Revenue Journal: Management and Entrepreneurship, vol. 1 (2), pp. 01-12, 2024
Received 15 February 2023 / published 15 March 2025
https://doi.org/10.61650/ajme.v3i1.789

Using Songs to Reduce Language Anxiety
in Speaking English (Classroom Action
Research on Grade 8 Students of MTs
Nurul Qodiri)
Mustafidah1*, Suhono2, Rizky Hidayatulla3
1,2,3 Universitas Ma'arif Lampung, Indonesia.
*Corresponding author: fidaimen@gmail.com

KEYWORDS
English Songs, Speaking,
Language Anxiey

ABSTRACT The purpose of this research was Descreasing Students' Language Anxiety In Speaking English Through
Songs on Grade 8 Students of MTs Nurul Qodiri. This study used a class action research. This study was carried
out in East Metro City's Metro District. Ten teenagers, ages 14 to 17, participated in this study. Additionally, the
primary source of data for this study was interviews. The data findings in this study were analyzed using
thematic analysis. The study's findings suggest that using Songs can reduce languange anxiety in speaking
English at the eight grade of MTs Nurul Qodiri Lempuyang Bandar. It can be seen in the progress from pre-test to
cycle 1 and cycle 2. The average score from pre-test 63 to post test 1 is 73, post test 2 is 81. In cycle I, 9 students
passed the test. Moreover, in cycle 2 15 students got a score >75. It means that the result of cycle 2 had already
achieved the indicator of success that was 83% of the students achieve the Minimum Mastery Criteria (MMC).
Using Songs can improve the student’s learning activity in the eight grade of MTs Nurul Qodiri Lempuyang
Bandar. It can be seen from the result of reflecting that the student’s activities on cycle pre-test were passive.
Then, in cycle to cycle 2 the students become active, confident, and much better.
© The Author(s) 2025

1. INTRODUCTION
The act of creating, sharing, and expressing intentions,
ideas, thoughts, and feelings is known as speaking.
Speaking, according to Bailey, is an effective listening or
speaking skill that entails meaning-transmission through
methodically generating vocal utterances. (Sofian et al.,
n.d.). This helps students develop grammar and
vocabulary in the form of conversations, discussions, and
expressing ideas., storytelling and other functions of
language. Burns & Joyce define speech as an interactive
process that involves the creation, reception, and
processing of information in order to create meaning.

The researcher can draw the conclusion that speaking is
a means of verbally expressing ideas, thoughts, and
meanings by using what Burns and Joyce said. (Liva et al.,
2014)
One of the most crucial abilities when learning English is
speaking. (Mariana et al., 2021). Regretfully, a lot of
students find it challenging to speak in front of a small
group of people. Speaking is one of the most difficult
abilities for students to acquire, according to Pollard.
(Asibuan et l, 2023). When speaking the target language,
they frequently report feeling tense, uneasy, or anxious.

They also assert that they are facing mental learning
challenges. According to Liu, a lot of students,
particularly in Asia, are quiet, shy, have difficulty
expressing opinions, and rarely answer teachers'
questions. They become passive in class. It is supported
by Sarwar et al. who said that even bright students who
score well in written tests cannot express themselves
orally in English. They like to talk a lot, but when they
have the opportunity to speak in front of a large group of
people, they feel nervous. This phenomenon occurs due
to certain factors, including anxiety. (Hz, 2022)
Anxiety is the state of being scared, uneasy, worried, and
concerned about something that has happened or might
happen in the future. The most prevalent or frequently
occurring mental disorders are anxiety disorders,
according to Almokhtar A. Adwas, J.M. Jbireal, and Azab
Elsayed Azab. It encompasses a range of illnesses that
have severe or pathological anxiety as their main
emotional tone or mood disorder. Anxiety presents as
disruptions in mood, thought, behavior, and bodily
functions. It can be thought of as the pathological
opposite of normal fear. (Adwas, 2019) Language
anxiety, according to Horwitz et al., is a complex of
beliefs about oneself, feelings, and actions associated
with language acquisition in the classroom. Students
can't help but talk about anxiety, in fact. It is nearly
impossible for students to speak English without
experiencing anxiety. People who are anxious frequently
have a range of negative symptoms, such as sweating,
tense muscles, disorientation, and palpitations in the
heart.
According to Tseng, self-perception, social environment,
cultural differences, social status, gender, and class
environment are the factors that lead to speaking
anxiety. (2019, Muslim & Muna) Thornbury's assertion
that inadequate vocabulary, improper grammar, and the
fear of making mistakes are among the elements that
lead to our incapacity to communicate effectively and
induce severe anxiety during speech is consistent with
this. As of 2021, Pahargyan Young also proposes that
interpersonal and personal factors, students' attitudes
toward language acquisition, teachers' perspectives on
language instruction, interactions between teachers and
learners, classroom practices, and language assessments
could all be contributing factors to language anxiety. (AlOtaibi et al., 2019)
Facing the problem of speaking anxiety, researchers
conducted preliminary research (pre-observation) on
grade 8 students at MT Nurul Qodiri Lempuyang Bandar
on November 10 2022. Researchers chose MT Nurul
Qodiri Lempuyang Bandar with several considerations as
one of the public and priority schools in Lempuyang
Bandar Regency. The researchers also wanted to know
how students expressed anxiety when learning English.
2

