the correlation between students' frequency

THE CORRELATION BETWEEN STUDENTS’ FREQUENCY OF

WATCHING ENGLISH MOVIES AND THEIR

LISTENING COMPREHENSION

THESIS

By

SYARIFUL HUDA

TE.151633

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF EDUCATION AND TEACHER TRAINING

STATE ISLAMIC UNIVERSITY SULTHAN THAHA SAIFUDDIN

JAMBI

2019

THE CORRELATION BETWEEN STUDENTS’ FREQUENCY OF

WATCHING ENGLISH MOVIES AND THEIR

LISTENING COMPREHENSION

THESIS

Submitted as partial fulfill of requirement to obtain an undergraduate

(S1) Degree in English Education

By

Syariful Huda

TE.151633

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF EDUCATION AND TEACHER TRAINING

STATE ISLAMIC UNIVERSITY SULTHAN THAHA SAIFUDDIN

JAMBI

2019

i

DEDICATION

First of all, the writer gives praise and thankfulness to Allah SWT because His Blessing and

the Merciful with deeply this thesis can be finished.

I dedicated this thesis especially for:

My beloved parents, they are my Mother (Yanti Elvina) and My Father (Sutikno), thank

you for your love, material, best support ,and prayer for me. Both of you always give me

best motivation when I am down. Your love give a power for me to finish this thesis. I

really love you all.

For all of My beloved family especially my aunts ( Misrafina, Nur Azima, and Sasmawati, )

thank you for your support, motivation and kindness. You are so patiently with my

characteristics, I love you so much.

For all my beloved lecturers, my first advisor (Dr. Dewi Hasanah,S.Pd, M.Ag) and my

second advisor (Edi Rozal, M.Pd) thank you for your times, helps, and advice, teaching me

until I finished my thesis.

I also want to thank to my Dearest and all of my friends, who can‟t mention one by one.

thank you for being my friends and giving support to me.

Good luck and success for you all

MOTTO

بسم لله الرحمن الرحيم

“ In The name of Allah, The Most Gracious, The Most Merciful “

And when recited Al Quran, then listen carefully, and pay attention calmly so that you get mercy. (Q.S.al-

a‟raaf: 204) (Anonim:2009)

ACKNOWLEDGEMENTS

By saying Alhamdulillahirabbil‟aalamiin all veneration to Allah SWT. The

beneficence and merciful, who has given us the mercy, and blessing and guidance to

complete writing this thesis. May peace and salutation always be given to our prophet

Muhammad SAW who has given his life moral improvement and to be mercy to universe.

The goal of this thesis is a partial requirements for the undergraduate degree (S1) in

English Education Study Program at The State Islamic University of

SulthanThahaSaifuddin Jambi which is entitled “The correlation between students’

frequency of watching English movies and their listening comprehension ” .

The writer would like to express my sincere gratitude to Dr. Dewi Hasanah,S.Pd,

M.Ag as the first advisor and Edi Rozal, M.Pd as the second advisor who have give me

support, guidance for accomplishing this thesis. Then writer also would like to express

many thanks to the following people who provided me helps in finishing this thesis, namely

:

1. Prof. Dr. H. Su‟aidi Asy‟ari, MA, Ph.D as the Rector of The State Islamic University

of Sulthan Thaha Saifuddin Jambi.

2. Dr. Hj Armida, M.Pd.I as the Dean of Faculty of Education and Teacher Training of

The State Islamic University of Sulthan Thaha Saifuddin Jambi.

3. Amalia Nurhasanah, M. Hum as Chief of English Education Study Program of

Education and Teacher Training Faculty in The State Islamic University of Sulthan

Thaha Saifuddin Jambi.

4. All lecturers at of Faculty of Education and Teacher Training in The State Islamic

University of Sulthan Thaha Saifuddin Jambi who gives knowledge to writer.

5. The official administration staffs at The State Islamic University of Sulthan Thaha

Saifuddin Jambi.

6. All friends who give me support and suggestion to finish this thesis.

The writer hopes that this thesis will give contribution to teaching English. The

writer realizes this thesis is still far from being perfect. For that, the writer hopes the

contructive critics and suggestion from all readers for perfection of this thesis. May Allah

SWT. Always gives guidance and blessing us. Amiin Ya Robbal’ Alamin.

Jambi, 25 October 2019

The Writer

Syariful Huda

TE. 151622

ABSTRACT

Name : Syariful Huda

Major : English Education Study Program

Title :The correlation between students‟ frequency of watching English movies

and their listening comprehension.

The purpose of this study is to investigate the correlation between students‟

frequency of watching English movies and their listening comprehension at English study

program of UIN Sulthan Thaha Saifuddin Jambi. This study used quantitative research

methods. The design of the study was correlational research. The total numbre was 119

students. This research was conducted at the English study program of UIN Sulthan Thaha

Saifuddin Jambi. In April-May 2019. To collect the data, the reseacher used total sampling

as the technique. Instrument used to collect the data was listening test and questionnaire.

The result of the research showed that the correlation between frequency in watching

English movies and their listening comprehension had an average of 0.03 is obtained, that

means there is a weak correlation between students' frequency in watching English movies

and their listening comprehension at the English study program of UIN Sulthan Thaha

Saifuddin Jambi.

Key words: Frequency Of Watching English Movies, Listening Comprehension.

ABSTRAK

Nama : Syariful Huda

Jurusan : Pendidikan Bahasa Inggris

Judul : Hubungan antara frekuensi menonton film berbahasa inggris dengan

kemampuan mendengar mahasiswa

Tujuan dari penelitian ini adalah untuk mempelajari hubungan antara frekuensi

siswa menonton film berbahasa Inggris dan pemahaman mendengarkan mereka di program

studi bahasa Inggris UIN Sulthan Thaha Saifuddin Jambi. Penelitian ini menggunakan

metode penelitian kuantitatif. Desain penelitian ini adalah penelitian korelasional. Jumlah

numbre adalah 119 siswa. Penelitian ini dilakukan di program studi Bahasa Inggris UIN

Sulthan Thaha Saifuddin Jambi. Pada bulan April-Mei 2019. Untuk mengumpulkan data,

peneliti menggunakan total sampling sebagai teknik. Instrumen yang digunakan untuk

mengumpulkan data adalah tes mendengarkan dan angket. Hasil penelitian menunjukkan

bahwa korelasi antara frekuensi menonton film berbahasa Inggris dan kemampuan

mendengarnya memiliki rata-rata 0,08, yang berarti ada hubungan yang lemah antara

frekuensi siswa dalam menonton film berbahasa Inggris dan pemahaman mereka

mendengarkan di program studi bahasa Inggris di UIN Sulthan Thaha Saifuddin Jambi.

Kata Kunci: Frekuensi menonton film berbahasa inggris, kemampuan mendengar.

TABLE OF CONTENT

Page Tittle ....................................................................................................... i

Official Note .................................................................................................... ii

Originality Thesis Statement ......................................................................... iv

Dedication ........................................................................................................ v

Motto ................................................................................................................ vi

Acknowledgment ............................................................................................ vii

Abstract ........................................................................................................... ix

Abstrak ............................................................................................................ x

Table of Content ............................................................................................. xi

List of Table .................................................................................................... xiii

List of Appendices .......................................................................................... xiv

CHAPTER I INTRODUCTION

A. Background of the Study ............................................................................. 1

B. The Limitation of the Problems ................................................................... 3

C. The Formulation of The Problems ............................................................... 3

D. Hypothesis ................................................................................................... 3

E. The Objective of The Study ........................................................................ 3

F. The Significance of The Study ................................................................... 3

CHAPTER II LITERATURE REVIEW

A. The Nature of Listening ............................................................................... 5

B. The Definition of Media .............................................................................. 8

C. Second Language Acquicition ..................................................................... 13

D. Previous Related Studies ............................................................................. 16

E. Thinking Framework ................................................................................... 17

F. Research of Hipotesis .................................................................................. 18

CHAPTER III METODOLOGY OF RESEARCH

A. Place and Time of Research ....................................................................... 19

B. Research Aproaches And Desain ................................................................ 19

C. Population and Sampling Techniques ......................................................... 20

D. Variable and Research Treatments .............................................................. 21

E. Research Instruments ................................................................................... 21

F. Data Analysis Techniques ........................................................................... 24

G. Statistical Hypothesis ................................................................................... 28

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

A. Research Result ........................................................................................... 29

B. Hipotesis Test .............................................................................................. 30

C. Discustion of Research Result .................................................................... 33

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclution .................................................................................................... 35

B. Sugestion...................................................................................................... 35

REFERENCES

APPENDICES

CONSULTATION CARD

CURRICULUM VITAE

LIST OF TABLES

Table

3.1 Total Population Of The Study ....................................................... 20

3.2 Reading Comprehansion Indicators ................................................ 23

3.3 Grid Of Frequensy Of Watching Movies ........................................ 23

3.4 Likert Scale ...................................................................................... 25

3.5 Relationship Value Table ................................................................ 28

4.1 Normality Test Calculation Result .................................................. 29

4.2 Homogenity Test Calculation Result .............................................. 30

page

LIST OF APPENDICES

Appendix

1 Quesstionaire .............................................................................. 36

2 The matter Of Listening .............................................................. 39

3 Normality Test Calculation Result .............................................. 41

4 Homogenity Test Calculation Result .......................................... 62

5 Correlation Test .......................................................................... 76

6 Table Liliefors ............................................................................ 82

7 Table Z ....................................................................................... 83

8 Documentation ........................................................................... 84

page

CHAPTER I

INTRODUCTION

A. Background of the Study

Listening is commonly known as receptive skill as well as reading. This fact often

makes an assumption that listening is a passive activity which does not require much effort.

Yet in the practice, listening is a complex process which is not just hearing and done.

According to Canfield (1958: p. 525), it involves hearings, auditory perception, attention,

and refined comprehension skills. Meanwhile, Heinich (2002:p.173), describes listening as

encoding and decoding message. A person is called listening when she/he receives an

encoded message and then decodes it. An encoded message comes from sender and then a

listener decodes the meaning of the message. From the explanation, the writer can conclude

that listening is an active process because it does require skill.

To improve listening skill, some experts, such as C. Marcel, T. Prendergast, and F.

Gouin proposed as cited by (Richards. 2001,p.7–8), using Situational Language Teaching

and Total Physical Response as the methods. These Language experts believe that firstly

children acquire language through listening to people around in their environment. In this

stage, listening process becomes the basis for the child language acquirement. The next

stage, children are growing and listening for more specific role. They listen through

watching television and listening to the radio to obtain information. They also listen to each

other while having conversation. From the explanation, the conclusion is that situational

language teaching can be used because since early stage, children listen contextually to gain

language acquirement.

Situational language teaching is not only taught in the class. It can also be acquired

by children without a teacher because their environment can also expose the language.

Richards acknowledged the work of Gouin that proposed this method of teaching after

conducting research about children that can acquire language contextually. The more

students expose themselves to the language, the more they can acquire language skills.

From this, people are considering whether language skills are learnt or acquired.

In acquiring language, comprehensible input (i+ 1) is needed. It is the true causative

variables that affect language acquisition. When i (the current level input) as the current

competence, the acquirers have improved their language skill when the i + 1 understood by

them. It means that they acquire when the language that contains structure is “a little

1

beyond” where they are now. This “a little beyond” can be understood with the help of

context, acquirer‟s knowledge of the world and extra-linguistic (pragmatic) information.

