THE USE OF RAP MUSIC TO IMPROVE STUDENTS ’ VOCABULARY MASTERY AT THE FIRST GRADE STUDENTS OF SMPN 2 PAPALANG MAMUJU REGENCY

The objective of this study was to to find out the extent of Rap Music improves the students’ vocabulary mastery. This study was focused on improv ing the students’ vocabulary in irregular verbs mastery. The research design applied in this study was a Quasi Experimental Design exactly Non-Equivalent Control Group Design covering 6 meetings for each classes (Experimental class and Controlled Class). The instruments used was test. Further, the data analysis techniques involved in this study was quantitative analysis. The findings of this study showed that first grade students’ of SMPN 2 Papalang vocabulary mastery (irregular verbs) improved by the Rap Music by the increase of mean score of Experimental class that was 8.68 in the pre test and 48.89 in the post-test. It was also proved by the result of the statistical analysis indicated that the t-test values of the Rap Music in the post-test was 6.74 higher than t-table 2.021 (6.74 > 2.021). Based on the fact, H1 was accepted and H0 was rejected, the researcher concluded that Rap Music was effective to improve students’ vocabulary mastery at the first grade students of SMPN 2 Papalang, Mamuju Regency.


INTRODUCTION
nglish has been introduced from elementary school to university, even some kindergartens in big cities have introduced it as one of the subjects.But, not all the students in Indonesia can get the same opportunity to learn English in early ages.As an example is in the researcher's hometown Mamuju regency, students over there only get the English subject in Junior High School.Teaching English in junior high school specifically for students who acquire English as their first foreign language is not an easy job.
Surely, they will faced many problems, and one of the most serious problem is lack of vocabulary, while vocabulary is very important to master by students because v ocabulary is needed to improve the four English skills: listening, speaking, reading, and writing.Because they are lack of vocabulary the consequent is that they will be difficult to understand the sentences in the book while the book is the only teaching media at SMPN 2 Papalang.They can't understand the sentences or texts in the book because there are the changes of words with the same meaning.Sometimes they can not distinguish among eat, ate, and eaten, while the words have the same meaning The change of words becomes the main problem that E make the students confused to learn English.It is called the irregular verb.Irregular verb is very important to mastered by the students or young learners in the beginning level because they will be unable to make present tense, past tense, past participle, descriptive text, recount text, and so on in the next grade if the students do not know the irregular verb first.
Based on the problems above, the researcher wants to take Rap Music as a teaching techniques that can make the students motivated to learn irregular verb and make the learning English vocabulary more interesting and enjoyable.Burke (2014) agreed that through music, will definitely enhance students language comprehension.English music improves students' listening skill and increases students' vocabulary, music even helps students' pronunciation.According to Abbott's (2002) theory, repetition can help build language and fluency, and then rap songs can definitely help stimulate second language learning because of its repetitive format.
The researcher decides to take Rap Music as a technique because Rap Music has strong rhytm and repetition, Medina (2002) agreed that we have good memory with music because all those repetitive words and rhythm stay in our head even after the English lesson.When we add rhythm and melody into language, it will help us to transfer words into long-term memory.Medina concluded that it is impossible to acquire language without memory.So, through this research, the researcher expects that students who just learn English as their first foreign language can be mastering the irregular verbs without any obstacles.Furthermore, the research problem of this research was "to what extent does Rap Music improves the students' vocabulary mastery at the first grade students of SMPN 2 Papalang Mamuju regency?".Then, the research objective was to find out the extent of Rap Music improves the students' vocabulary mastery.In addition, this research was beneficial practically in the context for the students (they can improve their vocabulary mastery), the teachers (they can implement Rap Music to solve their students' vocabulary problems), and the further researcher (they can use the finding of this study as one of their references).
Finally, this study was focused on improving the students' vocabulary in mastering irregular verbs.The Rap Music that the researcher used was based on Stick Stuck Stuck which is made by Jason R. Levine or usually called Fluency MC.Stick Stuck Stuck is a name of song that consists of irregular verbs which is combined with Rap Music that can help English learners.