The researchers surveyed teachers and students about
their English speaking problems. The problems were: (1)
the majority of students consider speaking skills more
difficult than other skills in English class. Often students
have ideas in their heads but have difficulty expressing
them, (2) most students are afraid and uncomfortable
when speaking English, (3) students lack vocabulary or
knowledge of documents.
Research on language anxiety has attracted the attention
of many teachers in the field of foreign language and
foreign language teaching. Research conducted by
Rafada & Madini focused on the main causes of Saudi
students' anxiety when speaking in EFL classes, while
Han & Keskin focused on reducing anxiety when speaking
in EFL using mobile applications (WhatsApp). However,
there is still little research that explores how reduce
students' speaking anxiety by using methods based on
previous research. The aims of this research are: To Use
Songs to reduce language anxiety in speaking English on
grade 8 students Of MTs Nurul Qodiri and to improve
vocabulary in english speaking through english songs on
Grade 8 Students of MTs Nurul Qodiri.
This research model is a classroom action research
model. Therefore, one class of 25 grade 8 students at MT
Nurul Qodiri was chosen as the sample. Language anxiety
is the main factor that influences students' speaking
abilities and this causes weakness and lack of motivation
to use English as a means of communication in formal
and informal situations. determined that the use of
songs helped reduce students' anxiety when speaking
English.

2. METHODS
A. Design
The location of this research is in class VIII of MTs Nurul
Qodiri Lempuyang Bandar. The subjects of this research
are students of MTs Nurul Qodiri Lempuyang Bandar,
especially class VIII. This research is a type of classroom
action research, carried out in the bakmin santri program
of MTs Nurul Qodiri Lempuyang Bandar. Research action
is related to social practice, aimed towards
improvement, a cyclical, participatory process,
determined by practitioners.
In the data collection procedure, there are three steps
that must be carried out in collecting data for this
research, the author uses a test. A test is a series of
stimuli or questions that must be answered by members
of the research sample and a numerical score can be
given. In this research, observation is used to determine
activities. teachers (in teaching with songs) and student
activities. Researchers use notes as information in the
form of documents. Researchers use documentation
methods to obtain information about the history of MT
“Using Songs to Reduce Language Anxiety … / Mustafidah, et al

Nurul Qodiri Lempuyang Bandar, the status of teachers
and civil servants who work at MT Nurul Qodiri
Lempuyang Bandar, the number of students at MT Nurul
Qodiri Lempuyang Bandar and the organizational
structure of MT Nurul Qodiri Lempuyang Bandar.

d. The pupils' fluency is good. The capacity to speak
clearly and fluently is known as fluency.
3.

Data Analysis:

•

utcome: Corroboration
triangulation.

C.

Data Analysis

B. Variable and Operational Definition of Variables
1.

Independet Variable

An independent variable, according to Laura T. Flannelly,
is one that is thought to have an impact on a dependent
variable. The Song is the independent variable (X) in this
study. Songs' Indicators (X):
a. Songs can help students unwind and create a fun
environment in the classroom.
b. A strong correlation appears to exist between
speech and rhythm. A fundamental and essential
first step in learning a language is developing
sensitivity to rhythm.
c. Each song is a cultural capsule that holds a key piece
of knowledge about society.
d. Songs are particularly effective at introducing
vocabulary because they give the words a
meaningful context.
e. Songs offer a natural setting for the most prevalent
verb tenses and prepositions.
f. Songs can help with memory retention and pattern
practice.
2.

of

findings

through

In order to analyze the data, the researcher used the
following formula to compute the average rates of
the pre-test (X-pre) and post-test (X-post).

X=

X
n

Notes:

X : Mean

 : Sum of
X : Raw score
N : Number of cases

The percentage of students' acivities during the
teaching and learning process in each cycle will
then be determined by the researcher. The
following formula is used to determine the
percentage:

P=

F
 100 %
N

Dependent Variable

F = Frequency
N = Number of Cases
P = Number of Percentage

Anything, a process, or a condition that is subjected
to or upon which actions or treatments from the
independent variable are applied is referred to as a
dependent variable. In other word, it is as the
process or representation of writer’s perception of
the ideas, experiences, and knowledge of the world,
to transfer information of stories, acts and events to
the readers through narrative text in order the
readers are experienced directly or vicariously. The
indicators of student’s speaking skill (Y)

The researcher will then compare the pre-test
and post-test results to determine the outcome.
The outcome will be equal to at least 75, the
minimal standard in this school. We would
conduct cycle II if any students from cycle I
were unsuccessful. Classroom Action Research
(CAR) requires a minimum of two cycles. If all
students are successful in cycle II, the cycle can
be stopped until cycle II.

a. The pupils have excellent speaking skills. Spelling
correctly and understanding the meaning of words
when speaking aloud are prerequisites for oral
communication.

b. The pupils pronounce words correctly. Students who
pronounce words correctly can speak with greater
clarity and understand the patterns and variations of
sounds in different languages.

c. The pupils' vocabulary is strong. If they do not have a
large enough vocabulary, they will not be able to
communicate effectively or convey their ideas in
both written and spoken form.
Assyfa International of Multidisciplinary Education, 3(1), 0 1 - 1 3

3. RESULT AND DISCUSSION
Action research in the classroom was used in this study.
There were two cycles involved: cycle 1 and cycle 2. Every
cycle consists of two 90-minute meetings. Every cycle
consists of preparation, execution, assessment, and
introspection. Mrs. Rosita, S.Pd., is the collaborator in
this study, which involves eighteen students in the eighth
grade and an English teacher as the researcher.
Pre test activity.