According to Kieran Donaghy (2016), language teachers have been using films in

their classes as a good quality of learning tool. It is motivating students and giving joy for

them. It is also one kind of authentic material so that the students can learn the “real”

context of situation in which the conversations can be used. It has been clearly proved that

information about languages and peoples through the medium of the speaking film is

quickly and easily understood by students. Small number of films has been used in the

Department of Romance Language at Ohio State University for the research. From the

explanation above, theoretically, it probably has positive correlation between the

frequencies of watching movie towards listening comprehension. It should provide

comprehensible input to improve students listening skills. Damarullah (2010) tried to find

the positive relation between movie-watching activity and the effect in improving listening

skill in his research, but it has no positive relationship; while a similar research conducted

by Septianing has the positive relationship between the two variables. Theoretically, these

variables should have positive relationship so that the writer needs to find out by herself

what to improve in the research.

Knowing the importance of listening comprehension in learning language, especially

for four semester of student english department, and how people agree that watching movie

frequently can help students improve their skill, the writer desires to find out the

relationship between them by conducting a research entitled, “The Correlation Between

Students‟ Frequency of Watching English Movies and Their Listening Comprehension at

English Study Program UIN Sulthan Thaha Saifuddin Jambi ”.

B. The Limitation of the Problems

After the problems have been identified, they were limited as follows: “The

Correlation between Students‟ Frequency of Watching English Movies and Their Listening

Comprehension” study of fourth semester students at English Study Program UIN Sulthan

Thaha Syaifuddin JAMBI.

C. The Formulation of the Problems

The formulation of the problems in this research was: Is there any correlation

between students‟ frequency of watching English movies and their listening

comprehension?

D. The Objective of the Study

This study is aimed to find the empirical data and describe the correlation between

students‟ frequency of watching English movies and their listening comprehension.

E. The Significance of the Study

This study is expected to contribute the improvement of English Language

Teaching, especially in the fourth semester students at English Study Program UIN Sulthan

Thaha Syaifuddin JAMBI, both theoretically and practically:

1. For the teachers: the teachers at English Study Program UIN Sulthan Thaha

Syaifuddin JAMBI may encourage the students to watch English movies to improve

their language achievement, especially in listening comprehension.

2. For the students: the students should try to expose themselves to the language if they

need to improve their English score, especially in listening comprehension. One of

some ways to exposure is by watching English movies.

CHAPTER II

THEORETICAL FRAMEWORK

A. The Nature of Listening

According to Payant (2012: p.166) Listening is often described as an individual,

passive activity, and consequently, the learners are provided limited instruction by their

teachers to develop their skills. However, listening is an active process that needs

instruction explicitly. Howatt and Dakin (2014: p.474) in the Fahimniya and Khoddamy

Pour‟s journal, define listening as the ability to comprehend what people are saying.

Understanding a speaker‟s accent or pronunciation, the speaker‟s grammar and vocabulary,

and comprehension of meaning are involved in this process. Being capable of doing these

four things simultaneously can be called as an able listener.

Listening is a psychological process. It begins with awareness of someone‟s attention to

sounds or speech patterns (receiving) then continue to identification and recognition of

specific auditory signals (decoding), until ends in comprehension (understanding).

From the explanation above, it can be concluded that listening is not a passive

activity; it also belongs to psychological process. It begins with receiving, decoding, and

understanding the information.

1. Models of the Listening Process

There are several models that are developed in the listening process. There are the

bottom-up mode, the top-down model, and the interactive model. The followings are the

explanation.

a. The Bottom-Up Model

This model was developed by researchers working in the 1940s and 1950s. In this

model, the listeners comprehend the information that starts with smallest units called

phonemes. The smallest units then mix and are arranged into words. These words are then

arranged into phrases, clauses, and sentences. After that process, the sentences are

combined and become ideas, concept and relationship between them. According to this

model, therefore, the different types of knowledge necessary in the listening process are

applied in a serial, hierarchical fashion. Bottom-up models of text processing follow a 5

traditional view of communication as the transmission of information. In this model, a

message is encoded by the sender and then the receiver decodes the information.

b. The Top-Down Model

In this model, the use of prior knowledge is emphasized in processing a text instead

of relying on the individual sounds and words. The top-down model was developed when

researchers considered the fact that experimental subjects are unable to identify truncated

sounds in isolation from the words they form a part of, whereas subjects are quite able to

identify truncated words so long as they are presented with the surrounding context. This

suggests that listeners rely on more than just acoustic signal to decode a verbal message;

they rely on the prior contextual, knowledge as well.

Subjects‟ levels of comprehension are considerably higher if the subjects are already

familiar with the subject matter and text type they are presented with than if they have not

previously encountered the subject matter or text type. In memory according to re-occurring

events, human knowledge is arranged and kept. In comprehending micro-level elements,

knowledge of the structure and the text meaning, it is assumed, pays for any problems. In

this model, listening is purposedriven and listeners just take what is required.

c. The Interactive Model

This model happens when listening is combined both bottom-up and top-down

models. The theory was developed for reading but it is applied equally as well to listening.

At different levels, language is processed together at the same time.

Flowerdew cited Rumelhart to demonstrate this hypothesis by having subjects report

“on-line” as they read a text. At various points in their reading, subjects were asked to

describe their present understanding of the text and, based upon this understanding, what

they hypothesized would come next. These hypotheses, or expectations, were then checked

against subsequent developments in the text, as noted by the subjects when they continued

reading. In this way, Rumelhart demonstrated how readers invoke schemata to make

predictions as they read and how these schemata are confirmed or modified as reading (or

listening) progresses.

An advantage of this model is allowing for the individual variation probability in

linguistic processing. According to pedagogic point of view, every level has variation. For

individuals, some people like to use top-down processing and the rest prefer to rely more on

bottom-up processes. For beginner groups, they seem needing to spend more time on

developing basic bottom-up skills of decoding. At the level of advanced groups, developing

the top-down skills on applying prior knowledge may be more necessary, although higher

level of advanced learners require to work on bottom-up features of fast speech.

2. Listening for Comprehension

When listening, most of what people hear they also respond, but there are many real-

life situations that people can do with no response. One of the situations happens in the

classroom while teacher is teaching the material. Students are exposed more spoken

English. The way to know that they can comprehend the material is using questions in the

end of the class. Another reallife situation that people do not respond is watching films or

television programs.

To know whether the content is understood or not is by being able to share the

content or not to other people around such as friends or family.

According to Broughton, et.al (1980: p.66). In teaching listening, it can be taught using two

ways; intensive and extensive. The teacher should be able to maintain both ways. But,

intensive listening is used commonly in the classroom. The concept is the close study and

exploitation of an audio for its meaning and the language used. Intensive listening is more

controlled. Besides the meaning, it also focuses on vocabulary, grammar and lexical.

Listening and reading at the same time are something that is often used in the

foreign language classroom. It can be done by watching English movies with English

subtitles. Students can be focus on how the grammar is and they learn how to pronounce the

language. But, when students watch the movie and also read the subtitle, they may not need

to use listening comprehension skill very much.

Subtitle is distracting. By reading the subtitle, the content of the movie can be understood

but it would be difficult to be focus on the spoken English which is more essential in

listening comprehension

B. The Definition of Media

The word media comes from Latin, medius that means “between”, “mediator” or

“delivering”. Gerlach and Ely have stated in Arsyad that media generally is human,

material, or something that can build students‟ knowledge, skill and attitude. In this case,

teachers, textbooks, and school environment are media. In specific way, the definition of

media in teaching learning process is meant as graphic tools, photographic, or electronic to

catch, process, and rearrange the visual or verbal information.

AECT (Association of Education and Communication Technology) in Arsyad,

defined that media as form and channel that is used to deliver message and information.

Fleming also stated that media frequently is also called as mediator because it is the cause

or tool that works with the two sides. With the word mediator, media shows the function

that manages the effective relation between two sides in learning process –students and the

content of subject. Heinich, et.al, propose the term of media as mediator which delivers

information between sources and receivers. Thus, television, film, picture, radio, audio

recorded, etc are media communication. Also Gagne and Briggs implicitly have stated that

learning media are the tools that physically are used to deliver the content of the subject,

such as books, tape recorder, cassette, video camera, video recorder, film, slide, photo,

picture, graphic, television, and computer.

According to Arsyad, media can be identified into printed technology media, audio-

visual media, computer based media, and the combination of printed and computer-based

technology. Learning using audio-visual technology produces and uses visual and audio to

make understanding. The main characteristics are: They are linear, They provide visual

dynamic, They are used in the way that was determined before by the designer, They are the

physic representation from concrete idea or abstract idea, They are developed by the

principle of psychology behavior and cognitive, They are commonly oriented to teacher

with low-level of students‟ interactive.

1. General Views of Movies

Movie is a motion picture: a series of still images that, when viewed in rapid

succession, the human eye and brain see as fluid movement. It can be said that movies

move. That essential quality is what separates movies from all other two dimensional

pictorial art forms. Each images in every motion picture draws upon basic compositional

principle developed by these older cousins, including the arrangement of visual elements

and the interaction of light and shadow. Films are constructed from individual shots that

allow visual elements to rearrange themselves and the viewers‟ perspectives itself to shift

within any composition. Movie is a video that tells someone a story about something.

Mostly, movies are connected to daily life. According to Barsam, it is generally blended

into everyone‟s daily lives that people often merely consider as true. For most people most

of the time, movies are break from our daily obligations –a form of escape, entertainment

and pleasure. But underneath the surfaces, all movies, even the most blatantly commercial

once, contain layers of complexity and meaning that can be studied, analyzed and

appreciated. It is mostly entertaining them as viewers. As Barsam also stated, people are

entertained and feel happy sometimes by a movie without investigating deeper into its

meaning.

Because this thesis examines the frequency of watching films, the frequency theory

is also included in this thesis as I stated below.

According to nur aini (2011: p.12). Frequency can be interpreted as frequent or

infrequent frequency, the intended frequency is the frequency of the activity carried out

within a certain time period. For example, with frequent students watching English films

both on television and in other media.

According to andar wati and snakarto in erikson (2011). Frequency refers to the

understanding of how often or often someone uses social media. The frequency is expressed

in a certain period of time (for example per day, per week, or per month).

From some of the above opinions it can be concluded that the frequency is how

often we do an activity in a certain period of time in this case the activity of watching an

English-language film.

2. Elements of Movie

Aristotle in Barsam stated that a good story should have three sequential parts: a

beginning, a middle, and an end –a concept that has influenced the history of playwriting

and screenwriting. Then the three part structure now has been expanded into five parts:

a. Exposition. Everything preceding and including the inciting moment –the event or

situation that sets the rest of the movie in motion.

b. Rising action. The development of the action of the movie toward a climax.

c. Climax. The movie‟s turning point.

d. Falling action. The events that follow the climax and bring the movie from climax to

conclusion.

e. Denouement. The resolution or conclusion of the movie.

3. Genres of Movie

The term genre movie has been frequently used to describe film stories that have

been repeated few times with only slight variation following the same basic pattern and

including the same basic ingredients. According to Barsam, genre films are divided into

two; Narrative film or fiction and non-fiction film. In narrative, there are action, biography,

comedy, fantasy, film noir, gangster, horror, melodrama, musical, mystery, romance,

science fiction, thriller, war, and western. The followings are the explanation of few genre

films:

a. Gangster. The classic gangster film usually takes place in the concrete jungle,

among the endless streets and crowded buildings of a decaying older part of the modern

city. Much of the action occurs at night, and rain is often used to add atmosphere. The

character of main cast in this genre usually is a brutal, aggresssive, cocky and ambitious.