LITERATURE REVIEW
A number of studies had been conducted in order to investigate the effectiveness of Rap Music.First, preview finding was came from Segal (2014) in her thesis entitled: Teaching English as a Second Language through Rap Music: A Curriculum for Secondary Students.From the objective of her research, she stated that by using original Rap Music to present lessons, the curriculum bypasses the traditional reading and writing methods, and instead presents content material through a popular form of music that is relevant to youth.Through rap, this curriculum provides a discourse approach to second language learning.This project show rationale that teaching language through the medium of Rap Music is highly effective and in line with sound linguistic and educational theory.Furthermore, Ječmínková (2009) in her thesis entitled: Music and Songs in Adult ESL Teaching.The aim of this thesis was to provide an insight into the area of adult language teaching with the focus on listening comprehension.Music and songs are materials that she means in her thesis.Then she took a practical example of some rap activities that can be used in an adult language classroom, a lesson plan practicing English pronunciation through rap was suggested at the end of her thesis.The result was the channel of Rap Music helps students of English to experiment and practice the word and sentence stress and positively affect their communicating skills.
Based on the explanation above, the researcher concludes that there are various ways to develop English comprehension through Rap Music.But for this research, researcher takes vocabulary, therefore, to improve students' vocabulary mastery at the first grade students of SMPN 2 PAPALANG Mamuju regency.
This section presented the pertinent ideas about the definition of vocabulary, types of vocabulary, the importance of vocabulary, teaching vocabulary, and Rap Music.
1.The definition of vocabulary Oxford (2008: 495), vocabulary is all the words that a person knows or uses: all the words in a language, or list of words with their meanings, especially in a book for learning a foreign language.

Types of vocabulary
Schall in Zuhdy (2011: 10) classified vocabulary into three types, namely: a) Active vocabulary, the words are customarily used in speaking.
b) Reserve vocabulary, the words we know but we are rarely used them in ordinary speech.
We use them in writing letter and searching for synonym.c) Passive vocabulary, the words are recognize vaguely but we are sure of the meaning never use them is either speech or writing, we just know them because we see them before.

The Importance of vocabulary
Vocabulary is the body of words that make up the language.Without a good working knowledge of words and their meanings, both written and verbal communication will be muddied or poorly understood.No one can communicate in any meaningful way without vocabulary.Lack of vocabulary will keep the learners unable to express their thoughts and feelings while having a number vocabulary gives them right words to use in the right time.It will enable them to communicate clearly and speak with great precision with others (Harisman, 2014: 9).

Teaching Vocabulary
To be able to teach as effectively as possible, it is important to know, how words are remember and stored in students' minds and how long term memory is organized (Thornbury: 2004).Moreover, students need to acquire the ability to store the information for as long as possible.Thornbury (2004) summarized a research into memory, which suggests principles supporting the process of permanent or long -term remembering.There are some techniques to follow to make teaching vocabulary as effective as possible:

RESEARCH METHOD
The design of the research was Quasi Experimental Design, exactly Nonequivalent Control Group Design.In this method, there were two classes, which were Experimental class and Controlled class, then the researcher used pre-test and post-test design in both Experimental and Controlled class.Thus, the researcher wanted to know whether using Rap Music in teaching vocabulary give the significant effect to improve the students' vocabulary mastery or not.This can be presented as follows:  (Sugiyono, 2015: 116) Based on the previous table, there were two classes which were divided into Experimental class (E) and Controlled class (C).Both of them did the pre-test (O1 and O3).
The pretest was given in order to get to know students' prior knowledge before the treatment.
Next, the treatment (X) was applied to the Experimental class, the students of Experimental class was taught by Rap Music.
Then after giving the treatment the resercher gave post-test.Post-test (O2 and O4) was given to both classes.Post-test wass applied in order to know students' achievement of the two classes.The score of both classes were compared to see the improvement.
The To obtain the data, test of vocabulary applied, namely pre-test and post-test.The test used to find out whether the students' vocabulary mastery improved or not.The function of pre-test was to know how far the vocabulary mastery of the students before applying Rap Music and the function of post-test was to know the improvement of students' vocabulary mastery after applying Rap Music.The test consisted of fill in the blank, and crossword.The test consisted of 30 items of irregular verbs.In the Pre-test, the first model of fill in the blank consisted of 15 items, and the second model of fill in the blank consisted of 5 items, while crossword consisted of 10 items.In the Post-test, the first model of fill in the blank consisted of 12 items, and the second model of fill in the blank consisted of 8 items, while crossword consisted of 10 items.
In collecting data, the researcher brought 3 (three) activities as follows: 1. Administering the pre-test In administering this pre-test, the researcher gave 30 number of irregular verbs test.It was carried out on Monday, 25 th July 2016 in the Controlled class and on Tuesday, 26 th July 2016 in the Experimental class.The time was given 60 minutes.After giving the pre -test, each meeting ran for 90 minutes for leading the treatment.

Administering the treatment
In administering this treatment, the researcher took six meetings, they were carried out on Friday, 29 th July 2016, Tuesday 2 nd August 2016, Friday 5 th August 2016, Tuesday 9 th August 2016, Friday 12 th August 2016, Tuesday 16 th August 2016.

Administering the post-test
In administering the post-test, the researcher gave 30 number of irregular verbs test.
It was carried out on Thursday, 18 th 2016 in the Controlled class and on Friday, 19 th August 2016 in the Experimental class.The time was given 60 minutes.
The data collected through the test by using inferential statistic percentage score is also used to know the students' ability in vocabulary mastery.The formula used to test the hypothesis was t-test with the level of significance 0,05 (95%).The steps under taken in quantitative analysis employing the next page formulas: Firstly, the formula that was used to calculate the students' score per person as follows: Where: S : Score N : total number of the respondent (Gay, 2006: 320) After that, the formula that was used to know whether the mean score was exceptional or not as follows: , where SS= ∑X 2 − (∑ ) 2 1 (Gay, 2006: 321).
Where: SD : standard deviation SS : the sum of square N : total number of the subjects ∑ 2 : the sum of all square: each score is squared and all the squares are added up (∑) 2 : the square of the sum: all the scores are added up and the sum is square, tota l.
Then, the formula that was used to know the significant difference between the result of the Experimental class and the Controlled class by calculating the value of the test, as follows:  (Gay, 2006: 346) FINDINGS AND DISCUSSION

A. Findings
The findings of the research were based on the results of the data analysis.The data analysis was used to collect data.The vocabulary test consists of pre test and post test.The pre test was given to find out the initial students' vocabulary before presenting Rap Music, and the post test was given to find out the improvement of the students' vocabulary after giving the treatment.

Result of Students' Pre Test in Experimental and Controlled Class
The  The table above shows that, the mean score of Experimental class in pre-test is 8.68 and the standard deviation of Experimental class is 4.08.While the mean score of Controlled class in pre-test is 8.05 and its standard deviation is 8.57.The table shows that the mean score of the students in the Experimental class was quite higher than in the Controlled class in which the gap between them is only 0.63.The result of the mean score described that the difference of the students' basic knowledge was almost equal.

b. The T-test and T-table of Experimental Class and Controlled Class in Pre-test
The researcher conducted t-test and t-table to find out whether the result was significant or not and to be able to make sure whether the research could be continued or not.It can be seen in the following table:

The Result of Students' Post test in Experimental and Controlled Class
The distribution of frequency and percentage of final score of students' vocabulary at the first grade at SMPN 2 Papalang, Mamuju Regency in post-test of Experimental class and Controlled class are shown in the following tables.It can be concluded that the use of Rap Music is beneficial to improve the vocabulary mastery of the students' because the mean score of students' pos-test in Experimental group is higher than the mean score of students' post-test in the Controlled class.

