CHAPTER I

INTRODUCTION

A.Background of the Problem

English is an international language, meaning that people all over the

world can communicate in it. This practically facilitates international
communication. English is therefore a crucial component of global
communication in many fields. As a result, English was included in the national
curricul um of numerous non-English speaking nations, including Malaysia,
China, and Indonesia.
Vocabulary is the stock of words available to the speaker or
writer. Condition vocabulary can refer to all words in all
languages, to words or phrases used incertain varieties such as
dialects, registers and terminology. Therefore, it can be
understood that vocabulary is one of the important aspects in
language, because by knowing a lot of foreign vocabularies we
can easily communicate and understand the writing or speech
spoken by foreigners, especially English. Therefore vocabulary
learning must be taught from an early age, early childhood,
especially children in elementary school. According to Kasihani,
learning English is a local content lesson, this subject can be
started from grade 4 elementary school in accordance with the
Decree of the Minister of Education and Culture Number
060/U/1993 dated February 25, 1993 concerning the possibility
of early learning of English as a subject local content lessons. 1
To teach vocabulary to early childhood, teachers must use

teaching media that are good and suitable for their students.
1
Kasihani K.E. Suryanto, English For Young Learners Melejitkan Potensi
Anak Melalui English Class Yang Fun,Asik,Dan Menarik (Jakarta: Bumi Aksara,
2008), p. 2.

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According to Kasihani in his book, there are three types of media

in teaching English to early childhood, the first is visual media,

the second is audio media and the third is audio visual media. 2

Maka dalam penelitian ini peneliti memilih

menggunakan audio visual berupa video lagu anak sesuai

dengan bahan ajar di sekolah.

In elementary school, the process of delivering knowledge

will be more quickly understood. Children will begin to ask

questions, think and imitate what the teacher exemplifies. The

process of transferring foreign languages to children will begin at

this stage. Children will be introduced to new vocabulary, how to

pronounce English correctly, and know everything around them

in English. In childhood, the process of child brain development

enters the Golden Age phase. So introducing English in childhood

will train children's cognitive abilities. The process of transferring

foreign languages to children will begin at this stage. Children

will be introduced to new vocabulary, how to pronounce English

correctly, and know everything around them in English.

Furthermore, at the momentum of the intellectual period,

each child's ability to speak English will slowly become apparent

at the elementary school level. this will make it easier to guide

2
K.E. Suryanto, p. 102.

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children's talents in English. Because at the elementary school

level most children will be able to get all the knowladge from the

all aspect they receive it well. At this stage too, it will be easier

to shape the child's character in a foreign language. High school

students who still do not know English, whether it's how to speak,

make sentences, or even interpret a word in English are not

infrequently found. It happened because they did not receive

maximum English lessons in elementary school. This case will be

inversely proportional if children are accustomed to receiving

and practicing English at the elementary level. From a mental

point of view, children who have taken English lessons since

elementary school will be better prepared and can easily

continue with more complex English lessons.

Learning English in high school is different from studying

elementary school English, but at least after elementary school

children gain knowledge of English in the right way in elementary

school according to their character and level of development,

schoolchildren basic who will continue at the intermediate level

will not be easily depressed mentally their psychological and

cognitive development. This means that English it needs to be

taught to elementary school students, as long as the material

what is taught is only a basic introduction to English, because the

students need English according to their character who tends to

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like to play, so it would be better if English is taught while

interspersed with games or song.

Children generally like interesting and fun things like songs

to learn something new. This study aims to bring a different

atmosphere into the classroom so that students will be more

interested in learning English vocabulary. In addition, a different

atmosphere can also avoid student boredom. It provides an

opportunity to easily memorize words and phrases. It is best to

choose a few popular songs that students are familiar with.

Teachers choose words that students want to learn from popular

songs.

Using songs to teach vocabulary is considered appropriate

for students to learn new vocabulary while having fun and

without pressure. This song is considered one of the alternatives

to improve English, especially vocabulary; like what Wrenshall

said; “there is also plenty of evidence that song help

memorization, and the rhythm and rhyme of thelyrics can

certainly help vocabulary as well”.3Addition, the songs are easy

to find on TV, cassettes, radio, and MP3 players, making them

fun and accessible to your students' ears. In addition, YouTube

songs allow students to listen the songs and read the lyrics on

screen, instantly motivating them to learn the language.