The lawlessness of gangsters versus social order as the basic conflict. Police is usually

involved who represents social order. Standard weapons mostly exist; machine guns, pistols

and bombs.

b. War Films. This genre film is about dying and refusing to die. The example of war

movies are The Patriot and Grand Illusion. War film may still be hell then viewers must be

forever conscious of the complexity of the reason of watching.

c. Horror Films. The way of horror films in entertaining viewers is making them feel

scared, afraid and terrified. The stories suspense, surprise and shock the viewers with

frightening background. Some horror films have psychological significance, others show us

the “human” face of horror, some link sex and violence, some introduce us to the occult,

and still others cause revulsion and disgust by focusing on the depths of human

psychopathology. Some famous horror films are Rouben Mamoulian‟s Dr. Jekyll and Mr.

Hyde, which is a psychological horror film, and James Whale‟s The Bride of Frankenstein,

which shows the “human” face of horror.

d. Science Fiction. This genre is using science in highly imaginative stories of

exploration, discovery, experimentation, or outer space invasion. As the fiction films.

e. Action. This is also can be adventure genre. As the characteristics, there are fights,

chases, extensive violence and exotic locales. Larry Wachowki‟s The Matrix (1999) is one

of the action films. Action movies can overlap with other genres, ranging from westerns to

thrillers.

f. Comedy. The one which makes viewers laugh is comedy genre. As the techniques, it

can be satire, parody, hilarious character behavior, irony, verbal wit, physical plot incidents,

and dirtiness for humorous effect. Black comedy makes viewers laugh at what, by standards

of polite behavior, viewers should not.

g. Fantasy Films. Improbable stories, characters and events are what fantasy tells

about. Usually it takes place in the world where exists in the imagination only. The directors

of these movies challenged to make the unreal seem real. Fantastic elements, of course, play

a role in many narrative films, but pure fantasy films are in a category all by themselves.

The most famous movies are Harry Potter series.

h. Melodrama. A melodrama is a story incorporating real-life events that builds to

powerful climaxes, contains stereotypical characters, and illustrates exaggerated physical

and emotional behavior. The focuses of this genre are on personal, moral, social, family,

racial, ethnic, culture or “women” issues. Melodramas touch viewers‟ hearts and encourage

them to tears. Melodramatic aspects are found in other genres where characters face intense

issues.

i. Musical. Singing songs and dancing are the way of telling the stories. The lyrics and

dance are as well as spoken dialogue. The lyrics are also integrated seamlessly to the story.

j. Mystery. This genre tells stories that highlight the sequential and sometimes

suspenseful work of a detective who find out the identity of a criminal. Because it involves

criminals, some genres such as thriller and crime are included in this genre.

k. Romance. Romance films tell about people who start their love story and

relationship. The ups and downs of the emotion are followed here. It is usually happy

ending but not all romance ends happily. Brokeback Mountain (2005) by Ang Lee is one of

popular romance.

l. Thriller.It generates excitement, nervousness, and anxiety. Thriller is used

sometimes to describe a variety of movies, from crime thefts to spy movie. No matter what

the story, a thriller is characterized more by the effect it has on viewers than anything else.

A great thriller keeps viewers on the edge of their seats, at the very least, and sometimes

puts them on the verge of hysteria as they watch characters slowly moving toward their

fates. One of thriller movie in 2000 is Christopher Nolan‟s Memento.

C. Second Language Acquisition

Since was born, language is firstly acquired by people. In the childhood, children are

exposed to their language environment. Children automatically acquire what people say

around them then form a language competence. This is what is called as first language

acquisition. When people acquire one more language, then it becomes their Second

Language Acquisition.

Krashen, in his book, emerges five theories and hypothesis of Second Language

Acquisition. The following discussion explains the five of them.

1. The Acquisition-Learning Distinction

According to Krashen, language learning and language acquisition are different way

of improving language skill. Language acquisition is a process of obtaining the information

where the acquirers are usually not aware that the language is acquired by them. But when

the language is being used by them, they are able to use it. They are generally not

consciously aware of the rules of the languages they have acquired. Instead, there is a “feel”

that the language is correct. The structure of sentences “sound” right, or “feel” right, and

errors feel wrong, even if they do not feel so aware of what rule was broken. So,

acquisition, non-technically, can also be said as “picking-up” a language.

In contrast, language learning is a conscious process developing language

competence. Acquirers are aware developing the language they would like to learn. They

know the rules and being able to talk about the language. This way usually occurs in an

institution such as school and language course.

Some second language theorists have assumed that children acquire, while adults

can only learn. The acquisition-learning hypothesis claims, however, that adults also

acquire, that the ability to pick up languages does not disappear at puberty.

2. The Natural Order Hypothesis

This hypothesis believes that the acquisition of grammatical structures proceeds in a

predictable order. Acquirers of a given language incline firstly to acquire specific

grammatical structures, and others later. It is not always 100% that among individual

acquirers agree, but there are clear, statistical significant, similarities.

English is perhaps the most studied language as far as the natural hypothesis is

concerned, and of all structures of English, morphology is the most studied. Krashen cited

Brown that he reported that children acquiring English as first language tended to acquire

certain grammatical morphemes, or function words, earlier than others.

3. The Monitor Hypothesis

In the first hypothesis, the acquisition-learning distinction claims that the two

different ways collaborate with each other in the adult. But, it does not state how they are

used in second language performance. Generally, utterances are pioneered by acquisition in

a second language. Acquisition is also responsible for the fluency. There is only one

function of learning, and that is as a Monitor, or editor. Learning becomes part of making

changes in the form of utterance, after acquired system produces it. This can happen before

speaking or writing, or after it which means self-correction. The monitor hypothesis

indicates that formal rules or purposive learning takes part only a limited role in second

language performance. or purposive learning takes part only a limited role in second

language performance.

4. The Input Hypothesis

This hypothesis believes that input should be provided to acquire language. When an

acquirer is in level 1, for instance, to go to next level, the input has to be i + 1. While i

represents the current level of the acquirer, i + 1 represents that the acquirer understand the

input. In other words, the acquirers can be said “has acquired” only when they understand

language that contains structure that is “a little beyond” where they are now.

To understand “a little beyond” where the language structures have not been

acquired, the acquirers can use more that their linguistics competence, the context,

knowledge of the world and extra-linguistic information. When the input is understood,

when communication goes well, it means that i + 1 is provided automatically.

The best way, and possibly the unrivaled way, in teaching speaking, according to

this view, is just providing comprehensible input. When the acquirer feels "ready", there

would be early speech coming; this state of readiness however appears at moderately

different times for different people. Furthermore, early speech does not usually follow the

accuracy of the structure. It will be developer by times as the acquirer hears and understands

more input.

5. The Affective Filter Hypothesis

The Affective Filter hypothesis says about the way affective factors relate to the

second language acquisition process. The factors are motivation, selfconfidence and

anxiety. Performers with high motivation, a good self-image, and low anxiety whether

measure as personal or classroom anxiety, generally do better in second language

acquisition.

The Affective Filter hypothesis catches that there is relationship among affective

variables and the process of second language acquisition by assuming that acquirers differ

with respect to the strength or level of their Affective Filters. The acquirers whose have not

optimal attitude for second language acquisition will find less input only. Although they

have a high or strong Affective Filter the input will not reach the part of the brain

responsible for language acquisition or the language acquisition device. In this case, the

message is already understood by the acquirers before. Then, those with more encouraging

attitudes to second language acquisition will not just look up and gain more input, they will

also have a lower or weaker filter.

D. Previous Related Studies

The first related study was conducted by Recky Haryanto. This research was to

describe the frequency of watching English movies and vocabulary mastery of the second

grade students at SMA Senyerang Jambi. To prove whether or not watching English movies

can affect students‟ vocabulary mastery, the researcher conducted a research toward 36

students. In conducting this research, the researcher used questionnaire to find out students‟

frequency of watching English movies and vocabulary test to find out students‟ vocabulary

mastery. The results of both tests were correlated by using Pearson Product Moment

Formula.

Another study was conducted by Usman Abdullah. The title of this study is THE

CORRELATION BETWEEN STUDENTS‟ HABIT IN WATCHING MOVIE AND

LISTENING SKILL. The method used in this study was the quantitative method with the

correlational design,the instruments used to gather the data were questionnaire and test.

There was a moderate significance correlation between the two variables. Based on the

findings mentioned above, the researcher assumes that the more students watching English

movie the more their listening skill will be better which means movie can be used as media

to improve students‟ listening skill.

The last related study which was conducted by Qonitah Hafidzoh the title of this

research THE RELATIONSHIP BETWEEN STUDENTS‟ FREQUENCY OF

WATCHING ENGLISH MOVIES AND THEIR LISTENING COMPREHENSION OF

NARRATIVE TEXT. The method used in this study was the quantitative method with the

correlational design. The instruments that were used to gather the data were questionnaire

and listening test. The scores from both instruments were calculated and analyzed by using

statistical procedure of Product Moment Correlation to see if there was any relationship

between the two variables. The result showed that there \ was a very low relationship, with

the index value of correlation coefficient (rxy) of 0.012. Furthermore, the hypothesis testing

showed that rxy was much lower than the correlation coefficient of the Product Moment

Table (rt), which means that the null hypothesis (H0) was accepted. In conclusion, there is

no relationship between the two variables. However, further examination showed that this

result may have been affected by several internal threats. First, the respondents‟ watching

frequency is still relatively low. Second, the respondents use subtitles when they watch

movies, which may prevent them to optimally acquire the language, especially listening

skill.

In comparison with the related previous studies discussed and elaborated above, this

present study have similarities and differences with those previous studies. It may be seen

from the research variables investigated either dependent or independent variable. This

study is more specific and focuses only on listening comprehension in relation to students‟

frequency of watching movie..

E. Thinking Framework

After reading the materials, the writer has understood that language skills, especially

listening skill, can be acquires. The more exposing self to the target language, the more

students can acquire language skills. One of the ways exposing self to the target language is

watching movie frequently. Movies provide authentic spoken English. There are many

things that can be learnt in the English movie. Not only entertaining, it encourages students

to practice their language skills, especially in listening comprehension. Therefore, the writer

has assumed that there is any significant relationship between students‟ frequency of

watching movie and their listening comprehension. It means that the students who watch a

lot of English movies will have a better skill in comprehension. If a significant relationship

has found, then language learners and teachers can try to use movies as a means to improve

students‟ listening comprehension skill.

The framework can be described as follows:

Measuring instrument Measuring instrument

Listening

comprehension

questionnaire test

Score

Analyzed

Frequency of watching

movies

F. Research of Hypothesis

Based on the theories discussed above, it can be proposed that there is any

significant relationship between students‟ frequency of watching movie and their listening

comprehension. It means that if the students‟ frequency of watching movie is low, they may

also have low listening comprehension; on the other hand, if the students‟ frequency of

watching movie is high, they may also have high listening comprehension. Thus, this study

supposes hypothesis that there is any significant the correlation between frequency of

watching English movies and listening comprehension at UIN STS Jambi in the fourth

semester of English language education department.

Conclution

CHAPTER III

RESEARCH METHODS

A. Place and Time of Research

This research was conducted at UIN STS Jambi in the fourth semester of English

language education department located at Jl. Jambi Muaro Bulian KM.16, Sei. Duren,

Jaluko, Mendalo Darat, Jambi. And this location was chosed as a place of research because

it is considered interesting to study related to the students‟ frequency of watching english

movies and their listening comprehension.