3

The pre-test was carried out by the researcher on July 6,Source: The result of Pre-test on July 06, 2023
2023, from 07.15 to 09.10 am. When it came time to
teach, every student was prepared. The instructor bid the
It is evident from the aforementioned table that the
pupils farewell. Students were instructed to use the
entire category includes only six students. and twelve
problem sticks during the pretest. People's descriptions
students are included in the incomplete category.
were the subject. The students were thus free to select
Speaking proficiency in MTs Nurul Qodiri Lempuyang
any of the individuals who were described. The entire
Bandar is typically required to be at least 75. In order to
speaking skill evaluation system used by the students was
lessen language anxiety when speaking English in the
modified from Arthur Hughes. The speaking abilities of
eight class of MTs Nurul Qodiri Lempuyang Bandar, the
the students were graded in five categories across five
researcher has chosen songs as the medium.
levels. Before beginning the classroom action research
a. Cycle I
project, the researcher informed the students that she
The researcher came to the conclusion that a large
would conduct research in their class to determine the
number of students had incomplete speaking skills and a
students' speaking abilities. The students were given the
small number of students had complete speaking skills
pre-test to complete on their own. The students receive
based on the results and score of the Speaking skill Prethe material after completing the pre-test. It was a
test at MTs Nurul Qodiri Lempuyang Bandar. The
multiple-choice test of that type. The following table
researcher employed songs as media as the solution in
displays the students' marks as a result:
light of the aforementioned cases.
Table 4
1) Planning
The Pre-test Result of Students Speaking Skill at Eight Grade
During The lesson plan, the tool that would be
used as the cycle I post-test, the materials, and the
No
Name
Score Total
Criteria
student activity observation sheet were among the many
1
TN
53
Incomplete
preparations the researcher and collaborator made during
2
W
40
Incomplete
the planning phase of the teaching and learning process,
3
MAS
76
Complete
field notes, and the identification of problems and their
4
AP
46
Incomplete
causes at the start and finish of learning activities.
5
RA
56
Incomplete
Additionally, the researcher intended to administer an
6
F
60
Incomplete
assessment to gauge the students' proficiency with the
7
MTF
76
Complete
provided materials.
8
AP
80
Complete
2)
Acting
9
DFI
60
Incomplete
a) The first meeting
10
WS
60
Incomplete
The first meeting was held on July 6, 2023,
11
AR
83
Complete
from 8:00 to 9:30 a.m., with eighteen students
12
BYP
46
Incomplete
present. The meeting began with prayer,
13
NZ
56
Incomplete
introductions, an attendance check, and a question
14
DP
83
Complete
about the students' health. The researcher then
15
GM
80
Complete
provided the information Assemble the resources
16
DAC
63
Incomplete
necessary to speak up regarding requests and
17
FRS
56
Incomplete
suggestions.
18
BS
60
Incomplete
The researcher then went on to discuss Songs
Total
1134
as Media. Material refers to the tools used in the
Average
63
teaching-learning process, such as media, to
High Score
83
accomplish goals. Content must make reference to the
Low Score
40
syllabus-based framework. Making students aware of
Source: The result of Pre-test on July 06, 2023
and encouraging direct practice of English everywhere
and at all is the aim of speaking instruction. The
Table 5. The Percentage of Students Speaking Skill at Eight
content should make it easier for students to
Grade
comprehend the purpose of speaking instruction and
No
Score
Frequency
Percentage
Category
to use English to express their thoughts, feelings, and
1
≥75
6
33%
Complete
opinions. The teacher help students in expanding their
2
<75
12
67%
Incomplete
word knowledge. The teacher performs speaking skill
Total
18
100%
reviews and exams, and students continue to work in
4

“Using Songs to Reduce Language Anxiety … / Mustafidah, et al

the same group and answer the questions that the
teacher has supplied for every meeting, the teacher
will always question the vocabulary that has been
learned the previous day so that they always
remember the vocabulary they learn.
Following the meeting, the student received
feedback from the researcher regarding their learning
experience. The researcher informs and inspires
students about what will be covered in the upcoming
meeting. The researcher conducted an icebreaker
activity before prayer to keep the students from
getting bored. Following completion, the researcher
concluded the material by joining in prayer.
b) The second meeting
18 students attended the second meeting,
which took place on July 7, 2023, from 8:00 to 9:30
a.m. Similar to the first meeting, the second one began
with prayer, introductions, a look at the attendance
record, and a question about the students' health.
Subsequently, the researcher provided the informative
text's content once more.
Referring back to the first meeting's content,
the researcher questioned the pupils regarding the
educational text. While some students were unaware
of the definition of an informative text, others were.
Secondly, the definition, general structure, and social
role of informative text were elucidated by the
researcher. The researcher then provided an example
of an informative text.
The teacher showed some media such as
picture, puppet and real thing related to the topic of
the day. The teacher explained the rules of today’s
activities in which they would listened to teacher and
then sang the song together after the teacher. The
teacher practiced singing the song with the students
several times. The teacher asked some questions
related to the song. The teacher modified the lyric of
the song by changing some words. The teacher and
the students practising the song with modifications of
some words