3
John Wrenshall, Using Song to Improve Communication Competente
(angkok: AUA Language Center, 2002), p. 43.

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 Berdasarkan observasi yang dilakukan peneliti selama

mengajar di SDN 03 Koto Tangah, media pembelajaran yang

digunakan kurang menarik khususnya bagi siswa, guru sesuai

dengan yang tertera di buku pelajaran bahasa inggris cetakan

yang sama-sama kita ketahui bahwa isi buku tersebut adalah

suatu hal yang baru bagi siswa, dalam mengajarkan hal baru

khususnya kepada siswa sekolah dasar harus dengan media

yang menarik, namun selama observasi peneliti yang juga

berperan sebagai guru mengajarkan pembelajaran kepada

anak dengan media yang kurang menarik yaitu guru hanya

menuliskan kosakata baru di papan tulis lalu membacanya

dengan pengucapan kata yang benar dan siswa mengikuti

pengucapan tersebut setelah itu siswa diminta untuk

menghafalnya kemudian menjawab beberapa pertanyaan yang

telah tercantum di buku pelajarannya atau pertanyaan yang

diberikan oleh guru.

Dari media pembelajaran diatas peneliti memperhatikan

gerak-gerik siswa dalam melaksanakan pembelajaran, mereka

terlihat kurang memperhatikan pelajaran, kurang semangat

dalam belajar, dan kesulitan dalam memahami bahan ajar

yang diberikan guru, sehingga ketika pertanyaan yang

diajukan oleh guru atau ketika menjawab pertanyaan di buku

teks, siswa terlihat kesulitan dalam menjawab pertanyaan

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tersebut. siswa juga cepat merasa bosan dengan pelajaran

yang diajarkan karena media pengajaran yang terlalu monoton

dan kurang menarik bagi siswa.

Setelah satu semester berlalu dan ujian dilaksanakan guru

menemukan adanya kejanggalan pada nilai pelajaran bahasa

inggris siswa, guru merasa kurang puas dengan hasil yang

diperoleh oleh karena itu peneliti ingin melakukan perubahan

pada media pembelajaran bahasa inggris khususnya pada mata

pelajaran bahasa inggris. pemberian kosakata kepada siswa

yaitu dengan menggunakan lagu, diharapkan dengan

menggunakan media ini siswa dapat menikmati dan lebih mudah

mengingat kosakata yang telah diberikan oleh guru.

Dalam penelitian ini peneliti mengharapkan adanya

perbaikan baik bagi siswa maupun bagi guru yang mengajar.

Disini peneliti melakukan penelitian tindakan kelas dengan

menggunakan media musik anak dalam memberikan kosakata

kepada siswa, yang sebelumnya pada pembelajaran bahasa

inggris di SDN 03 Koto Tangah hanya menggunakan metode

konvensional dalam memberikan kosakata kepada siswa yaitu

guru membagikan kosakata dengan menuliskannya di papan

tulis kemudian dibacakan oleh guru dan dilanjutkan oleh siswa,

kemudian siswa mulai menuliskan kosakata tersebut di buku

catatan dan dilanjutkan dengan menghafal kosakata tersebut.

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Peneliti meyakini metode konvensional dapat dikembangkan

bahkan ditingkatkan dengan menggunakan media lagu anak-

anak. Peneliti bukan tanpa alasan menggunakan media lagu

anak dalam memberikan kosakata kepada siswa, terlihat dari

kurangnya pemahaman dan minat siswa dalam menulis

kemudian menghafal kosakata yang tertera di papan tulis.

Diharapkan dengan menggunakan lagu anak sebagai media

pemberian kosakata kepada siswa dapat meningkatkan

pemahaman dan minat mereka dalam mempelajari kosakata

bahasa Inggris.

Dari hasil observasi juga ditemukan bahwa beberapa siswa

kelas V SDN 03 Koto Tangah mempunyai nilai bahasa Inggris

yang kurang memuaskan karena sebagian besar siswa tidak

memahami pelajaran akibat siswa kurang baik dalam mengingat

kosakata yang diberikan oleh guru. guru. Oleh karena itu peneliti

ingin mencoba lagu anak-anak sebagai media untuk menambah

kosa kata siswa.

Based on the above background, the researcher wants to

do research with the title:“The Use of English Songs to

Improve Students Vocabulary in SDN 03 Koto Tangah”

The Use of English Songs to Improve Students Vocabulary Mastery in

SDN 03 Koto Tangah

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