CHAPTER III INTRODUCTION

Effective instructors teach students speaking strategies using minimal responses, recognizing scripts, and using language to talk about language that they can use to help themselves expand their knowledge of the language and their confidence in using it. These instructors help studentslearn to speak so that the students can use speaking to learn. Sometimes some habit may also influence student ability, for example a student who likes reading a book, improve his reading skill, a student wholikes listening to songs, improve his listening or speaking skill automatically, a singer who sings English song, usually has good pronunciation. In this research the writer tries to investigate the correlation of habit in singing and listening to English songs and speaking skill. The writer considers that so many language skills can be learnt from a song. There are so many advantages we can take from a song. By singing a song we can learn to speak English fluently. We can learn how to pronounce a word, understand the meaning of a word and also how to arrange words into a good sentence. Wecan also get more vocabulary from the song lyrics and learn another language skill such as listening, and also reading from a song. In this study the writer wants to find out whether there is a correlation between the students' habit in singing and listening to English songs and their language skills, that is speaking skill. In the speaking skill cannot be separated from other language skills such as vocabulary mastery. An expert says that vocabulary is the basics skill for communication. If someone does notrecognize the meaning of the key wordsused by those who addressed them, they will be unable to participate in the conversation. It means that the vocabulary mastery is also important factor in speaking skill. Therefore, in this study the writer also wants to find out whether there is a correlation between the students' vocabulary mastery and speaking skill.