Figure 1. English Learning Process using Song
The teacher playing guessing game with the
students related with the song. This game played
Assyfa International of Multidisciplinary Education, 3(1), 0 1 - 1 3

important role to the taching of sentence pattern to
the students. Through this game, the students
practiced making new sentence forms happily by
singing children song. The steps above coherent with
the teacher’s guideline provided by Hancock. The
guildeline presents some activities during the use of
song in the clasroom. The activities are pre-listening
(showing the pictures to the students to help them
focus on the topic of the day), listening activities
(singing activities done by the teacher and students),
Game Page (provide the students with the game
activities).
The researcher gives the student input on the
learning process at the conclusion of the meeting. The
researcher informs and inspires students about what
will be covered in the upcoming meeting. The
researcher conducted an icebreaker activity before
prayer to keep the students from getting bored.
Following completion, the researcher concluded the
material by joining in prayer.
c) The third meeting
On July 8, 2023, the third meeting was held
from 8:00 to 09.15 a.m., with 18 students in
attendance. Following the students' actions, the
researcher prays, greets, looks over the attendance
record, and inquires about the students' wellbeing
before beginning the lesson. The exercises went on to
provide more context for the Informative Text and
how to apply the Songs to comprehend. The
researcher provided the students with a text titled
"Underwater Lion Dance at Malaysian Aquarium ahead
of Lunar New Year" Pupils go through the text.
The researcher asked students to look for
words they don't understand or that they find difficult.
Then, the teacher divided the class into several
groups. A group of students decides the words to
emphasize in the text selection by working together.
Next, using a word from the text selection, the teacher
models step 2 to introduce the activity. After that, the
teacher instructs each team to deliver the term they
chose to the entire class. Each team's spokesman
recognizes the selected term and reacts to it. The
teacher leads the group discussions and writes the
selected words and their definitions on the board
during the team presentations. The teacher asked the
students to write all the nominated words and
definitions down in their notebooks. By discussing the
substance of the book with a focus on the vocabulary
they have studied together, the teacher help students
in expanding their word knowledge. The teacher
performs speaking skill reviews and exams, and
students continue to work in the same group and
5

answer the questions that the teacher has supplied for
Low Score
53
every meeting, the teacher will always question the
Source: The result of Post-test 1 on July 08, 2023
vocabulary that has been learned the previous day so
that they always remember the vocabulary they learn.
Table 7
Then, at the end of this meeting, the
The Percentage Students Score of Post-test 1 of Speaking
researcher gave evaluation 1 conducted in cycle 1,
Skill Cycle I
with the same result in the previous pre-test.
No
Score
Frequency
Percentage
Category
Evaluation were conducted to find out how students
1
≥75
9
50%
Complete
speaking skill after paying attention. This type of test is
2
<75
9
50%
Incomplete
a multiple-choice test. The researcher gave ten
Total
18
100%
multiple choices. Student test results in evaluation areSource: The result of Post-test 1 on July 08, 2023
better than the test in the previous pre-test.
Nine students fit into the complete category,
d) Observing
and nine students fit into the incomplete category,
The collaborator watched as the student
according to the data above. It was greater than the
engaged in action observation with the researcher.
pre-test result. Should 50% of students achieve the
Using songs as media, the researcher, acting as a
required minimum score of 75, the learning process
teacher, provided educational text. The observer was
will be considered successful. The outcome was
keeping an eye on the students' learning activities as
unacceptable, as the fact demonstrated.
the treatment was being administered. Students
Table 8
would mark their responses on the observation sheet
The Result of Students Pre-test and Post-test 1
and diagram if they were actively participating in the
No
Name
Students Result
Explanation
discussion, actively asking and answering questions
PrePostDeviation
from the teacher, and paying attention to the
test
test 1
explanations given by the teacher.
1
TN
53
60
7
Improved
The student's first cycle I post-test result was
2
W
40
53
13
Improved
obtained and observed by the researcher during this
3
MAS
76
80
4
Improved
session. This is the outcome that can be observed:
4
AP
46
60
14
Improved
Table 6. The Students Post-Test 1 Result of Speaking Skill in
5
RA
56
63
7
Improved
Cycle I
6
F
60
76
16
Improved
No
Name
Score Total
Criteria
7
MTF
76
80
4
Improved
1
TN
60
Incomplete
8
AP
80
90
19
Improved
2
W
53
Incomplete
9
DFI
60
76
16
Improved
3
MAS
80
Complete
10
WS
60
76
16
Improved
4
AP
60
Incomplete
11
AR
83
86
3
Improved
5
RA
63
Incomplete
12
BYP
46
63
17
Improved
6
F
76
Complete
13
NZ
56
66
10
Improved
7
MTF
80
Complete
14
DP
83
90
7
Improved
8
AP
90
Complete
15
GM
80
90
10
Improved
9
DFI
76
Complete
16
DAC
63
70
7
Improved
10
WS
76
Complete
17
FRS
56
70
14
Improved
11
AR
83
Complete
18
BS
60
70
10
Improved
12
BYP
63
Incomplete
13
NZ
66
Incomplete
Total
1134
1319
14
DP
90
Complete
Average
63
73
15
GM
90
Complete
Source: The result of pre-test and post-test 1
16
DAC
70
Incomplete
The pre-test and post-test 1 results show a
17
FRS
70
Incomplete
deviation, as shown in the above table. From 63 to 73,
18
BS
70
Incomplete
the average score increased. The pre-test and postTotal
1319
test 1 explanation indicated that the student's
Average
73
speaking scores went up.
High Score
90
Figure 3
6