The time of this study was carried out in the 2018/2019 school year in the even

semester.

B. Research Approaches and Design

The researcher used quantitative research with non-experimental design in this

research. In this research, the researcher applied the correlational design. Creswell (2014)

explained that in the correlational investigators use the correlational statistic to describe and

measure the degree or association (or relationship) between two or more variables. It means,

in correlation study, the researcher is looking for variables that seem interact with one

another.

Research correlation in this study is intended to determine the correlation between

Frequency of watching movies students with Listening comprehension fourth semester

students of English Language Education, with the form of research design as follows :

r

Information :

X = Frequency of watching movies

Y = Student Listening comprehension

r = The correlation between frequency of watching movies and Student Listening

comprehension

X Y

C. Population and Sampling Techniques

To get the data of study, this research needed a subject. The subject of the study was

undergraduate English major students of UIN Sulhan Thaha Saifuddin Jambi.

1. Population

Population is a group and writer did the research. Population is a group of

individuals who have the same characteristics (Cresswell, 2012, p.31). The researcher took

the students of the fourth semester of English Education Study Program at the State Islamic

University Sultan Thaha Saifuddin Jambi in academic year 2018/2019 which consist of 4

clases with the number of 119 students as the populations.

Table 3.1

Total Population of the Study

(Source: Attendant list of the fourth students)

2. Samples

Sample is small group from population. According to Creswell (2012) sample is a

sub group of the target population that the researcher plans to study for generalizing about

the target population. In the research, for technique sampling the researcher used total

sampling to take the sample. The researcher used total sampling because the samples

include the entire population. In this study the researcher will be taken four classes as

sample to analyze. The sample is class IV A consist 30 students, IV B consist of 32

students, IV C consist of 27 students and IV D consist of 30 students.

D. Variables and Research Treatments

According to the relationship between variables one with other variables, the various

variables in the study can be divided into:

No Classes Number Of Students

1.

2.

3.

4.

IV A

IV B

IVC

IV D

30

32

27

30

Total 119

1. Independent variable: this variable is often called the independent variable, that is,

the variable that influences or causes the change or the emergence of the dependent

variable.

2. Dependent variable: this variable is often referred to as the dependent variable which

is the variable that is affected or which is due to the existence of independent variables.

(Sugiyono, 2017, p. 39).

Based on the above understanding, it can be identified that this study contains two

variables, that is independent variable (X) is Frequency of watching movies and dependent

variable (Y) is Student Listening comprehension.

E. Research Instruments

1. Operasional Definition

a. Student Listening comprehension (Y)

The understanding of listening referred to in this study is in the form of values.

Values will be obtained through listening assessment. This assessment will be carried out by

UIN STS Jambi students in English language education in the fourth semester

b. Frequency of watching movies (X)

In this study, researchers will be use a questionnaire. The use of questionnaires in

this study is determine Frequency of watching movies. The researcher adopted a set of

questionnaire which was administered by Qonitah Hafidzoh to collect the data of

respondents‟ movie-watching activity. The questionnaire used by the author uses the closed

question questionnaire method, because the answer is likely to have been determined in

advance and the respondent is not given the opportunity to give another answer (Masri

singarimbun, 1995, p. 177). The scale used in this study is the Likert scale, because the

Likert scale can be used to measure the attitudes, opinions, and perceptions of a person or

group of people about social phenomena (sugiyono, 2017,p.93). So it is very suitable to

examine the relationship of Frequency of watching movies with Student Listening

comprehension. The Likert scale has alternative answers consisting of Almost Always

(AA), Often (O), Sometimes (S), Rarely (R) and Almost Never (AN). Questionnaire items

are expressed in two forms, namely positive statements and negative statements. Positive

statements are statements that support aspects of Frequency of watching movies facing

learning English, while negative statements are statements that do not support aspects of

Frequency of watching movies facing learning English.

2. Instrument's Shape

a. Student Listening comprehension (Y)

In the dependent variable (students listening comprehension), the researcher used

the instrument in the form of test.

b. Frequency of watching movies (X)

In the independent variable (Frequency of watching movies) the researcher used an

instrument in the form of a questionnaire.

3. Instrument Collecting Data

The instrument used in this study is questionnaire and test. While the questionnaire

is a technique of data collection carried out by giving a set of questions or written

statements to the respondent to answer. Questionnaire is an efficient data collection

technique if the researcher knows for sure the variables to be measured and knows what can

be expected from the respondent. In addition, questionnaires are also suitable for use if the

number of respondents is quite large and spread over a large area. Questionnaires can be

questions or closed or open statements, can be given to respondents directly or sent via post,

or the internet (sugiyono, 2017, p. 142).

a. Frequency in watching english moviest

The researcher used the questionnaire technique and likert scale to get students‟

reading habit. The questionnaire adapted by Qonitah Hafidzoh (2018). The researcher

applied checklist item in which researcher formed by giving four options Almost Always

(AA), Often (O), Sometimes (S), Rarely (R) and Almost Never (AN) for each statements.

The questionnaire consist of 20 items , respondents only put a tick ( √ ) in each item

questions, Questionnaires can be questions or closed or open statements, can be given to

respondents directly or sent via post, or the internet (sugiyono, 2017, p. 142)..

Table 3.2

Listening Comprehension Indicators

Aspect No Indicator Item Total

Frequency in

watching movies

1 Frequency 1,2,3,4,5,6 6 item

2 Media 7 1 item

3 Second

laguage

aquicition

8,9,10 3 item

TOTAL 10 item

Before collecting the data the researcher rechecked to make sure that the students

were ready to be the research participants. The first instrument being distributed was

students‟ frequency in watching english movies. The score of each item described as

follows :

Tabel 3.3

Grid of Frequency of watching movies

Frequency

Alternative Options

Sering

(S)

Hampir

Sering

(HS)

Kadang-

kadang

(KK)

Jarang

(J)

Hampir

tidak

Pernah

(HTP)

Positif 5 4 3 2 1

Negative 1 2 3 4 5

b. Listening

The researcher used the test technique to get students‟ listening comprehension. The

researcher got a test question from Miss Ayuliamita Abadi, M.Pd.i who taught at islamic

university sulthan thaha syaifuddin jambi in the fourth semester of english education

department. this test is a question of the IELTS test, because fourth semester student of

english education in listening subjects are learning about IELTS test. The test consist of 10

question .

Before collecting the data the researcher rechecked to make sure that the students

were ready to be the research participants. The second instrument being distributed was

students‟ listening comprehension. Before the students fill the test, the researcher gives the

explanation and direction about what the students should do with the test.

The steps of students‟ listening comprehension those are:

a) Firstly, the participants were asked to fill out the name.

b) The researcher gave some explanation about how to answer the test. After the

participants were ready, the students started the test.

c) The participants had to answer the question based on themselves.

d) After the participants completed the test, the participants‟ answer were scored and

the results were analyzed

To see the relationship of frequency in watching english movies that was used in the

questionnaire, the researcher used normality test, homogenity test and correlation test.

F. Data Analysis Techniques

The data researcher took 119 students as the sample. After gving questionnaires, the

researcher counted and analyzed the result of the questionnaires that had been answered by

the student as data description. The researcher used likert scale in scoring the questionnaires

with the specifications.

Tabel 3.4

Likert Scale

Optional Score

Sering 5

Hampir Sering 4

Kadang-Kadang 3

Jarang 2

Hampir Tidak Pernah 1

Before conducting a hypothesis test, the writer first conducts the prerequisite test as

follows:

1. Normality Test

The purpose of the normality test is to see a sample of normal distribution or not.

The test used is using the liliefors formula because of the small sample. With the following

steps:

a. Sort sample data from the smallest to the largest data (x1,x2.x3,…,xn)

b. calculate the overall average score of the sample score using a single average.

c. Calculating the standard deviation of the sample score using a single average

d. Calculate Zi with a formula :

e. Determine the value of table Z (see attachment table Z) based on the value of Z,

ignoring the negative value.

f. Determine the probability of each Z value based on the table (written with the

symbol f (Zi)). that is by means of a value of 0.5-table Z value if the Zi value is negative (-)

and 0.5+ the value of table Z if Zi is positive (+)

g. Calculates the real cumulative frequency of each Z value for each row and is called

S (z) then divided by the number of cases (N) of the sample

h. Determine value of LO (hitung) = | ( ) ( )| and compared to value Ltable

(liliefors test critical value table) in this case the significant level used is equal to 5% (0.05)

i. If Ltable < Ltable then the sample comes from a population of tables that are normally

distributed. (Sudjana, 2005, pp. 466-467).

2. Homogenity Test

Homogeneity tests were conducted to see whether the two sample groups had

homogeneous variants or not. Homogeneity test using different variance test. The steps used

are :

a. Look for the largest variance value and the smallest variance

b. Compare of values with , with a formula:

(for biggest variance)

(for smallest variance)

c. both variables are said to be homogeneous when at the level of significance( ) =

0,05 with the testing criteria as follows:

If , inhomogeneous

If , homogeneous. (Riduwan, 2014, p. 186).

3. Correlation Test

Correlational analysis techniques are statistical analysis techniques regarding the

relationship between two or more variables. The aim is to find evidence whether it is true

that one variable and another variable has a relationship or correlation. The technique used

in this study is the Product Moment correlation. Then the formula used is:

∑

Explanation:

= Correlation Index Numbers between X Variables and Y Variables

∑ = The sum of the results of the multiplication between the deviations of the

Variable X scores and the deviation of the Y scores

= Standard Deviation of Variable X

= Standard Deviation of Variable Y

N = Number of trial respondents

With steps:

a) Prepare a Work Table or Calculation Table

b) Calculating the mean of the variable X (that is Mx) by using a formula :

∑

c) Calculating the mean of variable Y (that is My) by using a formula :

∑

d) Calculating the Standard Deviation of variable X (that is SDx) by using a formula:

√∑

e) Calculating the Standard Deviation of variable Y (that is SDy) by using a formula:

√∑

f) Calculating the Correlation Index Numbers between variables X and Y (that is rxy), by

using: (Anas Sudijono, 2017, p. 196)

∑

After calculating, several relationship assessments are carried out as in the following

table:

Table 3.5

Relationship value table

r (correlation) Correlation Criteria

0 Not correlation

0 - 0,5 Weak correlation

0,5 – 0,8 Medium Correlation

0,8 – 1 Strong Correlation

1 Perfect Correlation

G. Statistical Hypothesis

The statistical hypothesis is that if research works with samples, if the study does

not use a sample then there is no statistical hypothesis. In the statistical hypothesis tested is

the null hypothesis, the hypothesis which states there is no difference between sample data

and population data.

Because this study attempts to reveal the existence of a relationship between

independent variables (X) and dependent variable (Y), the hypothesis proposed in this study

is as follows::

1. Ho = rxy = 0 means that there is no significant correlation between frequency of

watching movies and Student Listening comprehension.

2. Ha = rxy ≠ 0 means that there is a significant correlation between frequency of

watching movies and Student Listening comprehension.

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

A. Research Result

The process of researching the frequency of watching English films in the English

language majoring semester IV in fourth semester of English study program. This research

was conducted once in a class with 15 minutes of time allocated. During the study

researchers used a time allocation of 60 minutes for four meetings in four classes. In the

research process, researchers provide questionnaires to be filled by students from class A,

class B, Class C, and class D. After conducting research the researcher first conducts a

prerequisite test that is normality test and homogeneity test using liliefors. After calculating,

it is found that all classes are normal and homogeneous.

