importance In Spoken.
https://linguistics.knoji.com/phrasal-verbs-and-their-importance-in-spoken-english-2/ accesed on
July 16/07/2016. 06:01 PM
8
5. The difficulty of phrasal verb.
Pharsal verb are extremly common language and it is still difficult to learn
for students because many of them are idiomatic and also have more than one
meaning. There are the main reason for this:10
a. In many cases the meaning of the phrasal verb can not be deduced from
its element, ie., it is being used idiomaticaly.
b. Many phrasal verb are polysemous; i.e., they have more than one
meaning.
c. There are difficult with grammar of phrasal verb, particulary with the
position of the particels.
In other words, even though phrasal verb are still difficult to learn, phrasal
verb also a common language which is used of many native speaker and also used
in everyday spoken and written language. There fore song lyrics are very useful
tool for leraning phrasal verb because it was fun and entertaining.
6. Idiom and Phrasal Verb
Most phrasal verbs are not informal, and slang words. Usually many the
words of phrasal verb often appear in song lyrics. Sometimes phrasal verbs are
also idiomatic built has different idioms use as a way of expressing ourselve.
Idiom are very important language. Idiom and phrasal verb also make a language
sound very creative, often the good writer use idiomatic expressions and
sometimes they have different meaning. Both of them are part of the language
which is used in common foreignlanguage. Idiom Usually they have a meaning
other than the exact word expressed.11 Idioms are saying people used to express
themselves in converation. They have another meaning other than what actually
10
Shoebottom Paul. The Impotant Information about Phraal Verb,
http://esl.fis.edu/voca/phrasal/prsasal-important.htm. accesed on February 02/16/2016/4:55 PM
11
George Watson. 190 Ready to Use Acitivities That Make English Fun, ( San Francisco:
Jossey Bass 2002) p 161
9
say.12 Idioms could define as expressions whichhave an idiosyntractic meaning

whhich is not a purely compositional function of the meaning of their indifidual
part: e.g Be careful not to upset applecart. 13 In other words, pharsal verb are
multiple particels and words, it consits transitive and intransitive.
7. Technique in Teaching Phrasal verb
There are hundreds of phrasal verbs and phrasal verbs is not easy stuff to
learn. Actually many techniques for leaning vocabulary and phrasal verb in the
class. The teacher can use anything of teaching tools according what the lesson
and material.
Phrasal verbs sometimes the less common teaching lesson in the class. Not all
students concern in learning vocabulary of phrasal verb. Students need to know a
lots of phrasal verbs, if they they want to reach a good English level. Therefore to
make student interesting in learning phrasal verb, teacher have to creatively to
make material more interesting. There are the technique which is teacher can use
it as teaching tool in the class.
According Ruth Grains and StuartRedman say” there are many techniques of
vocabulary teaching. There are: visual aids, verbal explaination, and contectual
guesswork.14
1) Visual Aids.
In this technique, teacher can use paper or screen slide show of song
lyrics or whiteboard. The teachers use paper to song lyric and underline
the words that we needs and writing the words and meaning at
whiteboard as visual aid.
Ibid., P 162
12
13
Andrew Radford. Analysing English Sentences A minimalist Approach, (New York:
Cambridge University Press, 2009) p 241
14
Ruth Gairs and Stuar Redman, Working with Word: A Guide to Teaching and Learning
Vocabulary, ( New York: Cambridge UniversityPress, 2003), p 73.
10
2) Verbal Explanation
In this technique, teacher can explain the meaning of the words. A

teacher should select and provide words based on students‟ level. This
technique is effecient way to of explaining unknown words.
3) Contextual Guesswork
In this technique, the students learn vocabulary from a text of song lyrics.
The students can understand the meaning of difficulty word from text
through song lyrics. They can guess from the meaning of lyrics.
B. Music, lyric and Song

1. Definition of music
Music is part of everyone‟s life. It consisits of melody, harmony, rhythm,

sound etc. Music is sound organized into pattern that can please the ear or
communicate feeling or a mood.15 With music it helps student to control mind and
tobe experienced of emotion and make a good mood while in the class. The most
people like singing and listening music. Music is humanly organised sound.
16
Learning English is easy with music and song, when leaners love to the song,
easy to follow and know the lyric. This activity can be enhance of students‟
motivation to be better in learning English especially in vocabulary.
Music is as the star of communication about any topics between an

individual, two individuals and group. According to John A. Sloboda “ Music is
the unique tools within which human can express, by the organization of sound,
gestures, their knowledge and social relation between human. 17 Then according to
that is statement, music naturally can make people move their feelings and also
there are story which human can share each others with any language.
15
Oxford. Oxford Children’s Encyclopedia, ( UK: Oxford University Press, 2004)p 60
Godt Irving. Music: A practical definition, The Musical Times, Vol. 146, No. 1890
16
(Spring, 2005), pp. 84

17
Sloboda John. A. The Musical Mind ( Oxford University Press : 2005) P 167
11
2. Definition of Lyric
Lyrics is the important part of the music element. Lyrics with music are
revealing feeling, emotion, mode, state of mind, expression or thought etc. lyrics
is musical only in a symbolic way; it is created by lyric Poets paying attention to
such matters as patterns of repetition and variation.18
In other definition lyric are words that make up a song usually consisting of
verses and choruses. Lyric is piece of the words and short poem that be
sung.19Lyric is a short poem expressing personal emotion or having to do with
such a poem : a lyric poet.20 Lyric also has the number of words, poem, methapor
or language.In other hand, the lyric has many word of grammatical such as verb,
pronoun, phrasal verb etc. Song lyric hasmany useful for learning new
vocabulary.
Lyric is memorable language and it is about whats happend now. Sometime

in the lyrics contain a politics, social, or economic and also culturally message.
Therefore lyric is one of the media for study English of vocabulary, listening,
phrasal verb or pronounciation. The Students can improve their vocabulary
throughout English song lyrics. In this reseach, the reseacher used the lyric which
contain of pharasal verb to inprove student‟s English.
3. Definition of Song
Song has a role in language learning. Song is useful for practiceing new
vocabulary for English learner because song is eassy to make change the mood,
feeling and emotion and all people are often singing and practicieng with lyrics.
Song is something to sing; short poem set to music. 21 With song lyrics it help
students to learn phrasal verb is more eassy, simple and also fun. Song is not just
18
Francis Blessington. Is There a Lyric Center?,The Sewanee Review,Vol.107, No. 2
( Spring, 1999) p 216
19
http:// en.m.wikipedia.org/wiki/Lyrics. accesed 02/26/2016 5:11 PM.
20
Opcit. World Book. P 1247
21
World Book. The World Book Dictionary, (Chicago:World Book Inc, 2007) P 1993
12
for enjoyment, but song is an art that is setting of a poem to music, specifically
concevied to enhance the meaning of the text.22 Hence teaching and song are unity
of an art where teacher should be creatively to deliver material in the class as good
way as possible.
C. Why song lyric?
Songs are often a welcome change from the routine of classroom activity in
learning a language. Songs also make the experience of learning English and
enjoyable.
There are some reason of using song in English classroom.23
a) Songs provide examples ofeveryday language; the language of most

songs is simple, often in a conversational style.
b) Songs are easy to find. Everybody has access to records, CDs, cassettes,
videos, mini discs, and songbooks. If your own collection isn‟t enough,
the students themselves will no doubt have an inexhaustible supply.
c) Songs are highly motivating. Both young people and adults tend to enjoy
being taught through songs.
d) Music and songs are part of everyday life. In the car, at home, at sporting
event, at times of celebration, in theatres, at the cinema, and even out in
the streets, people taconstantly hear – and sing – songs. It therefore
seems natural to make the man integral part of the language learning
process.
e) Songs are the natural opportunities for meaningful repetitions which
other texts will find students spontaneously „practicing‟, both with others
and alone? Song and music are essential for students who are learning
English as a foreign language to master phrasal verb. The students can
use it in anytime and everywhere they can play it.
22
Opcit:Jean Ferris.P 222
23
Akis Davanellos. Methodology:English teaching profesional,(Issues thirteen, 1993)P13
13
1. Advantages and Disadvantages of using song lyrics
Using songs in the classroom have some advantages. Songs are:24
a. Improve student motivation;

b. Reinforce grammatical structures;
c. Enhance pronunciation and vocabulary;
d. Help memorize patterns making learning easier;
e. Build fluency.
Using song in the classroom have some disadvantages, there are some
potential problems with songs. They are:
a. Be very fast for ESL learners;

b. Contain slang or ungrammatical sentences (he don´t…);
c. Have difficult vocabulary that even upper
d. Intermediate students will not understand.
Based on disadvantages of using song lyric in the class, teacher have

to be creative for delevery material to make easy for student in udesrtanding
language in song lyrics. Because many of them are slang words and
ungrammatical form, then it will need strategy in teaching phrasal verb with
song lyrics, such as the way of chooice song and presenting song lyric in the
class.
2. Choice of song
Before using song in classroom it is important to make sure that the song is
suitable for teaching to their own students. Teacher should know what must to do
with song. The song must be update, interesteing, popular, positive massage and
also appropriate with the topic.
24
Ontesol. Using Song with Adult Learner. http://how-to-teach-
english.ontesol.com/usingsongs-with-adult-learners/ accesed on February 02/16/2016 5:46 PM
14
Many songs include of slang, bad grammar, idimoatic, phrasal verb or