b. The T-test and T-table of Experimental Class and Controlled Class in Post-test
The researcher conducted t-test and t-table to find out whether the result was significant or not and to know the significant score between experimental and controlled class in the post-test.The result of the t-test can be seen in table 4.7 as next page table.4.8 shows the result of test of significance testing.For the level of significance (α) 0, 05 and the degree of freedom (df) (N 1 + N 2 ) -2 = (19 + 19) -2 = 36, showed that the value of the t-test was higher than t-table.The result of the test clearly showed that there was a significant difference between the students' score in the Experimental and Controlled class after the treatment of Rap Music.It indicated that the Rap Music is quite effective in improving students' vocabulary mastery.It means null hypothesis (H 0 ) was rejected and alternative hypothesis (H 1 ) was accepted because the t-test is higher than t-table (6.74 > 2.021).Hence, the hypothesis of the research is accepted.

B. Discussion
Rap Music is an appropriate technique applied in the classroom in teaching vocabulary.This technique is helpful to increase students' interest and enjoying in learning which makes them more involves in their vocabulary mastery.In this study, several things have been inferred logically.First, for both classes, they were inclined to have similar problems, when they were conducting a pre-test, they were difficult in wrote and understood the meaning of a sentence, and do not know the meaning of verbs.Most of them could not answer the test or did not answer the test.Second, for both classes, they were showed their big desire to start learning process, even they were not know what irregular verb is at all.Third, before applying Rap Music in Experimental class, all of the students were in the very lowest level; poor.To sum up, based on the result of this study, which shows the students' scores were much higher after the treatment in Experimental class using Rap Music, the use of Rap Music for vocabulary teaching is surely beneficial to improve students' vocabulary mastery.
The finding above are in line with some theories.Medina (2002) agreed that we have good memory with music because all those repetitive words and rhythm stay in our head even after the English lesson.When we add rhythm and melody into language, it will help us to transfer words into long-term memory.Medina concluded that it is impossible to acquire language without memory.
According to Schoepp (2000), the repetitive nature of many rap songs can help English learners to get familiar with new words and phrases as they can rhyme and sing along, music also is a powerful medium to motivate students to learn a second or foreign language.Many rap songs, just like folk songs, follow a repeated verse and rhyme, and that makes them easy to follow, for teenagers, it is important to improve their listening and speaking skills, as well as their attention span and memory (Saricoban and Metin, 2000).
When students listen to songs and sing along, the experience is enjoyable and stressfree, it can help second language learners to acquire the language more naturally and effectively.If according to Abbott's (2002) theory, repetition can help build language and fluency, then rap songs can definitely help stimulate second language learning because of its repetitive format.
The result of the test in this study clearly showed that there was a significant difference between the students' score in the Experimental and Controlled class after the treatment of Rap Music.It indicated that the Rap Music is quite effective in improving students' vocabulary mastery.It means null hypothesis (H 0 ) was rejected and alternative hypothesis (H 1 ) was accepted because the t-test was higher than t-table (6.74 > 2.021) or in the other words the value of the t-table was less than the value of t-test.It supported by Gay (2006: 346)

SUGGESTIONS
In relation to the conclusion above, the researcher proposes the following offers: 1.It suggested that the teacher could use the Rap Music as one of the technique in teaching and improve the students' vocabulary mastery especially in irregular verbs.2. Implementing Rap Music it's suitable in the beginner students as long as the music is played slowly and should be repeated until the students can speak it up fluently then sing together.3.If the teacher wants to conduct the Rap Music as a teaching technique, it suggested that the teacher has to prepare the tools or media in teaching learning process such as laptop, projector, speaker, soundproof classroom, and electricity.4. A teacher should teach the students with no force therefore the students can be more relax in learning and the transfer of knowledge can be faster.5.The English teacher should be give rewards to the students that have better results in learning to motivate them so they will try their best in learning.6.The English teacher should be more creative to choose media/method in teaching vocabulary, arrange the learning process, using unique media, creative in building the learning environment, and become the best facilitator in learning situation, so that the students will be more interested and motivated to study English.
7. The English teacher may apply this technique as a way to improve the students' vocabulary mastery, as a consideration that has been review before, if vocabulary as the