“Using Songs to Reduce Language Anxiety … / Mustafidah, et al

The Result of Pre-test and Post-test 1
87
77
67
57
47

63

73

Pree Test Post-test
I
Source: The result of pre-test and post-test 1
The pre-test and post-post test 1 showed an
increase, as seen in the above graphic. If 70% of the
students completed the course, and 75 is the standard
minimum requirement, the learning process is
considered successful. Nine students met the required
minimum standard, as indicated by the post-test 1
table, with a percentage of 50%. It indicates that even
though student activity is rising, the success indicator
has not yet been reached. Thus, cycle II would be
pursued by the researcher. Furthermore, cycle 1's
outcome would serve as a guide for the subsequent
cycle's execution.
e) Reflecting
It is possible to draw the conclusion that the
learning process has not yet met the research's
Minimum Mastery Criteria (MMC) based on the
findings of the observation made during cycle 1. It is
possible to deduce from the above table that six
students passed the pre-test and twelve students
failed it. Students who achieved at least a 75 on the
Minimum Mastery Criteria (MMC) at MTs Nurul Qodiri
Lempuyang Bandar were considered successful. There
were fewer successful pupils than unsuccessful ones.
The pre-test result yielded an average score of 63,
which was deemed unacceptable by the researcher. In
the meantime, it was evident from evaluation 1's data
that 8 students had scores that met the standard and
10 students had scores below it. The average score
obtained by the researcher from the evaluation 1
result was 73. It was greater than the pre-test result.
Students who met the requirements for mastery
should receive a Minimum Mastery Criteria (MMC) of
at least 75. Consequently, cycle 1's student activity is
more active than the pre-test's. When 70% of the
students received a grade of 75, the learning process
was deemed successful. The fact demonstrated that
the outcome was inadequate.
Cycle II
Since cycle 1's action was not yet successful,
cycle 2 must be continued. The flaw in cycle I was fixed
Assyfa International of Multidisciplinary Education, 3(1), 0 1 - 1 3

using cycle 2. Cycle II's second step is as follows:
1) Planning
Cycle 2's process was centered on the issue that
surfaced in Cycle 1 and was informed by the actions
taken in Cycle 1. Subsequently, the collaborator and
researcher devised a plan to provide the students with
speaking skills material through songs as media.
The lesson plan, materials, observation sheet,
and field note of the students' activities were prepared
by the researcher and collaborator. To gauge the
students' proficiency with the materials, the
researcher also intended to administer an assessment.
2) Acting
a) The first meeting
The second cycle's explanation of the
teaching and learning process is the same as the
first. The researcher attempted to increase student
activity in each treatment. The first meeting took
place on July 13, 2023, from 8:00 to 9:30 a.m., with
18 students in attendance. The researcher asked
about the students' conditions, checked the
attendance list, and greeted the class before
starting the lesson. The researcher carried over the
discussion from the previous meeting. Regarding
the instructive text, the researcher questioned the
students. Only a small percentage of the students
knew what an informative text was, and some of
them had forgotten. Secondly, the definition,
general structure, and social role of informative
text were elucidated by the researcher. The
researcher then provided an example of an
informative text.

Figure 2. Asking the students to sing along while
the song play
The researcher used songs to gather
information about the speaking class teaching and
learning process. There were multiple steps
involved: 1) The pupils who were seated in circles
2) The teacher provided the correct song lyrics to
the students while they listened to the prepared
song, but the lyrics prevented the song from being
seen beforehand. 3) As the song is playing, give the
students instructions to write what they have
heard as best they can. The students are instructed
7

to: 4) view the results of their own writing by
referring to the lyrics of the appropriate song that
was previously provided; 5) say the song after the
teacher says each sentence in the lyrics; 6) sing
along as the song plays; and 7) come forward one
by one to the front to sing the song in a pleasant
manner.
At the end of the meeting, the researcher
provided feedback to the student on the learning
process. The researcher motivates and informs
students about the activities in the next meeting.
Before praying, the researcher gave an Ice Breaking
to made the students didn't bored. After finish,
Together, the researcher concluded the material
with a prayer.
b) The second meeting
Eighteen students attended the second
meeting, which was held on July 14, 2023, from
8:00 to 09.15 a.m. Similar to the first meeting, the
second one began with prayer, introductions, a
look at the attendance record, and a question
about the students' health. Subsequently, the
researcher provided the informative text's content
once more. Regarding the instructive text, the
researcher questioned the students. While some
students were unaware of the definition of an
informative text, others were. Secondly, the
definition, general structure, and social role of
informative text were elucidated by the
researcher. The researcher then provided an
example of an informative text.
After that, the researcher explained Songs
as Media. The researcher gave the text with the
title "Indonesia tells ASEAN’s special Myanmar
envoy to start inclusive dialogue" to students. After
that students read the text and look for words they
don't understand or that they find difficult. Then,
the teacher divides the class into several groups. A
group of students decides the words to emphasize
in the text selection by working together. Then
Using a word from the text selection, the teacher
models step 2 to introduce the activity. After that,
the teacher instructs each team to deliver the term
they chose to the entire class. Each team's
spokesman recognizes the selected term and
reacts to it. The teacher leads the group
discussions and writes the selected words and their
definitions on the board during the team
presentations. In their notebooks, the students
were instructed by the teacher to list all of the
words and definitions that had been nominated. By
discussing the substance of the book with a focus
8