Tabel 4.1

Normality Test Calculation Results

Data VII A VII B VII C VII D

N 30 32 27 30

0,0793 0,13486 0,12862 0,07287

0,161 0,161 0,1706 0,161

Conclsion Normal

Distribution

Normal

Distribution

Normal

Distribution

Normal

Distribution

Based on the test results, it can be concluded that the data in the class are normally

distributed because they meet the criteria .

Tabel 4.2

Homogenity Test Calculation Results

Data VII A VII B VII C VII D

N 30 32 27 30

Fcount

Ftable 2,04

Conclusion Homogen

Researchers perform data processing after learning outcome data. From the results of

data analysis that has been collected, the value of will be compared with the value

of . If the value of is greater than then the alternative hypothesis proposed

in this thesis can be accepted, if the value of is smaller than then the alternative

hypothesis is rejected and the null hypothesis is accepted.

B. Hypothesis Test

Hypothesis test in question is a proof of the research question that has been

submitted. Before testing, it is necessary to do some analysis prerequisite tests as follows:

1. Normality test

The normality test used in this study is the Liliefors test. Normality test is carried

out to find out whether the data obtained from participation is normally distributed or not,

with provisions indicating the group is normally distributed if it meets the L_ (count)

criteria ≤L_table requested at the level of significance and level of special trust..

a. Normality test class A

From the table (see the appendix 3) obtained Lcount = 0,0793 with n=30

At the significance level of 5% (0.05)

So obtained Ltabel = 0,161

Because Lcount < Ltabel or 0,0793<0,161 the data is normally distributed.(see

appendix 3)

b. Normality test class B

From the table (see in the appendix 3) obtained Lcount = 0,13486 with n=32

Because n of 32 is not on the table, while those on the table n = 25 and n=30

therefore interpolation is done as follows:


( )

( ) ( )

( )

( ) ( )

So obtained Ltable = 0,1658

because Lcount < Ltable or 0,13486 < 0,1658 the data is normally distributed. (see

appendix 3)

c. Normality test class C

From the table (see the appendix 3) obtained Lcount = 0,12862 with n=27

Because n of 27 is not on the table, while those on the table n =25 and n=30


At the significance level of 5% (0,05)

( )

( ) ( )

( )

( ) ( )

So obtained Ltabel = 0,1706

Because Lcount < Ltable or 0,12862 <0,1706 the data is normally distributed. (see

appendix 3)

d. Normality test class D

From the table (see the appendix 3) obtained Lcount =0,07287 with n=30

Because n of 30 is not on the table, while those on the table n =25 and n=30



( )

( ) ( )

( )

( ) ( )

So obtained Ltabel =

Because Lcount < Ltable or 0,07287 < 0,1658 the data is normally distributed. (see

appendix 3)

So all class in the semester four found that Lcount < Ltable, which means the data is

normally distributed.

2. Homogeneity Test

Because the N values are not the same, interpolation is done to find the F table as

follows: .(see appendix 4)


( )

( ) ( )

( )

( ) ( )

So obtained = 2,04

Test Criter:

If ≥ it is not homogeneous

If ˂ it is homogeneous

Because ˂ or ˂ 2,04 it can be concluded that classes A,

B, C, and D are homogeneous or have the same variance.(see appendix 4)

3. Hypothesis test

According to Anas sudijono hal,190, This hypothesis test is carried out using the

product moment formula. Product moment correlation is a technique for finding correlations

between two variables that are often used, this technique was developed by Karl Pearson,

who is therefore often known as Pearson's correlation technique.

Called product moment correlation because the correlation coefficient is obtained by

finding the product of the multiplication of the correlated variable moments (product of the

moment).

r = ∑ (∑ )(∑ )

√* ∑ (∑ ) +* ∑ (∑ ) +

r = ( )( )

√* ( ) +* ( ) +

r =

√* +* +

r =

r = 0,08 Conclution:

From the search results above, the correlation got 0.08, which means that the

frequency of watching English-language films at four semester in English study program is

weak correlations.(see appendix 5)

C. Discustion Of Research Result

Discussion of the results of this study is based on the results of calculations that

have been done previously, which get the results of the correlation between the frequency in

watching English movies and their listening comprehension is weak or low. To find the

relationship researchers first look for normality and homogeneity values where there is a

class A normality value obtained Lcount < Ltabel or 0,0793<0,161 the data is normally

distributed, while class B is obtained Lcount < Ltabel or 0,13486 < 0,1658 the data is normally

distributed, while class C is obtained Lcount < Ltabel or 0,12862 <0,1706 the data is normally

distributed, while class D is obtained Lcount < Ltabel or 0,07287 < 0,1658 the data is normally

distributed. After the normality test is done the researchers do homogeneity test calculations

that are class A results has obtained ˂ or ˂ 2,04 it can be

concluded that classes A, B, C, and D are homogeneous or have the same variance.

After that the researchers conducted a correlation test which four semester in

English study program, From the search results above, the correlation got 0.08, which

means that the frequency of watching English-language films and their listening

comprehension there is a weak correlation.

Based on the results of this study which is connected with Nur Aini's theory that

although students often watch English-language films do not really affect their listening

ability.

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the data analysis and discussion of the previous chapter it can be

concluded that there is a low correlation between the frequency in watching English movies

and their listening comprehension. This is evident from the translation of the results of the

analysis as follows:

The correlation between frequency in watching English movies and their listening

comprehension from the calculation gets a correlation of 0.08 which means that the

relationship between the frequency of watching English films in fourth semester is weak

correlation.

B. Suggestion

Based on the conclution above and based on the study that has been done, the

researcher would like to offer some suggestions. The first suggestion is for the future

researcher that they should prepare the test which has been standardised. The test should be

validated by validators. The material to see and measure the students ‟ competence.

The other researchers can conduct the research to other samples by considering the

qualification of the sample. If the future researcher would like to see the correlation

between frequency in watching English movies and their listening comprehension , it is

better to specify the questionnaire to find frequency in watching English movies. And the

researcher hope the future researcher will see what are the factors that influence students‟

english comprehension.

The second suggestion is for the lecturer. The researcher expected that through the

result of this study. Do habits that can improve students listening abilities, like listening to

an English movie so student will get a higher score than before.

REFERENCE

Anonim. (2009). Al-Qur’an dan Terjemahan. Jakarta: PT Sabiq.

Flowerdew, John and Miller, Lindsay. Second Language Listening: Theory and Practice.

New York: Cambridge University Press, 2005

Howatt and dakin. 2014. fahimniya and khoddamy pour‟s journal, P. 474.

https://id.wikipedia.org/wiki/Frekuensi

http://elangwijaya354.blogspot.com/2016/04/the-correlation-between-frequency-of.html

https://www.maxmanroe.com/vid/umum/pengertian-media.html

https://idseducation.com/articles/jenis-jenis-genre-film-utama/

Krashen,Stephen .Principle and Practice. California: Pergamon Press Inc., 1982.

Payant, Caroline. “Book Reviews: Teaching and Learning Second Language Listening,

Metacognition in Action”, TESL Canada Journal, Vol. 30, 2012.

Qonitah Hafidzoh. 2018. The relationship between students‟ frequency of watching

english movies and their listening comprehension of narrative text.

Recky Haryanto. 2017. frequency of watching English movies and vocabulary mastery

of the second grade students at SMA Senyerang Jambi.

Riduan. 2015 . Belajar mudah penelitian untuk guru – karyawa, dan peneliti pemula .

Alfabeta.Bandung.

Singarimbun,Masri dan Effendi, Sofian. 1995. Metode penelitian survai. Pustaka.

Sudijono ,Anas. 2015. Pengantar statistik pendidikan. PT RajaGrafindo. Jakarta.

Sudjana. 2005. Metoda Statistika. Tarsito. Bandung

Sugiyono. 2017. Metode Penelitiam Kuantitatif, Kualitatif dan R&D. Alfabeta.Bandung.

Usman Abdullah. 2017. The correlation between students‟ habit in watching movie and

listening skill.

http://elangwijaya354.blogspot.com/2016/04/the-correlation-between-frequency-of.html

https://www.maxmanroe.com/vid/umum/pengertian-media.html

QUESTIONNAIRE

ANGKET FREKUENSI MENONTON FILM

INFORMASI DASAR

1. Nama anda:

2. Nomer telepon yang bisa dihubungi:

3. Jenis kelamin (beri tanda centang):

-

4. Usia anda:

- - -19 tahun

5. Sudah berapa lama anda belajar bahasa Inggris?

- - -

6. Dimana biasanya anda menonton film berbahasa Inggris? (boleh pilih lebih dari 1)

-lain (sebutkan): …

Angket ini bertujuan untuk mendapatkan data mengenai kegiatan anda dalam menonton film

berbahasa Inggris. Perlu diingat bahwa „film‟ yang dimaksud dalam angket ini hanya mengacu

kepada film berbahasa Inggris, baik yang menggunakan subtitle dan yang tidak. Film

berbahasa selain Inggris dan film berbahasa Inggris yang di-dub ke bahasa lain tidak termasuk

ke dalam ruang lingkup penelitian ini. Sebelum anda menjawab, bacalah

pertanyaan/pernyataan yang ada dengan seksama. Kerjakan tanpa melihat jawaban orang lain

karena tidak ada jawaban yang benar ataupun salah dalam angket ini. Respon anda akan

digunakan untuk penelitian, sehingga anda diharapkan memberi jawaban dengan jujur dan

sesuai dengan fakta. Nama anda tidak akan dipublikasikan tanpa persetujuan anda. Jika anda

mengalami kesulitan dalam menjawab, silakan bertanya pada instructor.

Appendix 1

ANGKET

INSTRUKSI: Berilah tanda silang pada jawaban anda! Anda hanya boleh

memberikan satu respon pada tiap soal.

Keterangan: S = Sering

HS = Hampir Sering

KK = Kadang-kadang

J = Jarang

HTP = Hampir tidak pernah

No S HS KK J HTP

BAGIAN I: FREKUENSI

1 Seberapa sering anda

menonton ?

2

Seberapa sering anda

menonton film berbahasa

Inggris?

3

Seringkah anda menonton

film bahasa inggris

hingga 10 kali dalam satu

bulan ?

4

Mengacu kepada

pertanyaan nomor 3, apa

anda konsisten dengan

angka tersebut setiap

bulannya?

5



Inggris tanpa

menggunakan subtitle?

6



Inggris menggunakan

subtitle.?

7

Seringkah anda

menggunakan subtitle

bahasa indonesia ketika

anda menonton film

bahasa inggris?

8 Apakah film berperan

besar dalam

meningkatkan

kemampuan bahasa

Inggris anda?

9

Apakah film berperan

besar dalam

meningkatkan

kemampuan

mendengarkan bahasa

Inggris anda?

10

Apakah film

meningkatkan

kemampuan bahasa

Inggris anda tanpa anda

sadari?

Terima kasih atas waktu dan kerjasama anda

Adopted from Imam Ahmad Damarullah‟s questionnaire.

Complete the table below.

Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.

„Studen life‟. Video project

Cristina Ibrahim

Enjoyed:

Using the camera

Going to a british

1.........................

Contact with students doing

other courses (has asked

some to 2 .....................with

him)

Most useful

language

practice:

Listening to instructions

Learning 3 ..................................

vocabulary

Listening to british students”

language because of:

- Normal speed

- Large amount of

4...................................