Figure
Figure 3.1 Experimental Design population of this research was all of the students in the first grade of SMPN 2 Papalang, Mamuju Regency 2016-2017 that consisted of two classes and each classes consisted of 19 students.So the total number of population were 38 students.Because there were only 2 classes in first grade of SMPN 2 Papalang, so the researcher took them as population and as sample all at once.The classes of the first grade of SMPN 2 Papalang are VII 1 which has 19 students and VII 2 has 19 students.The researcher took VII 1 as a Controlled class while VII 2 as an Experimental class.
distribution of frequency and percentage of final score of students' vocabulary at the first grade at SMPN 2 Papalang, Mamuju Regency in pre test of Experimental class and Controlled class are shown in the next page tables.

Fourth
, after applying the Rap Music, students in Experimental class showed their improvement, the students' competence was very difference.Most of them are in Fairly Good, Good, and Very good.Analysis of the mean score gap in the post-test between the Experimental and controlled ensures if the technique used was effective.The mean score of the Experimental class was 48.89 and 16.63 for Controlled class.It means the gap of the students' score of the Experimental and Controlled class is 32.26.The explanation of the gap between the two classes indicates that the Experimental class shows high increasing than the Controlled class.
Then the last, the result of the t test will be compared with t table to see if there is a significant difference between the Experimental class and Controlled class on the other hand, the experiment is effective or not.T table ≤ t test= Effective T table ≥ t test= Not effective

Table 4 .
1 above shows the rate percentage of score of Experimental class in pre-test from 19 students, none of the students got Fairly poor until Excellent score and all students got Poor score (100%).

Table 4 .
2 above shows the rate percentage of score of Controlled class in pre test from 19 students, none of the students got Fair until Excellent score, there was 1 (5%) student got Fairly Poor score, and there were 18 (95%) students got Poor score. a.

The Mean Score and Standard Deviation of Experimental Class and Controlled Class in Pre-test
Before conducting the research, it was important to determine the mean score for both classes and the standard deviation to measure students' basic knowledge.Students' mean score for both classes and the standard deviation in the pretest were shown in the next page

Table 4 .4 The significance difference of pre-test
was no significance between students' score in the pre-test because the t-test was smaller than the t-table (0.29 < 2.021) so the research could be continued.

Table 4 .5 The distribution of frequency and percentage score of Experimental class score in post-test No.
The rate percentage of score of Experimental class in post test from 19 students as table4.5 above shows that none students got Excellent score, there was 1 (5%) student got Very Good score, 1 (5%) student got Good score, 2 (10%) students got Fairly Good score, 2 (10%) students got Fair score, 8 (44%) students got Fairly Poor score, and 5 (26%) students got Poor score.

Table 4 .6 The distribution of frequency and percentage score of Controlled class score in post-test No.
The rate percentage of score of Controlled class in post-test from 19 students as table 4.6 above shows that none students got Fair score until Excellent score, there were 2 (10%) students got Fairly Poor score, and 17 (90%) students got Poor score.Based on the result above, it can be conclude that the rate percentage in post-test for Experimental class was great than in rate percentage in Controlled class.Although for both of the class improved.But it can be seen in the table 4.5 and 4.6.In Experimental class only 5 (26%) students got poor score, while in Controlled class there were 17 (90%) students got poor score. a.

The Mean Score and Standard Deviation of Experimental Class and Controlled Class in Post-test
The next page table presented the mean score and standard deviation of the Experimental class and Controlled class in the post-test.