unatural stress word. Therefore teacher should be select carefully. Teacher needs
to select ones that fit with students‟ level, including level of difficulties of the
vocabulary, the length of the song, the popularity.25
The chooice of song is better of what people know, liked, there was the
lyrics and also full of spirit. Therefore a song or rhyme should suit to pupil‟s age
group and their interest, match their level of English and have cathcy, and eassy
to remember melody.26
3. The Benefit of Using Music in Class
Music can enric spirit of students in the class. Many homework, exercise or
problem of student‟s personality, sometimes that makes it feel stressing or bored
in class. Then with music it is could make students relax and fun. Music also
canset the mood in the star of lesson. Music can also be useful in classroom, there
are: 27
a. To set the mood at the star of lesson. It is mean the teacher can open the
lesson in the calssroom by mucic to support student‟s motivation.
b. To give teacher something to talk about with his students at the star of
lesson (especially useful with class that is not known)
c. As background music while students work on “dull” exercises;
d. As background music to set the scene while students so particular task.
e. Simply pleasure or as a break between activities;
f. To help students relax;
g. To close down, conclude, round of the lesson-tosay goodbye with.
25
M.P.Kun Herrini. Teaching English to Young Learners Throught Songs: Lingistic
Conference of the Year, ( Jakarta, Atma Jaya 2010) P 484
26
Mary Slatery and Jane Wills. English for Primary Teachers : A handbook
of Activities & Classroom Langugae,( New York: Oxford University Press). P 45
27
Jim Scrivener. Learning Teaching : A Guidebook for English Language Teachers Second
Edition, (UK: Macmillan 2005) P 339
15
Based on the website, the writer said that Chris Brewer, M.A., a noted
authority on the integration of music throughout the curriculum, there there are
some outcome and benefit for student while studying English with song lyric and
music. They are:28
a. Play music to set a possitive mood at the start of the day or at the
beginning of a class.
b. Raise student energy levels with upbeat music as needed throughout the
day.
c. Play music reduce stress levels, relieve frustation and creat a peacful
classroom enviroment.
d. Play music to help sustain student attantion and concentration.
e. Play music to motivate and inspire your student.
f. Play music to encourage interaction and build classroom community.
g. Use music in the classroom to increase the joy of learning.
4. Technique for Presenting song
To make effective while presenting songs in class, teacher have to plan it in

good way. According to John M.Purcell, in his journal that Whitaker has four plan
basic steps in presenting song in class:29
a) The teacher plays the song while the students look at the words
silently.
b) The students reapet the words without singing them.
c) The teacher points out vocabulary, idiom, grammar items, and gives
pronuncation cues.
d) The teacher plays the song again, letting students join when in they
feel confidents enough about singing along. It also will make good
atsmosphere while teaching English.
28
http://Benefits of Using Music in the Classroom by Chris Brewer, M.A.htm
29
John M. Purcell. Using Songs to Enric Secondary Class, Hispania Vol. 75 No 1, ( Mar
1992) P 195
16
D. Previous Study
There are some reseacher that already have conducted the research about the
effectiveness about song lyric technique in improving student‟s vocabulary.
The First Skripsi written by Masning Zahro, student member 063411050,

English Departement of Tarbiyah Faculty Walisongo State Institute for Islamic
Study 2010. The title is “The Use of Song Lyrics to Improve students’
Vocabulary of Verb” She was using song lyrics to improve students‟ vocabulary
of verb. The population of her study was the eight grade students of MTS
Uswatun Hasanah Mangkang Semarang in Academic Year of 2009/2010. She
chooses two clasess to be result. One class is control class that used conventional
method, one class as experimental class and use song lyrics for students‟
learning. The objective of this study is to find out the effectiveness of song lyrics
to improve students‟ vocabulary of verb at the eight grade and the result was
significant. This research concluded to a result that use of song lyric is more
affective in teaching vocabulary of verb that use of conventional method that
proven by the experimental reseach class‟ gain score which higher in control
calss‟ gain score.
The second skripsi written in 2008 by Dagmar Siskova entiled “ Teaching

Vocabulary Through Music” Masarky University in BRNO Faculty of
Education. This study concerns with using popular song to teach English of
Elementary School in Kromer. The study is devided into two parts, a teoritical and
practical part. Thepopulation are students of seventh, eight and ninth grade. The
result of the study shows that teaching vocabulary through music is highly
effective if student like the the song.
The similiraty of all the reseachers above with this skripsi is that this skripsi
was aimed to measure the effectiveness of using English songs in teaching
vocabulary as material in English language teaching. But it has different focus.
Masining Zahro used vocabulary of verb to improve students English and Dagmar
17
Siskopa focused on popular songs to teaching vocabulary. This skripsi will try to
another research related them. The reseacher will do another reseach to teach
Phrasal Verb through English song lyrics. In those two studied this research will
be farther reseach of those studies in order to improve students‟ vocabulary of
phrasal verb.
E. Thinking Framework
Vocabulary is central of language teaching learning, but many students still
have problem in learning vocabulary. Memorizing and understanding word are the
major problem. They often found unfamiliar word such as phrasal verb. They did
not know the meaning and the differences of words such as “put on, put in, put
back, and also looking for, knocked on, knock out” etc. Those words often appear
in any reading text of TOEFL, News or Songs etc. It can be said the students have
lack of phrasal verb. Therefore teaching phrasal verb should be need more
attantion, tenacity, and repeatation. One of variation ways in teaching phrasal verb
is using song lyrics.
The song is not just for entertaining, but also reinforcing course features, such
as pronunciation, listening, grammar and vocabulary. Teaching vocabulary by
using song lyrics was interesting and positiveley affect memory. The song is a
very specific kind of everyday expression and has been lifestyle of human being.
Then, song is one of capable tool of teaching technique in languge classroom and
it is build students‟ motivation to enrich vocabulary more in daily activity with
fun, useful and meaningful.
To make the song is useful in languange classroom, teacher have to be

creatively in presenting song to students. Therefore teacher have to choose the
vocabulary items that relate to students‟ needs. After decided vocabulary items
teacher have to choose a song for teaching media and popular song may be
interesting for students.
18
Based on the statemnet above, the researcher can say that using song lyrics
could enrich students‟ phrasal verb and help student in learning vocabulary. Song
lyrics are also considered to be one of effective teaching techniques in teaching
vocabulary especially in phrasal verb of SMK Nusnatara 01.
F. Research Hyphothesis
Based on statement above, then the researcher hypothesize that using English
song lyric is effective toward students‟ phrasal verb mastery.
CHAPTER III
METHODOLOGY
This chapter discusses the research design and method, the place and time of
thereseacrh, the population and sample of the research, the data collection technique, the co
statisstical hypothesis.
A.The Place and Time of The Research
This research has conducted at SMKNusantara 01(Vocational School) at the Tenth grade which is
Table 3.1
The Timeline of Research
NO Date Activities
1 10-12-2014 Approval of Proposal
3 18-03-2016 Asking permission to headmaster
4 21-03-2016 Conducting Pre-test of X-1
5 21-03-2016 Conducting Pre-test of X-2
6 22-0-32016 1𝑠𝑇 meeting at X1-X2
7 24-03-2016 2𝑛𝑑 meeting at X1-X2
8 25-03-2016 3𝑛𝑑 meeting at X1-X2
9 28-03-2016 4𝑛𝑑 meeting at X1-X2
10 11-04-2016 Conducting post test XI-X2
19
20
B. Method and Design of Research
This research was conducted quantitavely through quasi-experimental

design. The quasi experiment is good design although it is not true experiment.
John Creswell states that quai-experimental reseach introduces considerably more
threats to internal validity than the true experiment. 1 Quasi experimental focuses
on treatment and outcome, hence the data was taken from pre-test and post- test in
order to to know whether or not song lyric is effective than traditional method to
know students’ achievement test of phrasal verb. In this reseach design, there are
two kinds of classes used. There are the experimental class which used song lyrics
technique and the controlles calss by traditional method.
C. The Population and Sample of the Research
The population of this reseach was the whole students of the tenth grade
students of SMK NUSANTARA 01. There are only two classes of the second
classes of Marketing Major, therefore the technique of sampling is quota
sampling. It means, there is no random sampling because limitation of population.
D. The Technique of data Collecting
Instrument is a tool to gather data. In this study the writer uses the form of
test. The test is givento measure the students’ competency or students’ learning
achievement. The form of test as the instruments to get the data isusing
multiplechoice tests.
In this study, the writer administered pre-test and post-test. Pre-test and post-
test were given to both experimental and controlled group.
The pre-test is conducted before the treatment. The purpose is to know how the
students’ achievement in phrasal verb before the treatments carried out. Meanwhile
the post -test is conducted after the treatments is conducted. It is also given to both
experimental and controlled group. The purpose is to know is to know the students’
achievement in phrasal verb after the treatments carried out.
1
John W Creswell. Educational Reseach : Planning, Conducting and Evaluating
Quantitative and Qualitative Reseachfourt Edition, (Boston : Pearson 2012) P 310
21
E. The Content of Intervention
This study is focused on students’ achievement test of phrasal verb trough

song lyrics. There are four meetings in this study. In the first meeting, the pre-test
was given to get students’ background knowledge. The second and third meetings,
the students were taught about phrasal verb through song lyrics. While the
experimental class was taught through song lyric technique, the controlled class
was taught by expository technique. After giving the treatment, the students in each
class had to answer the question related to the phrasal verb. It is used to know
whether the students got higher improvement in their lerning after using song lyric
than using expository thecnique. In the last meeting, the post-test was given to
check whether students’ achievement in learnig phrasal verb through song lyrics
increased or not.
F. The Technique of data Analysis
The gathered data are used to find out the differences of students’ achievement
in experimental class and controlled class. In line with this, the writer uses statistic
calculation through t-test formula is used to eximine the significance difference
ofstudents’ phrasal verb achievement test between experimental class and
controlled class.
Therefore the formulation is as the following:2
Notes:
M1 = Mean of Variable X ( experimental class)
M2= Mean of Variable Y ( controlled class)

SE = Standar Error
There are several stages taken to get the ccalculation of t-test, it can be seen as
follows:
2
Anas Sudjiono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada,
2006), P314
22
1. Determining Mean of Variable X, with formula :
M =∑X
1 𝑁1
2. Determining Mean of Variable Y, with formula:
∑Y
M =
2 𝑁2
3. Determining Standar of Deviation Score of Variable X, with formula:
∑ Y2
SD=
1 √
N1
4. Determining Standarof Deviation Score of Variable Y, with formula:
2
SD2 = √∑ Y
N2
5. Determining Standar Error Mean of Variable X , with formula:
SEM1= SD1
√N1−1
6. Determining Standar Error Mean of Variable Y, with formula:
SEM2= SD2
√N2−1
7. Determinig Standar Error of different Mean of Variable X and Mean of

Variable Y, with formula :
SEM1−M2= = √SEM12+ SEM2 2
8. Determinig t0with formula:

M1 − M2
t =
0
𝑆𝐸𝑀1−𝑀2
23
9. Determining Degrees of freedom (df), with formula:
df = (N1 − N2)−2
Furthermore, calculating the effect size of t-test score result used cohen’s
dformula. It is know the measurement wether the effect of using song lyrics is
strong or weak. The formula for this effect size is as formula:
d=M1 − M2/𝑄𝑝𝑜𝑜𝑙𝑒𝑑
M1= Mean of Variable X