General

usefulness:

Operating video camera

Working with other people:

- Learning about

5.........................................

- Compromising

6..........................................people

Who have different views

The importance of

7....................................

Things to do

Differently in

future:

Decide when to

8.................................each stage

At the beginning

Make more effort to

9...................................with the

Don‟t make the film too

10.....................................

Appendix 2

camera

DATA ANALYSIS NORMALITY TEST

A. Normality test of student class 4 A

1. Sort sample data from small to largest

No Score class 4 A

1 26

2 27

3 30

4 31

5 32

6 32

7 32

8 33

9 34

10 34

11 35

12 35

13 35

14 35

15 35

16 36

17 36

18 37

19 37

20 38

21 38

22 38

23 39

24 39

25 40

26 40

27 42

Appendix 3

28 42

29 45

30 45

1. Calculate the overall average sample score using a single average

X F fX

26 1 26

27 1 27

30 1 30

31 1 31

32 3 96

33 1 33

34 2 68

35 5 175

36 2 72

37 2 74

38 3 114

39 2 78

40 2 80

42 2 84

45 2 90

total 30 1078

To find an average, use the formula:

= ∑

35,93333

2. Calculate the standard deviation of the sample score values using a single standard

deviation

No X F FX x x2

Fx2

1 26 1 26 -9,93333 98,67104 98,67104

2 27 1 27 -8,93333 79,80438 79,80438

3 30 1 30 -5,93333 35,2044 35,2044

4 31 1 31 -4,93333 24,33774 24,33774

5 32 3 96 -3,93333 15,47108 46,41325

6 33 1 33 -2,93333 8,604425 8,604425

7 34 2 68 -1,93333 3,737765 7,47553

8 35 5 175 -0,93333 0,871105 4,355524

9 36 2 72 0,06667 0,004445 0,00889

10 37 2 74 1,06667 1,137785 2,27557

11 38 3 114 2,06667 4,271125 12,81337

12 39 2 78 3,06667 9,404465 18,80893

13 40 2 80 4,06667 16,5378 33,07561

14 42 2 84 6,06667 36,80448 73,60897

15 45 2 90 9,06667 82,2045 164,409

total 30 2170 -14 417,0666 609,8667

3. To find the standard deviation use the formula:

SD1= √∑

= √

= √ = 4,50876

4. Calculate Z with the formula :

5. Determine the value of table Z (see attachment to table Z) based on the value of Z,

regardless of the negative value

6. Determine the probability basis of each Z value based on the Z table (write with the

symbol F (Z_i). Namely by means of the value of 0.5 - table Z value if the value of

Z_i is negative (-), and 0.5 + value of table Z if Z_i is positive (+)

7. Calculate the actual cumulative frequency of each Z value for each row, and call it

S (Z_i) and then divide by the number of casses (N) samples.

So we get a table like the one below:

No X Ztabel F(kum) S( ) ( )

1 26 -2,2031 0,4861 0,0139 1 0,03333 0,01943

2 27 -1,9813 0,4761 0,0239 2 0,06667 0,04277

3 30 -1,316 0,4049 0,0951 3 0,1 0,0049

4 31 -1,0942 0,3621 0,1379 4 0,13333 0,00457

5 32 -0,8724 0,3078 0,1922 5 0,16667 0,02553

6 32 -0,8724 0,3078 0,1922 6 0,2 0,0078

7 32 -0,8724 0,3078 0,1922 7 0,23333 0,04113

8 33 -0,6506 0,2422 0,2578 8 0,26667 0,00887

9 34 -0,4288 0,1628 0,3372 9 0,3 0,0372

10 34 -0,4288 0,1628 0,3372 10 0,33333 0,00387

11 35 -0,207 0,0793 0,4207 11 0,36667 0,05403

12 35 -0,207 0,0793 0,4207 12 0,4 0,0207

13 35 -0,207 0,0793 0,4207 13 0,43333 0,01263

14 35 -0,207 0,0793 0,4207 14 0,46667 0,04597

15 35 -0,207 0,0793 0,4207 15 0,5 0,0793

16 36 0,01479 0,004 0,504 16 0,53333 0,02933

17 36 0,01479 0,004 0,504 17 0,56667 0,06267

18 37 0,23658 0,091 0,591 18 0,6 0,009

19 37 0,23658 0,091 0,591 19 0,63333 0,04233

20 38 0,45837 0,1736 0,6736 20 0,66667 0,00693

21 38 0,45837 0,1736 0,6736 21 0,7 0,0264

22 38 0,45837 0,1736 0,6736 22 0,73333 0,05973

23 39 0,68016 0,2517 0,7517 23 0,76667 0,01497

24 39 0,68016 0,2517 0,7517 24 0,8 0,0483

25 40 0,90195 0,3159 0,8159 25 0,83333 0,01743

26 40 0,90195 0,3159 0,8159 26 0,86667 0,05077

27 42 1,34553 0,4099 0,9099 27 0,9 0,0099

28 42 1,34553 0,4099 0,9099 28 0,93333 0,02343

29 45 2,0109 0,4778 0,9778 29 0,96667 0,01113

30 45 2,0109 0,4778 0,9778 30 1 0,0222

8. Determine the value Lcount which is taken from the greatest value among the

absolute prices of the difference F( ) – S( ).

From the table above obtained Lcount = 0,0793 with n=30

At a significance level of 5% (0,05)

So obtained Lcount = 0,161

Because Lcount < Ltable or 0,0793<0,161 then the data is normally distributed.

B. Normality test of student class 4 B


No Score class 4 B

1 29

2 31

3 32

4 32

5 32

6 33

7 33

8 34

9 34

10 34

11 35

12 35

13 35

14 36

15 36

16 36

17 36

18 36

19 36

20 36

21 37

22 37

23 37

24 38

25 39

26 39

27 39

28 40

29 40

30 41

31 42

32 45


X F fX

29 1 29

32 3 96

33 2 66

34 3 102

35 3 105

36 6 216

37 3 111

38 1 38

39 3 117

40 1 40

41 1 41

45 1 45

Jumlah 32 1006

To find the standard deviation use the formula:

= ∑

35,92857


deviatio

No X F FX x x2

Fx2

1 29 1 29 -6,92857 48,00508 48,00508

2 32 3 96 -3,92857 15,43366 46,30099

3 33 2 66 -2,92857 8,576522 17,15304

4 34 3 102 -1,92857 3,719382 11,15815

5 35 3 105 -0,92857 0,862242 2,586727

6 36 6 216 0,07143 0,005102 0,030613

7 37 3 111 1,07143 1,147962 3,443887

8 38 1 38 2,07143 4,290822 4,290822

9 39 3 117 3,07143 9,433682 28,30105

10 40 1 40 4,07143 16,57654 16,57654

11 41 1 41 5,07143 25,7194 25,7194

12 45 1 45 9,07143 82,29084 82,29084

13 29 1 29 -6,92857 48,00508 48,00508

14 32 3 96 -3,92857 15,43366 46,30099

Jumlah 32 1006 7,85716 216,061 285,857


SD1= √∑

= √

= √ = 4,50876









So we get a table like the one below::


1 29 -2,1685 0,4846 0,0154

1 0,03571 0,02031

2 31 -1,0942 0,3621 0,1379 2 0,13333 0,00457

3 32 -1,2295 0,3888 0,1112 3 0,07143 0,03977

4 32 -1,2295 0,3888 0,1112 4 0,10714 0,00406

5 32 -1,2295 0,3888 0,1112 5 0,14286 0,03166

6 33 -0,9166 0,3186 0,1814 6 0,17857 0,00283

7 33 -0,9166 0,3186 0,1814 7 0,21429 0,03289

8 34 -0,6036 0,2256 0,2744 8 0,25 0,0244

9 34 -0,6036 0,2256 0,2744 9 0,28571 0,01131

10 34 -0,6036 0,2256 0,2744 10 0,32143 0,04703

11 35 -0,2906 0,1141 0,3859 11 0,35714 0,02876

12 35 -0,2906 0,1141 0,3859 12 0,39286 0,00696

13 35 -0,2906 0,1141 0,3859 13 0,42857 0,04267

14 36 0,02236 0,008 0,508 14 0,46429 0,04371

15 36 0,02236 0,008 0,508 15 0,5 0,008

16 36 0,02236 0,008 0,508 16 0,53571 0,02771

17 36 0,02236 0,008 0,508 17 0,57143 0,06343

18 36 0,02236 0,008 0,508 18 0,60714 0,09914

19 36 0,02236 0,008 0,508 19 0,53571 0,02771

20 36 0,02236 0,008 0,508 20 0,64286 0,13486

21 37 0,33533 0,1293 0,6293 21 0,67857 0,04927

22 37 0,33533 0,1293 0,6293 22 0,71429 0,08499

23 37 0,33533 0,1293 0,6293 23 0,75 0,1207

24 38 0,6483 0,2389 0,7389 24 0,78571 0,04681

25 39 0,96127 0,3315 0,8315 25 0,82143 0,01007

26 39 0,96127 0,3315 0,8315 26 0,85714 0,02564

27 39 0,96127 0,3315 0,8315 27 0,89286 0,06136

28 40 1,27425 0,398 0,898 28 0,92857 0,03057

29 40 1,27425 0,398 0,898 29 0,92857 0,03057

30 41 1,58722 0,4429 0,9429 30 0,96429 0,02139

31 42 1,34553 0,4099 0,9099 31 0,93333 0,02343

32 45 2,83911 0,4977 0,9977 32 1 0,0023




beause n of 32 there are no tables, while those in tables n = 25 and n = 30 therefore

interpolation is carried out as follows: At a significance level of 5% (0.05)

( )

( ) ( )

( )

( ) ( )


Because Lcount < Ltable or 0,13486 < 0,1658 then the data is normally distributed.