Table 4 .7 Mean Score and Standard Deviation of the students' post-test result
The table indicated the mean score of Experimental class in the Post-test is 48.89 and the standard deviation 18.07.While the mean score of the Controlled class is 16.63 and the standard deviation is 11.41.

Table 4 .8 The significance difference of post-test
who stated that if T table ≤ t test means Effective, while if T table ≥ t test means not effective.Hence, the hypothesis of the research is accepted.Rap Music in the first grade SMPN 2 Papalang, Mamuju regency.The total score of students in Experimental class in the pre-test was 165 and 153 for Controlled class.While, the mean score in pre-test for Experimental class was 8,68 and 8,05 for Controlled class.The total score of students in Experimental class in the post-test was 929 and 316 for Controlled class.In addition, the mean score in post-test for Experimental class was 48,89 and 16,63 for Controlled class.The data above shows that students' competence in Experimental class was higher than in Controlled class.The t-test for both classes in post-test was 6,74 compared to the t-table with 2.02.Since the score of t-test was larger than the score of t-table, null hypothesis (H0) was rejected and alternative hypothesis (H1) was accepted.It means that the Rap Music which was applied in the Experimental class was effective to improve students' vocabulary mastery.

THE LYRICS STICK STUCK STUCK by Fluency MC The
microphone I TAKE (took, taken).You SHAKE (shook, shaken).WAKE (woke, woken) to the style I'm creating.THINK (thought, thought).SEEK (sought, sought).listen to the lesson that I TEACH (taught, taught).On each and every word, you HANG (hung, hung).'s not enough to DREAM (dreamt, dreamt) you've got to SPEND (spent, spent) time on your goals.Please LEND (lent, lent) me your ear.Come near and I'll lay (laid, laid) down this new sound that I MAKE (made, made).I hope you don't say that you think it's junk.Yeah, I like it like that.I'll even KNEEL (knelt, knelt) and beg you to express what you FEEL (felt, felt) I RISE (rose, risen) when I DRIVE (drove, driven) through the beat; tap your feet as you RIDE (rode, ridden) Those that HIDE (hid, hidden) I FIND (found, found) If you FLEE (fled, fled) then I'll track you down Now you SEE (saw, seen) that I MEAN (meant, meant) every word of the message that I SEND (sent, sent) I WIN (won, won) DO (did, done) BEGIN (began, begun).SHOOT (shot, shot).No, I don't own a gun.I LEAD (led, led) so I can FEED (fed, fed) the knowledge you need, straight to your head.When I BRING (brought, brought) it, you CATCH (caught, caught) it.Sit back, relax.Don't FIGHT (fought, fought) it.Please don't FREEZE (froze, frozen) when I SPEAK (spoke, spoken) It's real.You can feel I don't STEAL (stole, stolen) I CHOOSE (chose, chosen) the very best rhymes and WRITE (wrote, written) them into my lines and into your mind.When we MEET (met, met) I'll BET (bet, bet) I won't let you FORGET (forgot, forgotten).I GET (got, gotten) every head nodding Don't think about stopping just COME (came, come).This is hip hop.I don't SING (sang, sung).I STING (stung, stung).I CLING (clung, clung).I hope you don't think that I STINK (stank, stunk).If you're thirsty for English, come DRINK (drank, drunk) because I SINK (sank, sunk) all the competition when they HEAR (heard, heard) that I GIVE (gave, given) encouragement when I SPIT (spat, spat).Never QUIT (quit, quit); don't SIT (sat, sat) I SHOW (showed, shown) I can FLY (flew, flown) Now you KNOW (knew, known) I SHINE (shone, shone) I'll THROW (threw, thrown) you the ball.It's your turn GROW (grew, grown) with the verbs that you've learned grammar through lyrics I DRAW (drew, drawn) Peace to ELLs, now I GO (went, gone)