M2= Mean of Variable Y
𝑄𝑝𝑜𝑜𝑙𝑒𝑑 =Pooled Standard Deviation
These are the Cohen guidelines for determining wether our effect size is stong.
The guidelines used as follows:
0-0,20 = weak effect
0,21-0,50 = modest effect
0,51-1.00 = moderate effect
>1.00 = strong effect
G.The Statistical Hypotesis
The reseacher has hypotesis that reveal the using English songs (lyric) is effective to improve stude
The formulation as following :
𝐻0: {𝜇1=𝜇2}
𝐻𝑎: {𝜇1❜𝜇2}
Note :
𝐻0= Null hypothesis
𝐻𝑎= Alternative hypothesis
24
𝜇1= students’ phrasal verb achievement, who are taught through song lyrics
𝜇2 = students’ phrasal verb achievement, who are taught without song lyrics.
The writer’s assumption of those hypothesis are as follows:

1. If t0 > ttable, the Null hypothesis (H0) is rejected and alternative hypothesis
(Ha) is accepted. It means there is significant difference of students’
phrasalverb acchivement between student who are taugh through song lyrics
and students who are taugh without song lyric.
2. If t0 < ttable, the Null hypothesis (H0) is accepted and alternative hypothesis
(Ha) is rejected. It means there is no significant difference of students’phrasal
verb achivement through song lyric and students who are taught without song
lyric.
CHAPTER IV
RESEARCH
FINDINGS
This chapter talks about the finding of the research. This chapter also present the description of the
data.
A. The Description of the Data
After conducting the reseach, the reseacher got data from students’ score in pre-test and post-test. Th
1. The Data of Experiment Class
The resecher makes a table of students’ score in both pre-test and post-test.
The table aslso shows the scores gained by student.
Table 4.1
Students’ Score of Experiment Class
Students Pre-Test Post-Test Gained score

(N)
1 50 75 25
2 42 60 18
3 48 75 27
4 55 80 25
5 45 70 25
6 50 75 25
7 48 70 22
8 40 70 30
9 48 75 27
10 46 80 34
11 44 75 31
12 58 75 17
25
26
13 45 70 25
14 60 75 15
15 58 80 22
16 50 75 25
17 56 70 14
18 40 70 30
19 44 75 31
20 46 70 24
21 50 80 30
22 45 70 25
23 40 75 35
24 50 70 20
25 60 75 35
26 42 75 33
27 60 60 20
28 65 70 32
29 50 70 20
30 60 75 35
∑ 14,08 2185 777
X 46,93 72,83 25,90
The table above shows the score of the experiment calss. It also mention the score of pre-test and pos
The table also informs that the total score if pre-test is 1408, the total score post-test is 2185, and the
25,90
2. The Data of Controlled Class
Beside masking the table for experiment calass, the resecher also makes a
table for controlled calss. This table is table of controlled class students’ score in
both pre-test and post-test. The table aslso shows the scores gained by student
27
Table 4.2
Students’ Score of Controlled Class
Students Pre-Test Post-Test Gained score

(N)
1 75 70 -5
2 75 75 0
3 45 53 8
4 58 75 17
5 65 70 5
6 53 70 17
7 70 53 -17
8 40 75 35
9 65 60 -5
10 60 70 10
11 58 60 2
12 58 60 2
13 46 55 9
14 40 50 10
15 52 60 8
16 58 60 2
17 40 68 28
18 60 70 10
19 65 65 0
20 80 60 -20
21 60 50 -10
22 70 75 5
23 58 70 12
24 60 85 25
25 56 70 14
26 70 55 -15
27 73 85 12
28 30 60 30
29 70 75 5
30 63 80 17
∑ 1773 1984 211
X 59,10 66,13 7,03
28
The table above shows the score of the experiment calss. It also mention the
score of pre-test and post-tets of each student. Based on the table, the minumum
score of pre-test is 40 which is owned by one student and the maximum score is
80 which is also owned by a student while minimum score of post-test is 53 and
the maximum score post-test is 85.
The table also informs that the total score if pre-test is 1773, the total score
post-test is 1984, and the total score of gaine score is 211. It also shows the mean
of pre-test is 59,10 the mean of post-test is 66,13 and the mean of gained score is
70,3
B. The Data Analysis
After getting the score od studentd’ acchievementt, then the resecher made a
table that compares the post-test score from experiment class and controlled class
to know the final result of the test. From the table the reseacher analyzed whether
song lyrics technique is effective or not to be used in mastering phrasal verb for
the second grade of SMK Nusantara 01.
Table 4.3
The result of comparison of the post-test score from experimental
class and controlled class.
Sudent Experimental Controlled X Y X2 𝑌2

number Class (X) Class (Y) (X-𝑀1) (Y-𝑀2)
(N)
1 75 70 2,17 3,87 4,71 14,98

2 60 75 -12,83 8,87 164,61 78,68
3 75 53 2,17 -13,13 4,71 172,4
4 80 75 7,17 8,87 51,41 78,68
5 70 70 -2,83 3,87 8,01 14,98
6 75 70 2,17 3,87 4,71 14,98
7 70 53 -2,83 -13,13 8,01 172,4
29
8 70 75 -2,83 8,87 8,01 78,68

9 75 60 2,17 -6,13 4,71 37,58
10 80 70 7,17 3,87 51,41 14,98
11 75 60 2,17 -6,13 4,71 37,58
12 75 60 2,17 -6,13 4,71 37,58
13 70 55 -2,83 -11,13 8,01 123,88
14 75 50 2,17 -16,13 4,71 260,18
15 80 60 7,17 -6,13 51,41 37,58
16 75 60 2,17 -6,13 4,71 37,58
17 70 68 -2,83 1,87 8,01 3,5
18 70 70 -2,83 3,87 8,01 14,98
19 75 65 2,17 -1,13 4,71 1,28
20 70 60 -2,83 -6,13 8,01 37,58
21 80 50 7,17 -16,13 51,41 260,18
22 70 75 -2,83 8,87 8,01 78,68
23 75 70 2,17 3,87 4,71 14,98
24 70 85 -2,83 18,87 8,01 356,08
25 75 70 2,17 3,87 4,71 14,98
26 75 55 2,17 -11,13 4,71 123,88
27 60 85 -12,83 18,87 164,61 356,08
28 70 60 -2,83 -6,13 8,01 37,58
29 70 75 -2,83 8,87 8,01 78,68
30 75 80 2,17 13,87 4,71 192,38
∑ 2185 1984 0,10 0,10 684,2 2783,5
Based on the data in table 4.3 it has been calculated the result of ∑X=
2185 and ∑Y= 1984Than the reseacher tried to find out the mean of variable X and the mean of v
M1 = ∑ X = 2185 = 72,83 M2 = ∑ Y = 1984 = 66,13

𝑁1 30 𝑁230
After calculating the mean of variable X and the mean of variable Y, the
reseacher got M1= 72,83 and M2= 66,13.The next step is calculating the standar
deviation score of variable X and standar score of variable of the Y. Standar
30
deviation is used to know the homogenity of the data that is gotten from the
reseach.1 This is the formula to calculate standar deviation:
Determining Standar of Deviation Score of Variable X

2
∑X
SD = √ =√684,2=√22,80 =4,77
1 N1 30
Determining Standarof Deviation Score of Variable Y

2
∑Y
SD = √ =√2783.5 = √92,78 =9.63
2 N2 30
After calculating standar of deviation score variable X and standar score of

variable Y, the reseacher got SD1=4,77andSD2 = 9,63. Then the next step that the
reseacher dis was calculating standar error mean of variable X and standar error of
variable Y with formula :
Determining Standar Error Mean of Variable X
SEM SD1 4,77

1= = 4,77
= =0,16
√N1−1 √30−1 √29
Determining Standar Error Mean of Variable Y
SEM SD2 9,63

=
9,63
=0,33
2= =
√N2−1 √30−1 √29
From the calculation of standar error mean of varibale X and standar error of
varibale Y the reaseacher got SEM1=0,16 and SEM2=0,33.Afetr that,the
reseacher calculated standar error of different mean of variable X and variable Y

with formula:
1
Anas Sudjiono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada,
2006), P 170
31
Determinig Standar Error of different Mean of Variable X and Mean of Variable

Y,
SEM1−M2 =√SEM1 2 + SEM2 2
= √0,182 + 0,332
=√0,0324 + 0,1089
=√0,1413
=0,0048
Based on the calculation of standar error of different mean of variable X and varibale Y (SEM1−M
Determinig t0with formula:
= M1 − M2
t0
𝑆𝐸𝑀1−𝑀2
= 72,83 − 66,13
0,366
= 17.84
From the calculation above the reseacher got score t0 = 17,84. Then, the
reseacher calculated the degress of fredom (df) with formula:
Determinining Degrees of freedom (df),
df= N1 − N2)−2
= (30 − 30) − 2
= 58
32
The result of calculation above was df = 58. Based on the table, the valueof
degrees fredom 58 at thedegress of significane 5% or t −table is 2.00, after the
writer has gotten the score of t0and t −table the reseacher can analyze the
testing of hyphothesis of the data from this reseach.Before calculating the test of
hyphothesis, the reseacher calculatedthe effect size df t-test result to know
whether it has strong or weak effect with formula:
d= M1-M1/𝑄 −𝑝𝑜𝑜𝑙𝑒𝑑
d = 72,83-66,13/7,2
d=3.35
According to the calculation above, the reseacher got d=3,35 Based on cohen
guiedlines, the score 3,35 at the measurement between 0,51-100 means strong
efffect. In other words using song lyrics has moderate effect on students’ pharasal
verb mastery.
C. Test of Hyphthesis
Based on the hyphothesis that has been explained in chapter 3, which is:
𝐻𝑎 = There is significant difference on students’ acchivement in phrasal verb

mastery that is taugh with song lyrics at the tenth of SMK.
H0 = There si no significant difference on students’ achivement in phrasal
verb mastery that is taugh with song lyric at the tenth of SMK.
And then, the criteria used as follows:

1. If t-test or t0 > ttable, in significant degree of 0,05, the Null hypothesis (H0)
is rejected and alternative hypothesis (Ha) is accepted.
2. If t-testt0 < ttable, in significant degree of 0,05, the Null hypothesis (H0) is
accepted and alternative hypothesis (Ha) is rejected.
33
From the calculation of pharsal verb test result between the experimental
class and the controlled class can be seen the result of t-test of this reseach. The
result is 17,84 for the score of t0, and the result of ttableis 2.00. based on
significant degree or α (alpha) = 0,05 and df= 58. Therefore, H0 is rejected and
Ha is accepted. It because 17,84 > 2.00 or t-test > ttable. It can be concluded that
there is significant difference student’score between the eperimental class and the
controled class.
D. Data Intepretation
The last calulation was testing the hyphothesis. The was crucial calculation to
answer the problem formulationof this reseach that the whether there is significant
difference between on students’ pharal verb mastery using song lyrics and
students’ phrasal verb mastery in controlled class which were not. From the last
calculation, the reseacher got the comparison of students’ s achievement in mstery
phrasal verb, especially between students in experimental calss which were given
technique in mastering phrasal verb and students in controlled class that is taught
without tecnique in mastering phrasal verb. The reseacher use t-test formula in the
significant degree (α) of 0,05. The result of the data showed that t- test t0 < ttable
(tt ) (17,84 > 2.00). in other word, t-test was higher in the value 0,049 than t-table.
The null hyphothesis (Ho ) is rejected. It means the alternative hyphothesis (Ha) is
accepted that there is significance different after teaching student’s pharasal verb
using song lyrics. In other words it could be said that song lyrics is effective in
mastering phrasal verbs.
CHAPTER V
CONCLUSSION AND SUGGESTION
This chapter talks about the conclussion oh the reseach. The cchapter
also identifies some suggetion gotten from the resecher result.
A. Conclussion
Teaching and learning phrasal verb subject is important to select the good
technique to enhance the students’ skill. According the data, using song lyrics to
enrich students’ English phrasal verb is effective and it had been proved on the
second grade of SMK Nusantara 01, Legoso-Ciputat. In this reseach both
Experimental Class and Corontrolled Class were treated for five meetings. in which
experimental class was treat by using song lyrics technique whereas controlled class
was treated by using textbook. The result showed that the gained score of
experimental class was higher than the controlled class. The gain score of
experimental class was 25,90 and the gain score of controlled class was 7,03.
The result of comparison of the post-test score from experimental and the
controlled calss was analyzed by using t-test formula in the significant degree (α) of
0,05. The data showed that t-test ( 𝑡0) > t-table ( 𝑡𝑡) or 17,84> 2.00 The t-test was
higher in value 0,49 that t-table. So the null hypothesis ( 𝐻0) is rejected and it means
alternative hypothesis ( 𝐻𝑎) is accepted. Therefore there is significant difference on
students’ achievement after they use song lyrics technique to enrich English phrasal
verb mastery.
To sum up, it may be intferred from the above findings that song lyrics
technique is effective to enrich students’ English prasal verb mastery.
B. Suggestion
Based on conslussion above, the reseacher prposes some suggestion as such

follows:
1. Song lyrics technique is one of the method that can be considered effective
in teaching in order to help students to enrich their vocabulary in English
phrasal verb mastery.
34
35
2. The teacher should be detail and clear explanation to students how to use
phrasal verb in written, spoken English and also in daily conversation.
3. By applying this technique, the students have to force theirselves to listenig,
looking for songs lyrics and select more phrasal verbs. That could express
their idea in the classroom of every topic of their material even for daily
conversation.
4. The teacher should master the material that will be taugh to the class so
that they can choose the best media to teach the material.
5. The teacher should provide a fun class circumstances to reduce students’
stress.
6. Fof further reseachers who want to so same reseach, it is hoped that they
could develop their study deeply from any resources because the reseacher
relized that her writing is still far from being perfect.
36
BIBLIOGRAPHY
Akis Davanellos. Methodology:English teaching profesional,(tt.p : Issues thirteen,

1993)P13
Altenbergh Eveleyn P and and Vago Robert M. English Grammar Understanding

Basic, New York: Cambridge University Press 2010.
Andrew Radford. Analysing English Sentences A minimalist Approach, New

York: Cambridge University Press, 2009)
Barron’s. How to Prepare for the Toefl Tes, Jakarta Barat: Binarupa Aksara 2000
Carl W.Hart. The Ultimate Phrasal Verb Book, New York : Barron’s 1999
Edgar W Schneider. English Arround The Wolrd, Cambridge University Press,

201.
Francis Blessington. Is There a Lyric Center?,The Sewanee Review,Vol.107, No. 2

( Spring, 1999)
George Watson. 190 Ready to Use Acitivities That Make English Fun, San
Francisco: Jossey Bass 2002.
Godt Irving. Music: A practical definition, The Musical Times, Vol. 146, No.
1890 (Spring, 2005), pp. 84
Huddleston Rodney and Pullum Geoffrey K. A Student’s Introduction to English

Grammar, New York: Cambridge University Press 2005.
Jack Ricard. Songs In Language Learning, TESOL Quarterly, Vol. 3, No. 2 Jun,
1969
Jean Ferris. Music: The art of Listening sith edition, ( New York : Mc Graw-Hill,
2003) P05
Jim Scrivener. Learning Teaching : A Guidebook for English Language Teachers

Second Edition, (UK: Macmillan 2005) P 339
John M. Purcell. Using Songs to Enric Secondary Class, Hispania Vol. 75 No 1, (

Mar 1992) P 195-196.
Kolln Martha and Funk Robert. Understanding English Grammar Eighth Edition,
New York: Longman 2010.
Langan John. Sentencce Skill, From A Seventh Edition, New York : Mc Graw Hill
2003.
37
Mary Slatery and Jane Wills. English for Primary Teachers : A handbook
of Activities & Classroom Langugae,( New York: Oxford
University Press). P 45
Marion Caragounis. Phrasal Verb and Their Importance In Spoken.

https://linguistics.knoji.com/phrasal-verbs-and-their-importance-in-
spoken-english-2/ accesed on July 16/07/2016. 06:01 PM
Mc Carten Janne. Teaching Vocabulary (Lessons from the Corpus,Lessons for the
Classroom), New York: Cambridge University Press, 2007.
Masning Zahro, The Use of Song Lyrics to Improve students’ Vocabulary of Verb,
English Departement of Tarbiyah Faculty Walisongo State Institute
for Islamic Study 2010.
M.P.Kun Herrini. Teaching English to Young Learners Throught Songs: Lingistic

Conference of the Year, Jakarta, Atma Jaya 2010.
Oxford. Oxford Children’s Encyclopedia, UK: Oxford University Press, 2004.
Ruth Gairs and Stuar Redman, Working with Word: A Guide to Teaching and
Learning Vocabulary, New York: Cambridge UniversityPress,
2003.
Shoebottom Paul. The Impotant Information about Phraal Verb,

http://esl.fis.edu/voca/phrasal/prsasal-important.htm. accesed on
February 02/16/2016/4:55 PM
Thonrbury Scott. How to teach Vocabulary, London: Longman, 2002.
Philip Tagg. Towards a Definition of Music, University of Liverpool : 2002.
White J Benjamin. A Conceptual approach to the instruction of phrasal verb,( The

Modern language Journal) Vol. 96, No. 3 (Fall 2012), pp. 419
World Book. The World Book Dictionary, Chicago:World Book Inc, 2007.
http:// en.m.wikipedia.org/wiki/Lyrics. accesed 02/26/2016 5:11 PM.
http://Benefits of Using Music in the Classroom by Chris Brewer, M.A.htm

38
Appendix 1
Uji Validitas
REKAP ANALISIS BUTIR

=====================
Rata2= 23,60
Simpang Baku= 6,77
KorelasiXY= 0,82
Reliabilitas Tes= 0,90
Butir Soal= 45
Jumlah Subyek= 35
Nama berkas: C:\USERS\USER\DOCUMENTS\BARU.ANA
Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi

1 1 0,00 Sangat Sukar NAN NAN
3 3 33,33 Mudah 0,284 Signifikan
4 4 44,44 Mudah 0,436 Sangat Signifikan
5 5 55,56 Sedang 0,512 Sangat Signifikan
13 13 44,44 Mudah 0,347 Signifikan
15 15 11,11 Mudah 0,082 -
21 21 11,11 Sukar 0,016 -
23 23 0,00 Sukar 0,043 -
24 24 33,33 Sukar 0,208 -
32 32 44,44 Sangat Mudah 0,501 Sangat Signifikan
37 37 33,33 Sedang 0,337 Signifikan
42 42 22,22 Sedang 0,137 -
39

45 45 11,11 Sedang 0,208 -
40
Appendix 2
PRE TEST 7. To undergo a change in mood from joy
Read the meaning of the phrasal verb, to sorrow, from amusement to
and then choose the correct answer with annoyance
a,b or c. a. Laugh out

b. Laugh in
1. To leap from something c. Laugh up
a. Jump out 8. To dress on fancy dress
b. Jump On a. Dress ups
c. Jump In b. Dress out
2. To place or set something on someone c. Dress off
or something 9. The act of leaving the ground from any
a. Put Out angel, as a jumping, launching or
b. Put On flight.
c. Put At a. Take out
3. To rap or tap, often with the knockies b. Take off
on something c. Take in
a. Knock on 10. To seek someone, group, or something
b. Knock In out
c. Knock Up a. Look on
4. To calm down or to relax b. Look off
a. Chill Up c. Look up
b. Chill off 11. Get in someone’s way; to interfer with
c. Chill Out someone purpose or movement
5. To change into someone or something a. Get out
a. Turn it into b. Get into
b. Turn it on c. Get in
c. Turn it off 12. To approach someone or something on
6. To come for a visit foot
a. Come out a. Walk off
b. Come over b. Walk out
c. Come in c. Walk up
41
a. hold back
13. To wait a while b. hold for
a. Hang in c. hold down
b. Hang out 20. To examine someone or something
c. Hang on a. Look at
14. To have used up most of the alloted b. Look for
time; to have no time left c. Look after
a. Run out 21. To move closer to someone or
b. Run in something; to make advances or
c. Run off aggressive movement toward someone
15. Get into someone; get bother someone or something
or affect someone a. Move in
a. Get up b. Move on
b. Get out c. Move off
c. To realx; to become less busy o 22. To place someone or something oo
d. Get into someone or something for protection or
16. r active concealment.
a. Calm out a. Cover up
b. Calm down b. Cover off
c. Calm up c. Cover fot
17. To hurry along with someone 23. To shine lights on someone or
a. Come on something
b. Come in a. Light with
c. Come out b. Light on
18. To yell something at someone or c. Light up
something 24. To turn onself to avoid someone or
a. Shout at something
b. Shout out a. Turn back
c. Shout for b. Turn down
19. to keep someone or something from c. Turn away
creature
42
25. to put make up on someone or

something
a. make off
b. make in
c. make up
26. To call someone a group, or company
on the thelephone
a. Call off
b. Call in
c. Call up
27. with the inside where the outside
should be reverse.
a. Inside for
b. Inside off
c. Inside out
28. To mess up; to do something badly
a. Screw it down
b. Screw it out
c. Screw it up
29. To wreck or destroy someone or
something
a. Wipe out
b. Wipe up
c. Wipe on
30. The act of running away
a. Run Out
b. Run In
c. Run away
43
Appendix 3
THE ANSWER SHEET OF PRE-TEST
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
A a a a a a a a a a
B b b b b b b
C c c c c c
21 22 23 24 25 26 27 28 29 30
A a a a a a
B b b
C c c c
Appendix 4
4
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