C. Normality test of student class 4 C


No Score Class 4 C

1 29

2 31

3 32

4 34

5 34

6 35

7 35

8 36

9 36

10 36

11 36

12 36

13 37

14 37

15 37

16 38

17 38

18 39

19 39

20 41

21 41

22 42

23 43

24 44

25 45

26 45

27 46


X F fX

29 1 29

31 1 31

32 1 32

34 2 68

35 2 70

36 5 180

37 3 111

38 2 76

39 2 78

41 2 82

42 1 42

43 1 43

44 1 44

45 1 45

46 1 29

Total 27 977


= ∑

37,57692


deviation

No X F FX x x2

Fx2

1 29 1 29 -8,57692 73,56356 73,56356

2 31 1 31 -6,57692 43,25588 43,25588

3 32 1 32 -5,57692 31,10204 31,10204

4 34 2 68 -3,57692 12,79436 25,58871

5 35 2 70 -2,57692 6,640517 13,28103

6 36 5 180 -1,57692 2,486677 12,43338

7 37 3 111 -0,57692 0,332837 0,99851

8 38 2 76 0,42308 0,178997 0,357993

9 39 2 78 1,42308 2,025157 4,050313

10 41 2 82 3,42308 11,71748 23,43495

11 42 1 42 4,42308 19,56364 19,56364

12 43 1 43 5,42308 29,4098 29,4098

13 44 1 44 6,42308 41,25596 41,25596

14 45 1 45 7,42308 55,10212 55,10212

15 46 1 46 8,42308 70,94828 70,94828

Jumlah 27 977 8,3462 400,3773 444,3462


SD1= √∑

= √

= √ = 4,134034











1 29 -2,0747 0,4808 0,0192 1 0,03846 0,01926

2 31 -1,5909 0,4441 0,0559 2 0,07692 0,02102

3 32 -1,349 0,4099 0,0901 3 0,11538 0,02528

4 34 -0,8652 0,3051 0,1949 4 0,15385 0,04105

5 34 -0,8652 0,3051 0,1949 5 0,19231 0,00259

6 35 -0,6233 0,3051 0,1949 6 0,23077 0,03587

7 35 -0,6233 0,3051 0,1949 7 0,26923 0,07433

8 36 -0,3814 0,148 0,352 8 0,30769 0,04431

9 36 -0,3814 0,148 0,352 9 0,34615 0,00585

10 36 -0,3814 0,148 0,352 10 0,38462 0,03262

11 36 -0,3814 0,148 0,352 11 0,42308 0,07108

12 36 -0,3814 0,148 0,352 12 0,46154 0,10954

13 37 -0,1396 0,0517 0,4483 13 0,5 0,0517

14 37 -0,1396 0,0517 0,4483 14 0,53846 0,09016

15 37 -0,1396 0,0517 0,4483 15 0,57692 0,12862

16 38 0,10234 0,0398 0,5398 16 0,61538 0,07558

17 38 0,10234 0,0398 0,5398 17 0,65385 0,11405

18 39 0,34424 0,1331 0,6331 18 0,69231 0,05921

19 39 0,34424 0,1331 0,6331 19 0,73077 0,09767

20 41 0,82802 0,2939 0,7939 20 0,76923 0,02467

21 41 0,82802 0,2939 0,7939 21 0,80769 0,01379

22 42 1,06992 0,3554 0,8554 22 0,84615 0,00925

23 43 1,31181 0,4049 0,9049 23 0,88462 0,02028

24 44 1,55371 0,4394 0,9394 24 0,92308 0,01632

25 45 1,7956 0,4633 0,9633 25 0,96154 0,00176

26 45 1,7956 0,4633 0,9633 26 0,96154 0,00176

27 46 2,0375 0,4788 0,9788 27 1 0,0212




Because n of 27 there are no tables, while those in tables n=26 and n=30 therefore


( )

( ) ( )

( )

( ) ( )


Because Lcount < Ltabel or 0,12862 <0, ,1706 then the data is normally distributed.

D. Normality test of student class 4 D


No Score Class 4 D

1 26

2 31

3 33

4 35

5 35

6 35

7 36

8 37

9 37

10 37

11 37

12 37

13 38

14 38

15 39

16 40

17 40

18 40

19 41

20 42

21 42

22 42

23 42

24 42

25 43

26 43

27 43

28 46

29 46

30 46


X F fX

26 1 26

31 1 31

33 1 33

35 3 105

36 1 36

37 5 185

38 2 76

39 1 39

40 3 120

41 1 41

42 4 168

43 3 86

44 1 44

46 4 92

Jumlah 30 1082


= ∑

38,64285


deviation

No X F FX X x2

Fx2

1 26 1 26 -12,6429 159,8417 159,8417

2 31 1 31 -7,64285 58,41316 58,41316

3 33 1 33 -5,64285 31,84176 31,84176

4 35 3 105 -3,64285 13,27036 39,81107

5 36 1 36 -2,64285 6,984656 6,984656

6 37 5 185 -1,64285 2,698956 13,49478

7 38 2 76 -0,64285 0,413256 0,826512

8 39 1 39 0,35715 0,127556 0,127556

9 40 3 120 1,35715 1,841856 5,525568

10 41 1 41 2,35715 5,556156 5,556156

11 42 4 168 3,35715 11,27046 45,08182

12 43 2 86 4,35715 18,98476 37,96951

13 44 1 44 5,35715 28,69906 28,69906

14 46 2 92 7,35715 54,12766 108,2553

15 26 1 26 -12,6429 159,8417 159,8417

Jumlah 30 1082 -9,9999 394,0713 542,4286


SD1= √∑

= √

= √ = 4,40141

5. Calculate Z with the formula:






8. Calculate the actual cumulative frequency of each Z value for each row, and call it S

(Z_i) and then divide by the number of casses (N) samples.



1 26 -2,8725 0,4979 0,0021 1 0,03571 0,03361

2 31 -1,7365 0,4582 0,0418 2 0,07143 0,02963

3 33 -1,2821 0,3997 0,1003 3 0,10714 0,00684

4 35 -0,8277 0,2939 0,2061 4 0,14286 0,06324

5 35 -0,8277 0,2939 0,2061 5 0,17857 0,02753

6 35 -0,8277 0,2939 0,2061 6 0,21429 0,00819

7 36 -0,6005 0,2258 0,2742 7 0,25 0,0242

8 37 -0,3733 0,1443 0,3557 8 0,28571 0,06999

9 37 -0,3733 0,1443 0,3557 9 0,32143 0,03427

10 37 -0,3733 0,1443 0,3557 10 0,35714 0,00144

11 37 -0,3733 0,1443 0,3557 11 0,39286 0,03716

12 37 -0,3733 0,1443 0,3557 12 0,42857 0,07287

13 38 -0,1461 0,0557 0,4443 13 0,46429 0,01999

14 38 -0,1461 0,0557 0,4443 14 0,5 0,0557

15 39 0,08114 0,0319 0,5319 15 0,53571 0,00381

16 40 0,30834 0,1179 0,6179 16 0,57143 0,04647

17 40 0,30834 0,1179 0,6179 17 0,60714 0,01076

18 40 0,30834 0,1179 0,6179 18 0,64286 0,02496

19 41 0,53554 0,2019 0,7019 19 0,67857 0,02333

20 42 0,76274 0,2764 0,7764 20 0,71429 0,06211

21 42 0,76274 0,2764 0,7764 21 0,75 0,0264

22 42 0,76274 0,2764 0,7764 22 0,78571 0,00931

23 42 0,76274 0,2764 0,7764 23 0,82143 0,04503

24 42 0,76274 0,2764 0,7764 24 0,75 0,0264

25 43 0,98994 0,3365 0,8365 25 0,85714 0,02064

26 43 0,98994 0,3365 0,8365 26 0,85714 0,02064

27 43 0,98994 0,3365 0,8365 27 0,89286 0,05636

28 44 1,21714 0,3869 0,8869 28 0,92857 0,04167

29 46 1,67154 0,4525 0,9525 29 0,96429 0,01179

30 46 1,67154 0,4525 0,9525 30 1 0,0475



From the table above obtained Lcount =0,07287 with n=30

Because n of 30 there are no tables, while those in tables n=25 and n=30 therefore


( )

( ) ( )

( )

( ) ( )

So obtained Ltable =

Because Lcount < Ltable or 0,07287 < 0,1658 then the data is normally distributed.

DATA HOMOGENITY TEST

Homogeneity test used the following formula:

∑( )

A. Proses pengujian homogenitas

1. Score

Class A

No Name Score

1 LM 40

2 LA 32

3 ACA 35

4 NH 34

5 SS 38

6 RM 27

7 SN 35

8 RMP 40

9 DAS 39

10 R 26

11 S 37

12 AC 31

13 MDS 32

14 RA 39

15 IA 34

16 DSM 32

17 RAD 45

18 R 33

19 A 35

20 LAP 36

21 RIO 35

22 RMS 30

23 ASP 42

24 AQ 36

25 EQ 38

26 VE 38

27 VRL 37

28 WM

45

29

30

BM

SK

42

35

Appendix 4

Data obtained:

No X ( )2

1 40 4,06667 16,5378

2 32 -3,93333 15,47108

3 35 -0,93333 0,871105

4 34 -1,93333 3,737765

5 38 2,06667 4,271125

6 27 -8,93333 79,80438

7 35 -0,93333 0,871105

8 40 4,06667 16,5378

9 39 3,06667 9,404465

10 26 -9,93333 98,67104

11 37 1,06667 1,137785

12 31 -4,93333 24,33774

13 32 -3,93333 15,47108

14 39 3,06667 9,404465

15 34 -1,93333 3,737765

16 32 -3,93333 15,47108

17 45 9,06667 82,2045

18 33 -2,93333 8,604425

19 35 -0,93333 0,871105

20 36 0,06667 0,004445

21 35 -0,93333 0,871105

22 30 -5,93333 35,2044

23 42 6,06667 36,80448

24 36 0,06667 0,004445

25 38 2,06667 4,271125

26 38 2,06667 4,271125

27 37 1,06667 1,137785

28 45 9,06667 82,2045

29 42 6,06667 36,80448

30 35 -0,93333 0,871105

TOTAL 609,8667

Class B

No Name Score

1 LM 35

2 LA 36

3 ACA 34

4 NH 32

5 SS 33

6 RM 41

7 SN 32

8 RMP 32

9 DAS 35

10 R 37

11 S 39

12 AC 34

13 MDS 40

14 RA 33

15 IA 36

16 DSM 37

17 RAD 36

18 R 39

19 A 34

20 LAP 36

21 RIO 36

22 RMS 39

23 ASP 35

24 AQ 36

25 EQ 29

26 RMS 38

27 RIO 37

28 RI 45

29 RO 36

30 SN 31

31 SS 42

32 S 40

Data obtained:

No X ( )2

1 35 -0,92857 0,862242

2 36 0,07143 0,005102

3 34 -1,92857 3,719382

4 32 -3,92857 15,43366

5 33 -2,92857 8,576522

6 41 5,07143 25,7194

7 32 -3,92857 15,43366

8 32 -3,92857 15,43366

9 35 -0,92857 0,862242

10 37 1,07143 1,147962

11 39 3,07143 9,433682

12 34 -1,92857 3,719382

13 40 4,07143 16,57654

14 33 -2,92857 8,576522

15 36 0,07143 0,005102

16 37 1,07143 1,147962

17 36 0,07143 0,005102

18 39 3,07143 9,433682

19 34 -1,92857 3,719382

20 36 0,07143 0,005102

21 36 0,07143 0,005102

22 39 3,07143 9,433682

23 35 -0,92857 0,862242

24 36 0,07143 0,005102

25 29 -6,92857 48,00508

26 38 2,07143 4,290822

27 37 1,07143 1,147962

28 45 9,07143 82,29084

29 36 0,07143 0,005102

30 31 0,07143 0,005102

31 42 3,07143 9,433682

32 40 -0,92857 0,862242

JUMLAH 285,8571

Class C

No Name Score

1 NA 38

2 MR 37

3 APAE 45

4 IQ 46

5 MA 35

6 AM 32

7 SD 42

8 M 41

9 EF 34

10 E 36

11 RI 43

12 SA 36

13 CF 31

14 FM 39

15 AK 44

16 EJ 36

17 RW 29

18 D 41

19 SF 35

20 MRJ 36

21 MS 37

22 SR 37

23 WAS 38

24 SH 39

25 ZK 34

26 FH 36

27 CF 37

Data obtained :