on the vocabulary they have studied together, the
teacher help students in expanding their word
knowledge. The teacher performs speaking skill
reviews and exams, and students continue to work
in the same group and answer the questions that
the teacher has supplied for every meeting, the
teacher will always question the vocabulary that
has been learned the previous day. So, they always
remember the vocabulary.
Following the meeting, the student received
feedback from the researcher regarding their
learning experience. The researcher motivates and
informs students about the activities in the next
meeting. Before praying, the researcher gave an
Ice Breaking to made the students didn't bored.
After the meeting, the researcher gave the student
feedback on their educational experience.
c) The third meeting
The second meeting took place from 08.15
to 10.20 am on July 15, 2023. Post-test 2 was used
in this meeting following the students' action at
the conclusion of cycle 2. The investigator
reconsidered Songs as Media.
The activities continued by giving some
further explanation about Informative Text on how
to apply the Songs as Media to understand. The
researcher gives a text "Hundreds of museums
artifact stolen in suspected inside job" to students.
Students read the text.
The researcher asked to students to look for
words that they don't understand or they have
difficulties. Then, the teacher divided the class into
several groups. A group of students decided the
words to emphasize in the text selection by
working together. Then using a word from the text
selection, the teacher models step 2 to introduce
the activity. After that, the teacher instructs each
team to deliver the term they chose to the entire
class. Each team's spokesman recognizes the
selected term and reacts to it. The teacher leads
the group discussions and writes the selected
words and their definitions on the board during the
team presentations. The teacher asked the
students to write all the nominated words and
definitions down in their notebooks. By discussing
the substance of the book with a focus on the
vocabulary they have studied together, the teacher
help students in expanding their word knowledge.
The teacher performs speaking skill reviews and
exams, and students continue to work in the same
group and answer the questions that the teacher
has supplied for every meeting, the teacher will
“Using Songs to Reduce Language Anxiety … / Mustafidah, et al

always question the vocabulary that has been
learned the previous day. So, they always
remember the vocabulary.
Following the administration of the
treatment twice in cycle 2, the researcher
conducted an evaluation 2, and following the
completion of all process study, the teacher
administered a post-test to the students. It was a
multiple-choice test. Ten queries were posed. The
type was the same as in cycle 1. However, distinct
queries.
In this step, the researcher presented the
data by Songs as Media. In order to ascertain the
students' prior learning activities, three additional
indicators were used in the learning process.
Drawing from the observations recorded in the
observation sheet, the researcher concluded that
cycle 2's learning process had been successful.
The researcher watched this session and
obtained the student's cycle II post-test 2 results.
This is the outcome that can be observed:
Table 9
The Students Score of Speaking Skill Post-test 2 in
Cycle 2
No
Name
Score Total
Criteria
1
TN
76
Complete
2
W
70
Incomplete
3
MAS
83
Complete
4
AP
73
Incomplete
5
RA
76
Complete
6
F
83
Complete
7
MTF
83
Complete
8
AP
93
Complete
9
DFI
80
Complete
10
WS
80
Complete
11
AR
90
Complete
12
BYP
73
Incomplete
13
NZ
76
Complete
14
DP
96
Complete
15
GM
93
Complete
16
DAC
76
Complete
17
FRS
80
Complete
18
BS
76
Complete
Total
1457
Average
81
High Score
96
Low Score
70
Source: The result of Post-test II on July 15, 2023
Table 10
The Percentage Students Score of Post-test 2 of Speaking
Skill
Assyfa International of Multidisciplinary Education, 3(1), 0 1 - 1 3

Cycle 2
Score Frequency Percentage
Category
≥75
15
83%
Complete
<75
3
17%
Incomplete
Total
18
100%
Source: The result of Post-test II on July 15, 2023

No
1
2

The pupil's post-test 2 results are displayed in the
table above. From the results of post-tests 1 and 2, it is
evident that there was an increase. Of the total number of
students, 15 were included in the complete category,
accounting for 83% of the percentage, while only 3 were
included in the incomplete category, accounting for 17%.
It indicates that the learning process was successful and
that the scores on Post-Tests 1 and 2 increased.
a) The resulting mark of students Post-test I and Post-test
II
Table 11
The Result Mark of Students Post-Test 1 and Post-Test 2
No
Name
Students Result
Explanation
PostPostDeviati
test 1
test 2
on
1
TN
60
76
16
Improved
2
W
53
70
17
Improved
3
MAS
80
83
3
Improved
4
AP
60
73
13
Improved
5
RA
63
76
13
Improved
6
F
76
83
7
Improved
7
MTF
80
83
3
Improved
8
AP
90
93
3
Improved
9
DFI
76
80
4
Improved
10
WS
76
80
4
Improved
11
AR
86
90
14
Improved
12
BYP
63
73
10
Improved
13
NZ
66
76
10
Improved
14
DP
90
96
6
Improved
15
GM
90
93
3
Improved
16
DAC
70
76
6
Improved
17
FRS
70
80
10
Improved
18
BS
70
76
6
Improved
Total
1319
1457
Average
73
81
Source: The result of post-test I and post-test II
Based on the table above, the result of post-test 1
and post-test 2 have a deviation. The average score
increased from 73 becomes 81. The explanation of the
post-test 1 and post-test 2 stated that the student’s
speaking scores was increased.
Figure 4
The Result of Post-test 1 and Post-test 2
9