EXPERIMENTAL CLASS
Mata Pelajaran : Bahasa Inggris

Kelas/Semester : X/1-2
Pertemuan ke- 1
Alokasi Waktu : 22 x 45 menit
A. Standar Kompetensi
Berkomunikasi dengan Bahasa Inggris setara Level Intermediate
B. Kompetensi Dasar
Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar

komunikasi International yang diwujudkan dalam semangat belajar
C. Indikator
Siswa dapat :
1. Menjelaskan pengertian phrasal verb
2. Mengidentifikasi phrasal verb dari lyrics lagu
D. Tujuan Pembelajaran :
Siswa dapat :
1. Memahami makna phrasal verb
2. Mengidentifikasi phrasal verb
E. Materi Ajar
1. Phrasal verb.
2. Song lyric
45
Titile Song No Phrasal Verb English Indonesia
Maron- Rude 1 Jump out To leap from something meloncat
2 Put on To place or set something meletakan

on someone or something
3 Knocked on To rap or tap, often with the mengetuk

knockies on something
Avril-lavigne 4 Chill out calm down (tenang)
Complicated
5 Turn into/turn to change into someone or Mengganti
it into something
6 Come over to come for visist (datang)
7 Dressed up to put on someone else’s (memakai baju)

clothes
8 Laugh out laugh out of other side of laugh tertawa
one’s face/ to undergo a terbahak-bahak
change in mood from joy to
sorrow, from amusement to
annoyance
9 Take off The act of leaving the membuka
ground from any angel, as a
jumping, launching or
flight. lepas/
46
MAGIC! LYRICS
"Rude"
Can I have your daughter for the rest of
Saturday morning jumped out of my life?
bed And put on my best suit Say yes, say yes 'cause I need to know
Got in my car and raced like a jet You say I'll never get your blessing 'til
All the way to you the day
Knocked on your door with heart in I die
my hand Tough luck, my friend, 'cause the
To ask you a question answer's still 'No"
'Cause I know that you're an old-
fashioned man, Why you gotta be so rude?
yeah Don't you know I'm human
too? Why you gotta be so
Can I have your daughter for the rest of rude?
my life? I'm gonna marry her anyway
Say yes, say yes 'cause I need to know
You say I'll never get your blessing 'til Marry that girl
the day Marry her
I die anyway Marry
Tough luck, my friend, but the answer that girl
is 'No' No matter what you
Why you gotta be so rude? say Marry that girl
Don't you know I'm human And we'll be a
too? Why you gotta be so family Why you
rude? gotta be so Rude
I'm gonna marry her anyway Rude
Marry that girl Can I have your daughter for the rest of
Marry her my life?
anyway Marry Say yes, say yes 'cause I need to know
that girl You say, I'll never get your blessin
Yeah, no matter what you
say Marry that girl
And we'll be a
family Why you
gotta be so Rude
47
Avril-lavigne Complicated I see the way you're acting like you're

"Complicated" somebody else
Gets me frustrated
Uh huh, life's like this
Life's like this
Uh huh, uh huh, that's the way it is
You, you fall and you crawl and you break
'Cause life's like this
And you take what you get and you turn it
Uh huh, uh huh that's the way it is
into honesty
Chill out, what you yellin' for?
You promised me I'm never gonna find
Lay back, it's all been done before
you fake it
And if you could only let it be
No, no, no
You will see
No, no, no
I like you the way you are
No, no, no
When we're drivin' in your
No, no, no
car
Chill out, what you yellin' for?
And you're talking to me one on one
Lay back, it's all been done before
But you've become...
And if you could only let it be
Somebody else 'round everyone else
You will see...
You're watching your back like you can't
relax You're tryin' to be cool
You're watching your back like you
You look like a fool to me
can't relax
Tell me
You're trying to be cool,
Why do you have to go and make things so
complicated?
Tell me
I see the way you're acting like you're
somebody else
complicated?
Gets me frustrated
Life's like this
somebody else
Gets me frustrated
Life's like this
into honesty
you fake it
into honesty
No, no, no
You come over unannounced
you fake it
Dressed up like you're somethin' else
No no
Where you are ain't where it's at
Why do you have to go and make things
You see you're making me laugh out
so complicated? (yeah, yeah)
When you strike your pose
Take off all your preppy clothes
somebody else
You know you're not fooling
Gets me frustrated
anyone When you've become...
Life's like this
You're watchin' your back like you can't
relax You're tryin' to be cool
into honesty
Tell me
you fake it
No no no
complicated?
48
F. Metode Pembelajaran:
1. Music
2. Song Lyrics
G. Langkah-langkah Pembelajaran :
Pertemuan Kegiatan Deskripsi pembelajaran Alokasi

waktu
1 Opening  Guru masuk ke kelas dengan salam 1x10 menit
 Guru menyapa menggunakan bahasa
Inggris.Guru dapat menggunakan
kaliamat
( Good morning, students. How
have you been?)
 Pastikan peserta didik merespon
dengan menjawab kembali “
Morning, Teacher/ Sir/Mam, Very
Well, Thank You.
 Guru memperkenalkan diri
 Sebelum memulai pelajaran,
Guru/murid mengawali pelajaran
dengan do’a.
” Ok my students before we star
our study, lets pray together by
reciting basmallah dan berkata
“Thank you,”setelah selesai
berdo’a,
 Guru mengecek kehadiran siswa

dalam kelas “before we star I will
call your name first and please up
your hand and every one have to
give short word/
motivation/message to other
student.
49
Kegiatan Observing 2x30 menit

1. Murid diberikan pertanyaan
Inti
untuk memancing topik apakah
yang akan di pelajari.
2. Mengarahkan murid untuk
membuat kelompok.
Comunicating

mendengangar penjelasan materi
mengenai phrasal verb.
4. Murid di berikan handout lirik
lagu dan di arahkan untuk
mendengangar alunan music.
5. Murid atau setiap kelompok
mendengarkan music sambil
mencari kosa kata phrasal verb di
text lirik lagu yang sudah di
sediakan oleh guru.
Experimenting
6. Mengarahkan kelompok untuk
maju dan menjawab dan
menuliskan kata phrasal verb dari
lirik lagu ke papan tulis.
7. Murid mengkoreksi jawaban
yang benar dari guru
8. Murid di berikan waktu untuk
memperbaiki jawaban yang salah
9. Bagi yan menajwab benar lebih
banyak akan di berikan
penghargaan atau hadiah.
50
10. Murid bisa bernyanyi bersama

sambil mengingat-ingat kembali
phrasal verbs.
note Penutup 11. Murid akan mendapatkan 1x10 menit

pertanyaan phrasal verbs secara
bergantian sambil mendengarkan
lagu
12. Murid di berikan lirik lagu untuk
pertemuan berikutnya
H. Alat,bahag atau sumber belajar :
1. Alat/Bahan :Laptop, slide show, dan hand out

2. Sumber Belajar : Lirik lagu bahas Inggris (Handouts)
I. PENILAIAN :
 Proses: Penilaian dilakukan melalui pengamatan kinerja siswa (performance) selama

kegiatan pembelajaran berlangsung.
Contoh Format Penilaian:
AspekPenilaian
Nama Accuracy
No. Fluency Pron. Into. Pv. Total Kompeten/belumkompeten
Siswa
(4) (2) (2) (2) (10)
51
Keterangan:
A. Fluency: Kelancaran berbicara dan kemampuan membedakan tingkat formalitas

1. Verygood (4) = jelas dan lancar
2. Good (3) = jelas, di selingi sedikit keraguan
3. Fair (2) = jelas tapi tersendat
4. Poor (1) = tidakjelas dan tersendat
B. Accuracy: Pronunciation, Intonation, dan phrasal verb.

2. Good (1,5) = jelas, diselingi sedikit keraguan
4. Poor (0,5) = tidak jelas dan tersendat
C. Hasil: Penilaian dilakukan pada akhir satu atau beberapa kegiatan pembelajaran
Mengetahui, Peneliti
Guru Bahasa Inggris
Rini Ramdani Yafas, SE, MM Ikoh

52

EXPERIMENTAL CLASS

Kelas/Semester : XI/1-2
Pertemuan ke- 2
B. Kompetensi Dasar

C. Indikator
Siswa dapat :
Siswa dapat :
E. Materi Ajar
1. Phrasal verb.
2. Song lyric
53
Jessi J- 10 Look up To seek someone, group, mengadah ke

Flashlight or something out langit/ melihat
ke langit
11 Get in/ gettin Get in someone’s way; to Ajak aku/bawa
interfer with someone aku
purpose or movement
Carly Rae 12 Walking up To approach someone or berjalan/mendek
Jepsen- I something on foot ati
really like you
13 Hanging on To wait a while bertahan
14 Running out To have used up most of kehabisan

the alloted time; to have
no time left.
Karmin- 15 Shout out to yell something at berteriak sekeras
Coming up someone or something kerasnya
16 Calm down To realx; to become less tenang
busy or active
17 hold us to keep someone or Pegang erat
down/hold something from
down creature
18 Look at to examine someone or melihat pada

something
19 Move to move closer to someone bergerak
in/moving in or something; to make cepat/pada
advances or aggressive
movement toward
someone or something/
54
Jessie J "Flashlight" lyrics
When tomorrow I see the shadows long beneath

comes I'll be on my the mountain top
own Feeling I'm not the afraid when the rain won't stop
frightened of Cause you light the way
The things that I don't You light the way, you light the way
know When tomorrow
comes Tomorrow comes I got all I need when I got you and
Tomorrow comes I I look around me, and see sweet
life I'm stuck in the dark but
And though the road is you're my flashlight
long I look up to the sky You're gettin’ me, gettin’ me through
And In the dark I found, I stop and the night
I won’t fly Can’t stop my heart when you shinin’
And I sing along, I sing along, then I in my eyes
sing along Can’t lie, it’s a sweet life
I'm stuck in the dark but you're
I got all I need when I got you and my flashlight
I I look around me, and see sweet
life I'm stuck in the dark but You're gettin’ me, gettin’ me through
you're my flashlight the night
You're gettin’ me, gettin’ me through Cause you're my flash light
the night You're my flash light light light, you're
Can’t stop my heart when you shinin’ my flash light light light You're my flash
in my eyes light light light light light ohhh
I can’t lie, it’s a sweet life I got all I need when I got you and
I'm stuck in the dark but you're I I look around me, and see sweet
my flashlight life
You're gettin’ me, gettin’ me through I'm stuck in the dark but you're my flashl
the night
Cause you're my flash light
You're my flash light, you're my
flash light
55
CARLY RAE JEPSEN LYRICS