No X ( )2

1 38 0,42308 0,178997

2 37 -0,57692 0,332837

3 45 7,42308 55,10212

4 46 8,42308 70,94828

5 35 -2,57692 6,640517

6 32 -5,57692 31,10204

7 42 4,42308 19,56364

8 41 3,42308 11,71748

9 34 -3,57692 12,79436

10 36 -1,57692 2,486677

11 43 5,42308 29,4098

12 36 -1,57692 2,486677

13 31 -6,57692 43,25588

14 39 1,42308 2,025157

15 44 6,42308 41,25596

16 36 -1,57692 2,486677

17 29 -8,57692 73,56356

18 41 3,42308 11,71748

19 35 -2,57692 6,640517

20 36 -1,57692 2,486677

21 37 -0,57692 0,332837

22 37 -0,57692 0,332837

23 38 0,42308 0,178997

24 39 1,42308 2,025157

25 34 -3,57692 12,79436

26 36 -1,57692 2,486677

27 37 -0,57692 0,332837

TOTAL 444,3462

Class D

No Name Score

1 AD 42

2 NH 40

3 G 38

4 WAD 46

5 TW 40

6 NA 40

7 TJ 43

8 SR 42

9 NWU 36

10 SA 37

11 SS 37

12 NR 37

13 CD 41

14 A 33

15 SR 44

16 HFA 35

17 GS 37

18 ND 42

19 TMW 38

20 NYW 46

21 BN 37

22 A 39

23 DT 43

24 Y 42

25 VL 35

26 ZZ 31

27 NA 35

28 NY 26

29 NAD 35

30 NR 40

Data obtained :

No X ( )2

1 42 3,35715 11,27046

2 40 1,35715 1,841856

3 38 -0,64285 0,413256

4 46 7,35715 54,12766

5 40 1,35715 1,841856

6 40 1,35715 1,841856

7 43 4,35715 18,98476

8 42 3,35715 11,27046

9 36 -2,64285 6,984656

10 37 -1,64285 2,698956

11 37 -1,64285 2,698956

12 37 -1,64285 2,698956

13 41 2,35715 5,556156

14 33 -5,64285 31,84176

15 44 5,35715 28,69906

16 35 -3,64285 13,27036

17 37 -1,64285 2,698956

18 42 3,35715 11,27046

19 38 -0,64285 0,413256

20 46 7,35715 54,12766

21 37 -1,64285 2,698956

22 39 0,35715 0,127556

23 43 4,35715 18,98476

24 42 3,35715 11,27046

25 35 -3,64285 13,27036

26 31 -7,64285 58,41316

27 35 -3,64285 13,27036

28 26 -12,6429 159,8417

29 35 -3,64285 13,27036

30 40 1,35715 1,841856

TOTAL 542,4286

1. Homogeneity testing process

X1 ( )2

X2

( )2

X3 ( )2

X4 ( )2

40 16,5378 35 0,862242 38 0,178997 42 11,27046

32 15,47108 36 0,005102 37 0,332837 40 1,841856

35 0,871105 34 3,719382 45 55,10212 38 0,413256

34 3,737765 32 15,43366 46 70,94828 46 54,12766

38 4,271125 33 8,576522 35 6,640517 40 1,841856

27 79,80438 41 25,7194 32 31,10204 40 1,841856

35 0,871105 32 15,43366 42 19,56364 43 18,98476

40 16,5378 32 15,43366 41 11,71748 42 11,27046

39 9,404465 35 0,862242 34 12,79436 36 6,984656

26 98,67104 37 1,147962 36 2,486677 37 2,698956

37 1,137785 39 9,433682 43 29,4098 37 2,698956

31 24,33774 34 3,719382 36 2,486677 37 2,698956

32 15,47108 40 16,57654 31 43,25588 41 5,556156

39 9,404465 33 8,576522 39 2,025157 33 31,84176

34 3,737765 36 0,005102 44 41,25596 44 28,69906

32 15,47108 37 1,147962 36 2,486677 35 13,27036

45 82,2045 36 0,005102 29 73,56356 37 2,698956

33 8,604425 39 9,433682 41 11,71748 42 11,27046

35 0,871105 34 3,719382 35 6,640517 38 0,413256

36 0,004445 36 0,005102 36 2,486677 46 54,12766

35 0,871105 36 0,005102 37 0,332837 37 2,698956

30 35,2044 39 9,433682 37 0,332837 39 0,127556

42 36,80448 35 0,862242 38 0,178997 43 18,98476

36 0,004445 36 0,005102 39 2,025157 42 11,27046

38 4,271125 29 48,00508 34 12,79436 35 13,27036

38 4,271125 38 4,290822 36 2,486677 31 58,41316

37 1,137785 37 1,147962 35 13,27036

45 82,2045 45 82,29084 26 159,8417

42 36,80448

35 0,871105

total 609,8667 285,8571 444,3462 542,4286

∑( )

∑( )

∑( )

∑( )

B. To compare and With Formula :

= (for big varians )

= (for small varians )

Because the N values are not the same, interpolation is done to find the F

table as follows:


( )

( ) ( )

( )

( ) ( )

So obtained = 2,04

Testing criteria :

If ≥ then not homogeneous

If ˂ hence homogeneous

Because ˂ or ˂ 2,04 it can be concluded that

classes A, B, C, and D are homogeneous or have the same variance.

Correlations test :

No. X Y X2

Y2

XY

1 26 27,5 676 756,25 715

2 27 37,5 729 1406,3 1012,5

3 30 30 900 900 900

4 31 25 961 625 775

5 32 62,5 1024 3906,3 2000

6 32 50 1024 2500 1600

7 32 65 1024 4225 2080

8 33 37,5 1089 1406,3 1237,5

9 34 42,5 1156 1806,3 1445

10 34 40 1156 1600 1360

11 35 32,5 1225 1056,3 1137,5

12 35 17,5 1225 306,25 612,5

13 35 10 1225 100 350

14 35 25 1225 625 875

15 35 55 1225 3025 1925

16 36 47,5 1296 2256,3 1710

17 36 37,5 1296 1406,3 1350

18 37 27,5 1369 756,25 1017,5

19 37 47,5 1369 2256,3 1757,5

20 38 30 1444 900 1140

21 38 55 1444 3025 2090

22 38 27,5 1444 756,25 1045

Appendix 5

23 39 15 1521 225 585

24 39 37,5 1521 1406,3 1462,5

25 40 40 1600 1600 1600

26 40 15 1600 225 600

27 42 42,5 1764 1806,3 1785

28 42 22,5 1764 506,25 945

29 45 72,5 2025 5256,3 3262,5

30 45 22,5 2025 506,25 1012,5

31 29 75 841 5625 2175

32 32 70 1024 4900 2240

33 32 70 1024 4900 2240

34 32 70 1024 4900 2240

35 33 70 1089 4900 2310

36 33 70 1089 4900 2310

37 34 70 1156 4900 2380

38 34 70 1156 4900 2380

39 34 70 1156 4900 2380

40 35 75 1225 5625 2625

41 35 70 1225 4900 2450

42 35 70 1225 4900 2450

43 36 75 1296 5625 2700

44 36 70 1296 4900 2520

45 36 70 1296 4900 2520

46 36 75 1296 5625 2700

47 36 70 1296 4900 2520

48 36 80 1296 6400 2880

49 37 70 1369 4900 2590

50 37 70 1369 4900 2590

51 37 70 1369 4900 2590

52 38 75 1444 5625 2850

53 39 70 1521 4900 2730

54 39 70 1521 4900 2730

55 39 70 1521 4900 2730

56 40 80 1600 6400 3200

57 41 70 1681 4900 2870

58 42 70 1764 4900 2940

59 42 70 1764 4900 2940

60 43 70 1849 4900 3010

61 43 70 1849 4900 3010

62 45 70 2025 4900 3150

63 29 27,5 841 756,25 797,5

64 31 47,5 961 2256,3 1472,5

65 32 35 1024 1225 1120

66 34 70 1156 4900 2380

67 34 40 1156 1600 1360

68 35 77,5 1225 6006,3 2712,5

69 35 35 1225 1225 1225

70 36 45 1296 2025 1620

71 36 20 1296 400 720

72 36 22,5 1296 506,25 810

73 36 55 1296 3025 1980

74 36 55 1296 3025 1980

75 37 40 1369 1600 1480

76 37 40 1369 1600 1480

77 37 10 1369 100 370

78 38 42,5 1444 1806,3 1615

79 38 37,5 1444 1406,3 1425

80 39 17,5 1521 306,25 682,5

81 39 20 1521 400 780

82 41 35 1681 1225 1435

83 41 22,5 1681 506,25 922,5

84 42 27,5 1764 756,25 1155

85 43 45 1849 2025 1935

86 44 50 1936 2500 2200

87 44 37,5 1936 1406,3 1650

88 45 42,5 2025 1806,3 1912,5

89 46 40 2116 1600 1840

90 26 17,5 676 306,25 455

91 31 100 961 10000 3100

92 33 87,5 1089 7656,3 2887,5

93 35 42,5 1225 1806,3 1487,5

94 35 37,5 1225 1406,3 1312,5

95 35 36,25 1225 1314,1 1268,8

96 36 60 1296 3600 2160

97 37 27,5 1369 756,25 1017,5

98 37 40 1369 1600 1480

99 37 80 1369 6400 2960

100 37 10 1369 100 370

101 37 78,75 1369 6201,6 2913,8

102 38 63,75 1444 4064,1 2422,5

103 38 22,5 1444 506,25 855

104 39 42,5 1521 1806,3 1657,5

105 40 80 1600 6400 3200

106 40 43,75 1600 1914,1 1750

107 40 10 1600 100 400

108 41 22,5 1681 506,25 922,5

109 42 95 1764 9025 3990

110 42 55 1764 3025 2310

111 42 60 1764 3600 2520

112 42 68,75 1764 4726,6 2887,5

113 43 25 1849 625 1075

114 43 32,5 1849 1056,3 1397,5

115 44 52,5 1936 2756,3 2310

116 44 70 1936 4900 3080

117 44 81,25 1936 6601,6 3575

118 45 32 2025 1024 1440

119 46 25 2116 625 1150

TOTAL 4444 5919,5 168230 350958,4 220752,5

r = ∑ (∑ )(∑ )

√* ∑ (∑ ) +* ∑ (∑ ) +

r = ( )( )

√* ( ) +* ( ) +

r =

√* +* +

r =

r = 0,08

Conclution:

From the search results above, the correlation got 0.08, which means that the frequency of

watching English-language films at four semester in English study program is weak

correlations

TABEL

CRITICAL VALUE OF L TEST LILIEFORS

Appendix 6

Appendix 7

Dokumentaions

Appendix 8

DAFTAR RIWAYAT HIDUP (CURRICULUM VITAE)

Nama : Syariful Huda

Jenis Kelamin : Laki-laki

Tempat/tgl lahir : Siulak Panjang, 11 Desember 1997

Alamat sekarang : Rt. 12 Desa Simpang Sungai Duren,

Kec. Jaluko Kab. Muaro Jambi

Pekerjaan : Mahasiswa

Alamat Email : [email protected]

No Kontak : 082371797810

Pengalaman – Pengalaman Pendidikan Formal

1. SD :SDN 147/VII Pulau Pandan III, 2009

2. SMP/MTs :SMPN 5 Kerinci, 2012

3. SMA/MA :MAN 1 Sarolangun, 2015

Pendidikan Non Formal

1. Mengikuti seminar-seminar diberbagai kegiatan kampus maupun luar kampus

Pengalaman organisasi

1. Organisasi OSIS 2014-2015

2. Himsar (Himpunan Mahasiswa Sarolangun)

3. IPMTS (Ikatan Pelajar Mahasiswa Tanah Sekudung)

Motto Hidup:

Jika sulit berlari mengejar

mimpi maka berjalanlah, jika

masih sulit maka merangkaklah

tapi jangan pernah berhenti,

karena Allah SWT selalu

membantu orang yang berusaha.

the correlation between students' frequency

Documents

Transcript of the correlation between students' frequency