The Result of Pre-test, Post-test 1 and Posttest 2

92
82

100

72
62

73

81

52
Post-test I Post-test II

80
60
40

20
Source: The result of post-test 1 and post-test 2
b) The Result of Students Mark Pre-test, Post-test 1, and
0
Pre-test
Post-test I Post-test II
Post-test 2
Nevertheless, there was an increasing mark of the
Source: The result of pre-test, post-test 1, and post-test 2
students post-test 1 than pre-test. In cycle 2, the increase
It is evident from the above table that there was
of post-test 2 is better than post-test 1. This is the mark
progress from post-tests 1 and 2. The pupils were able to
illustration of them.
meet the goal. The majority of students (83%), who
Table 12
received a mark of at least 75, showed improvement. It
The Result of Students Pre-test, Post-test 1, and Postmeans, using Songs can be improved the student’s
test 2
speaking skill.
No
Name
Students Result
Explanation
The student's average was 63 in the pre-test, 73 in
PrePostPostthe post-test 1, and 81 in the post-test 2, according to the
test
test 1
test 2
table. 1t indicates that the students' pre-test scores
1
TN
53
60
76
Improved
improved between cycles 1 and 2. There is an 8-point
2
W
40
53
70
Improved
difference between post-test 1 and post-test 2 and a 103
MAS
76
80
83
Improved
point difference between the pre-test and post-test 1. so
4
AP
46
60
73
Improved
there is an 18-point difference between the pre-test and
5
RA
56
63
76
Improved
post-test 2.
6
F
60
76
83
Improved
Table 13
7
MTF
76
80
83
Improved
The Percentage of Students Result Pre-test, Post-test 1, and
Post-test 2
8
AP
80
90
93
Improved
No
Scor
Pre-Test
Post- Post-test 2
Catego
9
DFI
60
76
80
Improved
e
test 1
ry
10
WS
60
76
80
Improved
Freque
Percen
Freq
Percen
Freq
Perc
11
AR
83
86
90
Improved
ncy
tage
uenc
tage
uenc
enta
y
y
ge
12
BYP
46
63
73
Improved
1
≥75
6
33%
9
50%
15
83%
Compl
13
NZ
56
66
76
Improved
ete
14
DP
83
90
96
Improved
2
<75
12
67%
9
50%
3
17%
Incomp
15
GM
80
90
93
Improved
lete
Total
20
100%
20
100%
20
100
16
DAC
63
70
76
Improved
%
17
FRS
56
70
80
Improved
Source: The result of pre-test, post-test 1 and post-test 2
18
BS
60
70
76
Improved
The comparison table above indicates that the PreTotal
1134 1319
1457
test, Post-test 1, and Post-test 2 scores have improved.
Average
63
73
81
Over 75% of students are assigned tasks to complete.
Source: The result of pre-test, post-test 1 and postThus, there is no need for the researchers to move on to
test 2
the following cycle.
Based on the table above, the result of pre-test,
post-test 1, and post-test 2 has average score increased
3) Reflecting
from pre-test is 63 score becomes post-test 1 is 73 score
The researcher concluded from the learning
becomes post-test 2 is 81 score. The explanation of the
process's outcome in cycle 2 that students' speaking
pre-test, post-test 1, and post-test 2 stated that the
abilities can typically be enhanced by songs as media. At
student’s speaking scores was increased.
the conclusion of cycle 2, the researcher and collaborator
calculated and examined every process, including postFigure 5
test results, student evaluation 2 scores, and student
10

“Using Songs to Reduce Language Anxiety … / Mustafidah, et al

activity observation.
It is clear from the table above that there is a wide
range in the students' post-test 2 grades. It can be
deduced that three students did not succeed while fifteen
students did. The average score obtained by the
researcher from the post-test results was 81. It was
greater than cycle 1's pre-test. The fact that 15 students
received scores of at least 75 indicates that the research's
success indicator was met. In addition, the students'
performance in cycle 2 was outstanding. They are more
engaged, focused, and enthusiastic when answering
questions. It showed that the pupils' speaking abilities and
academic performance had improved.
Based on the pre-survey, there are certain issues
with teaching speaking skills to MTs Nurul Qodiri
Lempuyang Bandar students, particularly in the eighth
grade class. For example, some students find it difficult to
identify the main ideas in the speech lesson. Songs were
selected by the researchers as the media to help students
with their speaking. This tactic was employed by the
researcher to ascertain the students' comprehension and
awareness of the speaking process. It has been
demonstrated, therefore, that using songs as media can
lessen language anxiety when speaking English and during
educational activities.
It is evident from the explanation of cycles 1 and 2
that using songs as media could help students' speaking
abilities. Students are making progress as evidenced by
their scores of at least 75 on the pre-, post-, and post-test
1. Based on the data from the pre-test, post-test 1, and
post-test, it can be concluded that there has been an
improvement in the overall score of the students as well
as their total score. The student's activities then became
more involved. The idea was that using songs could help
students become more proficient speakers.
Based on the explanation, the researcher
determines that the study is successful and can be
discontinued in cycle II because 83% of students who
received a score of at least 75 met the success indicator.
The first study that the researcher used for this
research was a review of related literature from earlier
studies.
The primary causes of speaking anxiety that Saudi
EFL learners experienced in the language classroom were
investigated in a study by Rafada & Madini titled Major
Causes of Saudi Learners’ Speaking Anxiety in EFL
Classroom. This study used a mixed-methods design that
combined descriptive quantitative and qualitative
research methods. They discovered that the primary
factors contributing to the speaking anxiety of Saudi
students were the teacher's ability to either increase or
decrease the students' level of anxiety, communication
Assyfa International of Multidisciplinary Education, 3(1), 0 1 - 1 3