"I Really Like You"
I really wanna stop

But I just got the taste for it
I feel like I could fly with the boy
on the moon
So honey hold my hand, you like
making me wait for it
I feel like I could die walking up to the
room, oh yeah
Late night, watching television

But how'd we get in this
position?
It's way too soon, I know this isn't
love But I need to tell you something
I really really really really really really

like you
And I want you. Do you want me?
Do you want me too?
like you
Do you want me too?
Oh, did I say too

much? I'm so in my
head
When we're out of touch
like you
Do you want me too?
56
It's like everything you say is a

sweet revelation
All I wanna do is get into your head
Yeah we could stay alone, you and
me, in this temptation
Sipping on your lips, hanging on
by thread, baby
Late night, watching television

But how'd we get in this
position?
It's way too soon, I know this isn't
love But I need to tell you something

like you
And I want you. Do you want me? Do
you want me too?
like you
And I want you. Do you want me? Do
you want me too?
Oh, did I say too

much? I'm so in my
head
When we're out of touch (When
we're out of touch)
like you
And I want you. Do you Do you want
me? Do you want me too?
57
Karmin- [Chorus X2]

"Coming Up Strong" That’s when I’m coming up
strong, Coming up strong
Why you crying, it’s ok now Coming up, coming up
If I hold you, will you calm strong Coming up whoa,
down? It’s your way with words Now, nothing they can do to break us now
That can make me burn Singing our song, gettin' lost to the sound
When you say it, do you mean it? Once I was lost, now I’m found
When I shout out, can you hear Shining through the dark, can’t hold
me? When it’s all too much us down
Look at what we’ve done So easy we forget and say clouds are
moving in
[Chorus X2] Rain starts to fall again
That’s when I’m coming up But as soon as you tell me it’s ok!
strong, Coming up strong
Coming up, coming up [Chorus X2]
strong Coming up Oh, Oh That’s when I’m coming up
Now, nothing they can do to break us strong, Coming up strong
now Singing our song, gettin' lost to the Coming up, coming up
sound Once I was lost, now I’m found strong Coming up, Oh,
Shining through the dark… can’t hold Now, nothing they can do to break us now
us down Singing our song, gettin' lost to the sound
Call me ruthless, we’ve been through Once I was lost, now I’m found
this Who’s to blame now, babe it’s Shining through the dark, can’t hold
useless Cause it’s no one’s fault, if the us down
lights were off
When we’re shining, then we’re Why you crying, it’s ok now
flying Through the wheel house, that If I hold you, will you calm
we’re grinding down? When it’s all too much
When it’s all too much, Look at what we’ve done.
Look at what we’ve
done
F. Metode
Pembelajaran:
58

waktu
kaliamat
have you been?)
Well, Thank You.
dengan do’a.
berdo’a,

give short word/
student.

Inti
untuk mengenai phrasal verb
yang sudah di ajarkan
sebelumnya.
59

membuat kelompok yang
sama seperti sebelumnya.
Comunicating
3. Murid di berikan handout

lirik lagu dan di arahkan
untuk mendengangar alunan
music.
mencari kosa kata phrasal
verb di text lirik lagu yang
sudah di sediakan oleh guru.
Experimenting
5. Mengarahkan kelompok
untuk maju dan menjawab
dan menuliskan kata phrasal
verb dari lirik lagu ke papan
tulis.
memperbaiki jawaban yang
salah
8. Bagi yan menajwab benar
lebih banyak akan di berikan
9. Murid bisa bernyanyi
bersama sambil mengingat-
60
ingat kembali phrasal verbs.

pertanyaan phrasal verbs
secara bergantian sambil
mendengarkan lagu
11. Murid di berikan lirik lagu
untuk pertemuan berikutnya
1. Alat/Bahan :Laptop, slide show, dan hand out

2. Sumber Belajar : Lirik lagu bahas Inggris (Handouts)
I. PENILAIAN :

Aspek Penilaian
Accuracy Kompeten/belum
No. Nama Siswa Fluency Pron. Into. Pv. Total
kompeten
(4) (2) (2) (2) (10)
Keterangan:

61

B. Accuracy: Pronunciation, Intonation, dan phrasal verb.

Guru Bahasa Inggris

62

EXPERIMENTAL CLASS

Pertemuan ke- 3
B. Kompetensi Dasar

C. Indikator
Siswa dapat :
Siswa dapat
:
E . Materi Ajar
1. Phrasal verb.
2. Song lyric
63
Karmin- just 20 Put it on To place or set something on meletakan

sayin someone or something pada
21 Wiipe out to wreck or destroy someone or menghilangka

something/ get rid of something n/
membersihka
n
22 Screw it up to mess up; to do something badly mengacaukan
23 Booed off to jeer and hoot, causing performes mencemooh/o

to leave stage / lokan, ejekan
Karmin- 24 Inside out with the inside where the outside Di luar
Brokenhearte should be reverse.
d
:
25 Call me up to call someone a group, or Menelpon

company on the thelephone
64
KARMIN LYRICS What's the time, such a crime

"Brokenhearted" Not a single word, sipping on that
Patrón Just to calm my nerves, uh oh
This is more than the typical kinda thing Poppin' bottles by the
Felt the jones in my bones when you phone Oh yeah
were touching me, uh oh Had me up, had me down, turn me
Didn't wanna take it slow inside out
In a daze, going crazy, I can barely think That's enough, call me
You're replaying in my brain, find it hard to up Baby I'm in doubt,
sleep, uh oh oh oh
Waiting for my phone to I don't even think you know, no no
blow Uh oh yep
See, I've been waiting all
Now I'm here in a sticky situation day For you to call me
Got a little trouble, yep and now I'm baby
pacing Five minutes, ten minutes, now So let's get up, let's get on it
it's been an hour Don't you leave me brokenhearted
Uh don't wanna think too hard, but I'm tonight Come on, that's right
Honest baby, I'll do anything you want
sour Uh oh, I can't seem to let you go to So can we finish what we started
Don't you leave me brokenhearted
See, I've been waiting all tonight Come on, that's right, cheerio
day For you to call me
baby Anything you wanna do, I'll be on it
So let's get up, let's get on it too Everything you said is like gold
Don't you leave me brokenhearted with the view
tonight Come on, that's right Business in the front, party in the
Honest baby, I'll do anything you want
to So can we finish what we started
Don't you leave me brokenhearted
tonight Come on, that's right, cheerio
65
Karmin- "I'm Just Sayin'" Where to go, go,
Oh if I want it go OH, OH, OH
I'm gonna get it OH, OH,
And I'm just sayin' OH OH,
I'm just sayin' OH, OH
Oh if I want it I know, know
I'm gonna get it know Where to
And I'm just sayin' go, go, go OH,
I'm just sayin' OH, OH
Future in my hands OH, OH,
Gotta make it count OH OH,
Convince yourself it's feasible OH, OH
Then there's nothin' else Did you ever
Sick addiction think I'll do what
Dangerous mind I want
Put it on command' Me in the marathon,
Error: undefined ha One in the front
Even when you got a shadow of a doubt Now you're makin'
Even when a hundred people tell you it's a plans Don't let them
wipeout screw it up Better write
You gotta do it big Your name on
You gotta do it strong it Paper cup
At the end of the day Most people afraid of hearing
You're the one who's in the wrong no Got booed off stage once
Regrettin' and forgettin' everything you worked apollo I can do anything
for That I wanna
Instead a trend settin' and bettin' do And I'll
It's so upsettin' I'm sweatin now take that
And I can't believe it Cause it's not for you
It should be so easy Took a few years to
Oh... surface But now it's so
Already got a knack bizurkus And I'm ring
Just dial it back leadin'
The window's open and the world is yours In this circus
Go attack I'm just sayin'
Cause when the wind is right and the tide is I'm just layin' and pavin' the
high road Ahead of me
It's time to fly Bravin' the elements and watchin'
Oh if I want it it Cave in
I'm gonna get it My heart is racin' and palpitatin'
And I'm just sayin'
I'm just sayin' Oh if I want it I'm so
I'm gonna get it done
And I'm just sayin' Anticipati
I'm just sayin' n' It's all
I know, know know good
66
1. Music
2. Song Lyrics

waktu
kaliamat
have you been?)
Well, Thank You.
dengan do’a.
berdo’a,

give short word/
student.
67

1. Murid diberikan pertanyaan untuk
Inti
mengenai phrasal verb yang sudah di
ajarkan sebelumnya.
2. Mengarahkan murid untuk membuat
kelompok yang sama seperti
sebelumnya.
Comunicating
3. Murid di berikan handout lirik lagu dan

di arahkan untuk mendengangar alunan
music.
mencari kosa kata phrasal verb di
text lirik lagu yang sudah di
sediakan oleh guru.
Experimenting
5. Mengarahkan kelompok untuk maju dan
menjawab dan menuliskan kata phrasal
verb dari lirik lagu ke papan tulis.
6. Murid mengkoreksi jawaban yang benar
dari guru
8. Bagi yan menajwab benar lebih banyak
akan di berikan penghargaan atau
hadiah.
9. Murid bisa bernyanyi bersama sambil
mengingat-ingat kembali phrasal verbs.
68
note Penutup 10. Murid akan mendapatkan pertanyaan 1x10 menit

phrasal verbs secara bergantian sambil
mendengarkan lagu
11. Murid di berikan lirik lagu untuk
pertemuan berikutnya
H. Alat,bahan atau sumber belajar :
Alat/Bahan :Laptop, slide show, dan hand out
I. PENILAIAN :

Aspek Penilaian
No. NamaSiswa Fluency Pron. Into. Pv. Total
kompeten
(4) (2) (2) (2) (10)
Keterangan:

69
B. Accuracy: Pronunciation, Intonation, dan phrasal verb

Guru Bahasa Inggris

70
Appendix 4

EXPERIMENTAL CLASS

Pertemuan ke- 4
B. Kompetensi Dasar

C. Indikator
Siswa dapat :
Siswa dapat
:
E. Materi Ajar
1. Phrasal verb.
2. Song lyric
71
Titile Song No Phrasal English Indonesia

Verbs
One direction- 25 Call me up to call someone a group, or Menelpon
whats make company on the thelephone
you beautiful
26 Make up to put make up on someone or berhias

something
27 Cover up to place someone or melindungi/men

something oo someone or utupi semua
something for protection or
concealment
28 Light up to shine lights on someone or menyinari/mener
something angkan
29 Turn away To turn onself to avoid berbalik

someone or something
Ketty Pery- 30 Brussing off To remove something such as Menghapus debu

Roar dust or lint
Maron-maps 31 Get over To cross over something Melewati
Rixton-me and 32 pick me up To acquire someone or menjemputku

my something
brokenheart
72
ONE DIRECTION LYRICS

"What Makes You Beautiful"
[Verse
1]
[Liam]
You're insecure,
Don't know what
for,
You're turning heads when you
walk through the door,
Don't need make-
up, To cover up,
Being the way that you are is enough,
[Bridg
e]
[Harry
]
Everyone else in the room can see
it, Everyone else but you,
[Choru
s] [All]
Baby you light up my world like nobody
else, The way that you flip your hair gets
me overwhelmed,
But when you smile at the ground it ain't
hard to tell,
You don't
know, Oh, oh,
You don't know you're
beautiful, If only you saw what
I can see,
You'd understand why I want you so
desperately, Right now I'm looking at you and I
73
[Verse
2]
[Zayn]
So c-come on.
You got it
wrong. To
prove I'm right I
put it in a song.
I don't know
why You're
being shy,
And turn away when I look into
your eye-eye-eyes,
[Bridg
e]
[Harry
]
Everyone else in the room can see
it, Everyone else but you,
[Choru
s] [All]
Baby you light up my world like
nobody else,
The way that you flip your hair gets
me overwhelmed,
But when you smile at the ground it
ain't hard to
tell,
You don't
know, Oh oh,
You don't know you're
beautiful, If only you saw what
I can see,
You'll understand why I want you
so desperately,
Right now I'm looking at you and I
74
KATY PERRY LYRICS

"Roar"
I used to bite my tongue and hold my breath

Scared to rock the boat and make a mess
So I sat quietly, agree politely
I guess that I forgot I had a choice
I let you push me past the breaking point
I stood for nothing, so I fell for everything
You held me down, but I got up

(HEY!) Already brushing off the dust
You hear my voice, you hear that
sound Like thunder gonna shake the
ground You held me down, but I got
up (HEY!) Get ready 'cause I've had
enough
I see it all, I see it now
[Chorus:]
I got the eye of the tiger, a fighter,
dancing through the fire
'Cause I am a champion and you're gonna
hear me roar
Louder, louder than a lion
'Cause I am a champion and you're gonna
hear me roar
Oh oh oh oh oh oh
oh Oh oh oh oh oh
oh oh Oh oh oh oh
oh oh oh
75
You held me down, but I got up
(HEY!) Already brushing off the dust
You hear my voice, you hear that
sound Like thunder gonna shake the
ground You held me down, but I got
up (HEY!) Get ready 'cause I've had
enough
I see it all, I see it now
[Chorus:]
I got the eye of the tiger, a fighter,
dancing through the fire
'Cause I am a champion and you're
gonna hear me roar
Louder, louder than a lion
'Cause I am a champion and you're
gonna hear me roar
Oh oh oh oh oh oh
oh Oh oh oh oh oh
oh oh Oh oh oh oh
oh oh oh
(You're gonna hear me
roar) Oh oh oh oh oh oh
oh
Oh oh oh oh oh oh oh
(You're gonna hear me
roar)
76
MAROON 5 LYRICS
"Maps"
I miss the taste of a sweeter

life I miss the conversation
I’m searching for a song
tonight I’m changing all of the
stations
I like to think that we had it

all We drew a map to a better
place But on that road I took a
fall
Oh baby why did you run away?
I was there for you

In your darkest
times I was there
for you
In your darkest nights
But I wonder where were

you? When I was at my
worst Down on my knees
And you said you had my
back So I wonder where
were you?
When all the roads you took came back to me
So I’m following the map that leads to

you The map that leads to you
Ain't nothing I can do
The map that leads to
you
Following, following, following to
77
I hear your voice in my sleep at night
Hard to resist temptation
'Cause something strange has come
over me
And now I can’t get over
you No, I just can’t get
over you
I was there for you

In your darkest
times I was there
for you
In your darkest nights
But I wonder where were

you? When I was at my
worst Down on my knees
And you said you had my
back So I wonder where
were you?
When all the roads you took came
back to me
So I’m following the map that leads

to you
you Ain't nothing I can
do The map that leads
to you
Following, following, following to
you The map that leads to you
Ain't nothing I can do
you
78
RIXTON LYRICS
"Me And My Broken Heart" [Chorus:]
All I need's a little love in my life
[Chorus:] All I need's a little love in the dark
All I need's a little love in my life A little but I'm hoping it might kick start
All I need's a little love in the dark Me and my broken heart
A little but I'm hoping it might kick start I need a little loving tonight
Me and my broken heart Hold me so I'm not falling apart
I need a little loving tonight A little but I'm hoping it might kick start
Hold me so I'm not falling apart Me and my broken heart
A little but I'm hoping it might kick start [Verse 2:]
Me and my broken heart Maybe some part of you just hates me
You pick me up and play me
Yeah... How do we call this love? (whoa oh oh oh)
One time tell me you need me tonight
[Verse 1:] To make it easy, you lie
Shot gun, aimed at my heart, you got one And say it's all for love (whoa oh oh oh)
Tear me apart and then some
How do we call this love (whoa oh oh oh) [Pre-Chorus:]
I try to run away but your eyes It seems like we've been losing control
Tell me to stay, oh why, Somebody tell me I'm not alone
Why do we call this love (whoa oh oh oh) When I say
[Pre-Chorus:] [Chorus:]
It seems like we've been losing All I need's a little love in my life
control Somebody tell me I'm not All I need's a little love in the dark
alone A little but I'm hoping it might kick start
When I said Me and my broken heart
I need a little loving tonight
Hold me so I'm not falling apart
A little but I'm hoping
F . Metode
79
3. Music
4. Song Lyrics
G . Langkah-langkah Pembelajaran :

waktu
kaliamat
have you been?)
Well, Thank You.
dengan do’a.
berdo’a,

give short word/
student.

Inti
mengenai phrasal verb yang sudah di
ajarkan sebelumnya.
80
kelompok yang sama seperti sebelumnya.
Comunicating
3. Murid di berikan handout lirik lagu dan

di arahkan untuk mendengangar alunan
music.
mendengarkan music sambil mencari
kosa kata phrasal verb di text lirik lagu
yang sudah di sediakan oleh guru.
Experimenting
6. Mengarahkan kelompok untuk maju dan
menjawab dan menuliskan kata phrasal
verb dari lirik lagu ke papan tulis.
7. Murid mengkoreksi jawaban yang benar
dari guru
9. Bagi yan menajwab benar lebih banyak
akan di berikan penghargaan atau
hadiah.
10. Murid bisa bernyanyi bersama sambil
mengingat-ingat kembali phrasal verbs.

seluruh phrasal verbs secara bergantian
sambil mendengarkan lagu
H . Alat,bahag atau sumber belajar :

81
I. PENILAIAN :

Aspek Penilaian
kompeten
(4) (2) (2) (2) (10)
Keterangan:

B. Accuracy: Pronunciation, Intonation, dan Phrasal verb.

C. Hasil: Penilaian dilakukan pada akhir satu atau beberapa kegiatan
pembelajaran Mengetahui, Peneliti

Guru Bahasa Inggris

82
Appendix 5

CONTROLLED CLASS
Mata Pelajaran Kelas/Semester

: Bahasa
Pertemuan
Inggriske- Alokasi Waktu
: XI/1-2
:1
: 22 x 45 menit
Standar Kompetensi
Kompetensi Dasar

Indikator
Siswa dapat :
Menjelaskan pengertian phrasal verb
Mengidentifikasi phrasal verb
Tujuan Pembelajaran :
Siswa dapat :
Memahami makna phrasal verb
E.Materi Ajar
1. Phrasal verb.
83
No Phrasal Verb English Indonesia
1 Jump out To leap from something meloncat
2 Put on To place or set something meletakan

on someone or something
3 Knocked on To rap or tap, often with the mengetuk

knockies on something
4 Chill out calm down (tenang)
5 Turn to change into someone or

into/turn it something
into
6 Come over to come for visist (datang)
7 Dressed up to put on someone else’s (memakai baju)

clothes
8 Laugh out laugh out of other side of laugh tertawa
one’s face/ to undergo a terbahak-bahak
change in mood from joy to
sorrow, from amusement to
annoyance
9 Take off The act of leaving the ground Membuka
from any angle, as a jumping,
launching or flight. lepas/
 Tanya jawab
84

waktu
kaliamat
have you been?)
Well, Thank You.
dengan do’a.
berdo’a,

give short word/
student.