anxiety, vocabulary gaps, fear of peer assessment,
presenting a topic or body of material in front of the class,
low English proficiency, and test anxiety.
The primary similarity between the previous
study and this one is that both researchers used mixedmethod research to characterize the students' speaking
anxiety, which ended up being the study's main goal. The
purpose of the study is where this research differs from
earlier research. The current study aims to improve
students' speaking skills, lessen students' speaking
anxiety, and identify the primary causes of foreign
language anxiety among Saudi female students at King
Abdul Azis University. connecting the fear of public
speaking among students with their speaking ability,
identifying the cause of the fear, assessing its impact,
learning how to mitigate it, and understanding how the
fear of public speaking affects students' opinions of peergroup activities. Another distinction is that data from
surveys and interviews were gathered for the prior study,
whereas a questionnaire, interviewing patients, and
observation during treatment were used for the current
study's data collection.
Using a Mobile Application (WhatsApp) to
Reduce EFL Speaking Anxiety was the title of a study done
by Han and Keskin to determine the degree of speaking
anxiety among students and how they felt about the
WhatsApp app. This study used a mixed-methods
approach, combining descriptive qualitative and preexperimental techniques. According to the study's
findings, male students were more anxious than female
students. The reason for this is that after using WhatsApp,
female students were able to reduce their speaking
anxiety more than male students. Additionally, the
students' anxiety levels related to foreign languages were
greatly impacted by their WhatsApp experience. As a
result, they were able to somewhat reduce their anxieties
and felt less anxious after the experience. Additionally,
the majority of the students expressed satisfaction with
the WhatsApp activity and thought it could help them
become more creative in their speech production and
enhance their language proficiency.
The primary goal of the study was to lessen the
students' speaking anxiety, which is where the similarities
between this research and the prior research lie. Both
researchers used mixed-method research to achieve this
goal. The activity or media is where the previous research
and this research diverge. The current study used peer
group activities to lessen students' speaking anxiety,
whereas the previous study used WhatsApp media.
Additionally, while the current study aims to improve
speaking skills and lessen students' speaking anxiety, the
previous study discovered differences between male and
11

female students regarding their feelings about WhatsApp
and FLA following experimentation, linking students'
speaking anxiety to their speaking ability, determining
what causes the anxiety in students, the impact of the
anxiety in students, the ways in which students try to
lessen the anxiety in themselves, and the way in which
students view peer group activities.
Another study by Atas, titled The Reduction of
Speaking Anxiety in EFL Learners through Drama
Techniques, sought to ascertain how the learners felt
about the use of drama and to lessen their speaking
anxiety through the use of drama techniques. This study
used a mixed-methods approach, combining descriptive
qualitative and pre-experimental design. The study's
findings demonstrated how drama affected students'
emotional state and lessened their speaking anxiety when
learning a foreign language. In addition, the students tried
to engage in their English language learning, felt better,
and started speaking without fear of making grammatical
errors.
The goal of both the previous and current studies
was to lessen the students' speaking anxiety, which is
where they overlapped. The activity is where the previous
research and this research differ from one another. While
peer group activities were used in the current study,
drama was used in the previous study to help students
who were nervous about speaking. Another distinction is
that, whereas earlier research sought to determine how
drama affected students' speaking anxiety, current
research aims to improve students' speaking abilities,
lower speaking anxiety in students, correlate speaking
anxiety in students with speaking abilities, identify the
factors contributing to students' speaking anxiety, assess
the impact of students' speaking anxiety, and identify
students' strategies for lowering speaking anxiety, and the
students’ perception toward peer group activities.

4. CONCLUSION
The conclusion of this study is based on the findings and
discussion of Using Songs can reduce languange anxiety
in speaking English at the eight grade of MTs Nurul Qodiri
Lempuyang Bandar. The progression from the pre-test to
cycles 1 and 2 demonstrates this. Pre-test 63, post-test 1
(73), and post-test 2 (81) mean scores. Nine students in
cycle I passed the exam. Also, 15 students in cycle 2
received a score higher than 75. Indicator of success for
cycle 2 was met by 83% of students, indicating that the
cycle had already produced satisfactory results (MMC).
Using Songs can improve the student’s learning activity in
the eight grade of MTs Nurul Qodiri Lempuyang Bandar.

12

It can be seen from the result of reflecting that the
student’s activities on cycle pre-test were passive. Then,
in cycle to cycle 2 the students become active, confident,
and much better.

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