Inti
untuk memancing topik apa yang
akan di pelajari.
membuat kelompok.
85
Comunicating

4. Murid di berikan beberapa kosa
kata phrasal verbs
5. Murid di berkan waktu untuk
menghapal
Experimenting
6. Mengarahkan kelompok untuk
maju dan menjawab dan
menuliskan kata phrasal verb ke
papan tulis.
banyak akan di berikan

pertanyaan tanya jawab untuk
phrasal verbs
H. Alat,bahag atau sumber

 Alat/Bahan :Laptop, slide show, dan hand out
86
I. PENILAIAN :
Proses: Penilaian dilakukan melalui pengamatan kinerja siswa (performance) selama kegiatan pembelaja
Aspek Penilaian
No. Nama Siswa Fluency Pron. Into. Pv Total
kompeten
(4) (2) (2) (2) (10)
Keterangan:

Verygood (4)= jelas dan lancar
Good (3)= jelas, di selingi sedikit keraguan
Fair (2)= jelas tapi tersendat
Poor (1)= tidakjelas dan tersendat
B. Accuracy: Pronunciation, Intonation, dan phrasal verb

Good (1,5)= jelas, diselingi sedikit keraguan
Poor (0,5)= tidak jelas dan tersendat
Mengetahui, Guru Bahasa Inggris Peneliti

87

CONTROLLED CLASS

Pertemuan ke- 2
B. Kompetensi Dasar

C. Indikator
Siswa dapat :
Siswa dapat
:
E. Materi Ajar
1. Phrasal verb.
88

10 Look up To seek someone, mengadah ke langit/ melihat
group, or something out ke langit
11 Get in/ gettin Get in someone’s way; Ajak aku/bawa aku
to interfer with someone
purpose or movement
12 Walking up To approach someone berjalan/mendekati
or something on foot
13 Hanging on To wait a while bertahan
14 Running out To have used up most kehabisan

of the alloted time; to
have no time left.
15 Shout out to yell something at berteriak sekeras kerasnya
16 Calm down To realx; to become less tenang
busy or active
17 hold us to keep someone or Pegang erat
down/hold down something from creature
18 Look at to examine someone or melihat pada

something
19 Move in/moving to move closer to bergerak cepat/pada
in someone or something;
to make advances or
aggressive movement
toward someone or
something/
 Tanya jawab
89

waktu
kaliamat
have you been?)
Well, Thank You.
dengan do’a.
berdo’a,

give short word/
student.

Inti
mengulang kembali materi
sebelumnya.
90

kelompok seperti sebelumnya.
Comunicating

4. Murid di berikan beberapa kosa kata
phrasal verbs
menghapal
Experimenting
6. Mengarahkan kelompok untuk maju
dan menjawab dan menuliskan kata
phrasal verb ke papan tulis.
7. Murid mengkoreksi jawaban yang
benar dari guru
banyak akan di berikan penghargaan
atau hadiah.

tanya jawab untuk phrasal verbs

91
I. PENILAIAN :
 Proses: Penilaian dilakukan melalui pengamatan kinerja siswa

(performance) selama kegiatan pembelajaran berlangsung.
Aspek Penilaian
No. Nama Siswa Fluency Pron. Into. Pv Total
kompeten
(4) (2) (2) (2) (10)
Keterangan:


Guru Bahasa Inggris

92

CONTROLLED CLASS

: Bahasa
Pertemuan
: XI/1-2
:3
: 22 x 45 menit
Standar Kompetensi
Kompetensi Dasar

Indikator
Siswa dapat :
Siswa dapat :
E. Materi Ajar
1. Phrasal verb.
93
20 Put it on To place or set something on meletakan

someone or something pada
21 Wiipe out to wreck or destroy someone or menghilang

something/ get rid of something kan/
membersihk
an
22 Screw it up to mess up; to do something badly mengacauk

an
23 Booed off to jeer and hoot, causing mencemooh

performes to leave stage / /olokan,
ejekan
24 Inside out with the inside where the outside Di luar

should be reverse.

F. Metode
 Tanya jawab
94

waktu
kaliamat
have you been?)
Well, Thank You.
dengan do’a.
berdo’a,

give short word/
student.

Inti mengulang materi sebelumnya.

Comunicating
95

phrasal verbs
menghapal
Experimenting
benar dari guru
atau hadiah.


96
I. PENILAIAN :
Aspek Penilaian
kompeten
(4) (2) (2) (2) (10)
Keterangan:



97

CONTROLLED CLASS

: Bahasa
Pertemuan
: XI/1-2
:4
: 22 x 45 menit
Standar Kompetensi
Kompetensi Dasar

Indikator
Siswa dapat :
Siswa dapat :
E. Materi Ajar
1. Phrasal verb.
98
No Phrasal English Indonesia

Verbs
26 Make up to put make up on someone or berhias

something
27 Cover up to place someone or melindungi/menutupi

something oo someone or semua
something for protection or
concealment
28 Light up to shine lights on someone or menyinari/menerangkan
something
29 Turn away To turn onself to avoid berbalik

30 Brussing off To remove something such as Menghapus debu

dust or lint
31 Get over To cross over something Melewati
32 pick me up To acquire someone or menjemputku

something
 Tanya jawab
99

waktu
kaliamat
have you been?)
Well, Thank You.
dengan do’a.
berdo’a,

give short word/
student.

Inti
mengulang materi sebelumnya.
10
0
Comunicating

phrasal verbs
menghapal
Experimenting
benar dari guru
atau hadiah.


10
1
I. PENILAIAN :
Aspek Penilaian
kompeten
(4) (2) (2) (2) (10)
Keterangan:



102
Appendix 6
POST- TEST a. Turn it into
Read the meaning of the phrasal verb, b. Turn it on
and then choose the correct answer c. Turn it off
with a,b or c. 7. To come for a visit

a. Come out
1. To place or set something on b. Come over
someone or something c. Come in
a. Put Out 8. To leap from something
b. Put On a. Jump out
c. Put At b. Jump On
2. To rap or tap, often with the c. Jump In
knockies on something 9. To undergo a change in mood from
a. Knock on joy to sorrow, from amusement to
b. Knock In annoyance
c. Knock Up a. Laugh out
3. with the inside where the outside b. Laugh in
should be reverse. c. Laugh up
a. Inside for 10. To dress on fancy dress
b. Inside off a. Dress up
c. Inside out b. Dress out
4. To mess up; to do something badly c. Dress off
a. Screw it down 11. To calm down or to relax
b. Screw it out a. Chill Up
c. Screw it up b. Chill off
5. To seek someone, group, or c. Chill Out
something out 12. The act of leaving the ground from
a. Look on any angel, as a jumping, launching or
b. Look off flight.
c. Look up a. Take out
6. To change into someone or b. Take off
something c. Take in
103
13. The act of running away 19. Get into someone; get bother
a. Run Out someone or affect someone
b. Run In a. Get up
c. Run away b. Get out
14. Get in someone’s way; to interfer c. Get into
with someone purpose or movement 20. To realx; to become less busy o
a. Get out reactive
b. Get into a. Calm out
c. Get in b. Calm down
15. To approach someone or something c. Calm up
on foot 21. To hurry along with someone
a. Walk off a. Come on
b. Walk out b. Come in
c. Walk up c. Come out
22. To yell something at someone or
16. To wait a while something
a. Hang in a. Shout at
b. Hang out b. Shout out
c. Hang on c. Shout for
17. To move closer to someone or 23. To examine someone or something
something; to make advances or a. Look at
aggressive movement toward b. Look for
someone or something c. Look in
a. Move in 24. to keep someone or something from
b. Move on creature
c. Move off a. hold back
18. To have used up most of the alloted b. hold for
time; to have no time left c. hold down
a. Run out
b. Run in
c. Run off
104
25. To place someone or something oo

someone or something for protection
or concealment.
a. Cover up
b. Cover off
c. Cover fot
26. To shine lights on someone or
something
a. Light with
b. Light on
c. Light up
27. To turn onself to avoid someone or
something
a. Turn back
b. Turn down
c. Turn away
28. to put make up on someone or
something
a. make off
b. make in
c. make up
29. To call someone a group, or
a. Call off
b. Call in
c. Call up
30. To wreck or destroy someone or
something
a. Wipe out
b. Wipe up
c. Wipe on
101
Appendix 7
THE ANSWER SHEET OF POST -TEST
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
A a c a b a a a a a a
B b b b b
C c c c c c c
21 22 23 24 25 26 27 28 29 30
A a a a a a
C c a c c

Ikoh Fitk

Uploaded by

Document Informationclick to expand document information

Copyright:

Available Formats

Ikoh Fitk

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Ikoh Fitk

Uploaded by

Copyright:

Available Formats

THE EFFECT OF USING SONG LYRICS ON STUDENTS’

ENGLISH PHRASAL VERBS MASTERY

DEPARTMENT OF ENGLISH EDUCATION

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

Key word: Phrasal Verb, Song lyric

Key word: Phrasal Verb, lirik lagu

Penelitian ini bertujuan untuk mendapatkan data empirik tentang

In the nam of Allah, the Beneficient, th Merciful.

Jakarta, June 2016

CHAPTER II. THEORETICAL FRAMEWORK............................................5

Table 3.1 The timeline of the research.............................................................................19

Table 4.1 The Score of Post Test of Experimental Class..................................................25

Table 4.2 Score of Post Test Controlled Class.................................................................27

Appendix 1 : Test of Validity...........................................................................38

Appendix 2 : Pre Test Instrument.....................................................................40

Appendix 3 : The Answer Key of Pre Test........................................................43

Appendix 4 : Lesson Plan of Experimental Class..............................................44

Appendix 5 : lesson Plan of Controlled Class...................................................78

Appendix 7 : The Answer Key of Post Test Instrument..................................101

Mastering a foreign language is one of the important things that is needed in

Based on problem above, it is proved that students at SMK (Vocational School)

Therefore based on description above, the reseacher formulated the topic in

B. Identification of The Problem

Based on the background above, the problem can be identified as follows:

1. The Vocational students (SMK) still have difficulties in undestanding

C. Limitation of The Problem

D. Formulation of The Problem

Based on the limitation above, the formulation of the following problem is as

2. Definition of Phrasal Verbs

3. Types of Phrasal Verbs

Type 1: intransitive e.g come to ( recover consciousness) These don‟t take an

Type 2 : transitive insepaarable e.g look into ( insvatigate)These must take an

4. The Importance of Phrasal Verb

5. The difficulty of phrasal verb.

6. Idiom and Phrasal Verb

say.12 Idioms could define as expressions whichhave an idiosyntractic meaning

7. Technique in Teaching Phrasal verb

In this technique, teacher can explain the meaning of the words. A

B. Music, lyric and Song

Music is part of everyone‟s life. It consisits of melody, harmony, rhythm,

Music is as the star of communication about any topics between an

(Spring, 2005), pp. 84

Lyric is memorable language and it is about whats happend now. Sometime

C. Why song lyric?

There are some reason of using song in English classroom.23

a) Songs provide examples ofeveryday language; the language of most

1. Advantages and Disadvantages of using song lyrics

Using songs in the classroom have some advantages. Songs are:24

a. Improve student motivation;

a. Be very fast for ESL learners;

Based on disadvantages of using song lyric in the class, teacher have

Many songs include of slang, bad grammar, idimoatic, phrasal verb or

3. The Benefit of Using Music in Class

4. Technique for Presenting song

To make effective while presenting songs in class, teacher have to plan it in

The First Skripsi written by Masning Zahro, student member 063411050,

The second skripsi written in 2008 by Dagmar Siskova entiled “ Teaching

To make the song is useful in languange classroom, teacher have to be