CORRELATION
ENGLISH MOVIE
SECOND GRADE
ACA
Submitted in Partial F
Bac
WALISONGO ST
ION BETWEEN FREQUENCY OF WATC
OVIES AND VOCABULARY MASTERY O
ADE STUDENTS OF MAN 1 SEMARANG
ACADEMIC YEAR OF 2011/2012
THESIS
rtial Fulfillment of the Requirement for Gaining the D
Bachelor in English Language Education
By:
ARIF RAHMAN Student Number: 073411059
EDUCATION FACULTY O STATE INSTITUTE FOR ISLAMIC ST
SEMARANG 2012
ATCHING
ERY OF THE
ANG IN THE
g the Degree of
IC STUDIES
ii
THESIS PROJECT STATEMENT
I am the student with the following identity:
Name : Arif Rahman
Student Number : 073411059
Department : English Language Education
certify that this is definitely my own work. I am completely responsible for the
content of this thesis. Other writer’s opinions or findings included in the thesis are
quoted or cited in accordance with ethical standard.
Semarang, 7th May 2012
The Writer,
ARIF RAHMAN Student Number: 073411059
iii
ADVISOR NOTE
To
The Dean of Education Fa
Walisongo State Institute
Assalamu’alaikum wr.wb
I inform that I have giv
necessary of the following
Title :
Name of Student :
Student Number :
Department :
Field of Study :
I state that the thesis is re
Institute for Islamic Studi
Wassalamua’alaikum wr.
iv
Semarang, 7th May
tion Faculty
stitute for Islamic Studies
.wb.
ve given guidance, briefing and correction to wha
lowing identification:
: Correlation between Frequency of WatchMovies and Vocabulary Mastery of the SeStudents of MAN 1 Semarang in the Acade2011/2012
: Arif Rahman
: 073411059
: Tadris
: English Language Education
is is ready to be submitted to Education Faculty Wal
Studies to be examined at Munaqasyah session.
wr.wb.
Advisor I,
M Nafi Annury, M. NIP. 19780719 2005
May 2012
o whatever extent
atching English he Second Grade Academic Year of
ty Walisongo State
ry, M. Pd. 9 200501 1 007
ADVISOR NOTE
To
The Dean of Education Fa
Walisongo State Institute
Assalamu’alaikum wr.wb
I inform that I have giv
necessary of the following
Title :
Name of Student :
Student Number :
Department :
Field of Study :
I state that the thesis is re
Institute for Islamic Studi
Wassalamua’alaikum wr.
v
Semarang, 7th
tion Faculty
stitute for Islamic Studies
.wb.
ve given guidance, briefing and correction to wha
ing identification:
: Correlation between Frequency of WatchMovies and Vocabulary Mastery of the SeStudents of MAN 1 Semarang in the Academ2011/2012
: Arif Rahman
: 073411059
: Tadris
: English Language Education
is is ready to be submitted to Education Faculty Wal
Studies to be examined at Munaqasyah session.
wr.wb.
Advisor II,
H Mursid, M. Ag. NIP. 19670305 2001
th May 2012
o whatever extent
atching English he Second Grade cademic Year Of
ty Walisongo State
5 200112 1 001
vi
ABSTRACT
Title : CORRELATION BETWEEN FREQUENCY OF WATCHING ENGLISH MOVIES AND VOCABULARY MASTERY OF THE SECOND GRADE STUDENTS OF MAN 1 SEMARANG IN THE ACADEMIC YEAR OF 2011/2012
Writer : Arif Rahman
Student Number : 073411059
The background of the study in this research are teenager prefer watch
English movies to watch Indonesian movies. Besides that, students still have
difficulties in remembering new vocabulary and confused to understand the
vocabulary. The teacher still uses conventional method, the teacher only translates the
word and monotone, so the students are easy to get bored. Teachers should use media
to make teaching process more interesting. English movie is suitable to make
teaching process more interesting.
The problem of this research can be stated as follow: are there any
correlations between frequency of watching English movies and vocabulary mastery?
The objectives of this study are to know whether there are any correlations
between frequency of watching English movies and vocabulary mastery and to
measure students’ frequency of watching English movie and their vocabulary
mastery.
The study was conducted at MAN 1 Semarang in the Academic Year
2011/2012. The subject of this study was the second grade students. The numbers of
the subjects are 64 students. The design research that used was Correlation with the
reason the teacher can know students’ habit about watching English movie when they
are at home and students’ vocabulary mastery. This research conduct test of
frequency watching English movies and vocabulary mastery.
The techniques which were used to collect the data are questionnaire and
achievement test. In this study, the writer takes vocabulary test for achievement test
to conduct this research. In taking questionnaire data, the writer uses multiple choices
question. Students just chose multiple choices that are suitable for them. In taking
achievement test, vocabulary test, the writer gives students questions that are contains
of movies which they always watch.
In this research, the writer can get result of taking questionnaire questions and
achievement test. In questionnaire test, the writer gets result that students’ frequency
of watching English movies is low. It has mean 26.09 at the interval of 26-29 with
percentage 32.81%. In achievement test, vocabulary mastery test, the writer gets
result that students’ vocabulary mastery is low. Students’ vocabulary mastery has
mean 47.48 at the interval 44-51 with percentage 20.31%. It indicates that there is any
positive correlation where one of the parts is good, if the other parties are good and
one of the parts is bad, if the other parties are bad also. So that, It can be said that
there is a significant correlation between students’ frequency of watching English
movies and their vocabulary mastery.
vii
ACKNOWLEDGMENT
;=ْ> @ِِ AِBCْDEFا ;HCِDEFا
First , praise to Allah SWT, the Almighty God for the blessing, kindness, and
inspiration in lending me to accomplish the final project. Without Him, I couldn’t
stay patient and in control in writing this final project from the first page to the last
page.
Second, Shalawat and Salam always dedicated to our beloved prophet
Muhammad SAW, the last prophet and the prophet who had brought us from the
darkness to the brightness.
I realize that I cannot complete this final project without the help of others.
Many people have helped me during the writing this final project and it would be
impossible to mention of all them. I wish, however, to give my sincere gratitude and
appreciation to all persons until this thesis can completely be finished. Correlation
between frequency of watching English movies and vocabulary mastery of the second
grade students of MAN 1 Semarang in the academic year of 2011/2012 is a thesis for
readers who want to know the correlation between frequency of watching English
movies and vocabulary mastery.. Therefore, I would like to extend my appreciation to
all of them, especially to:
1. Dr. Suja’i, M.A. as the Dean of Tarbiyah Faculty
2. Siti Tarwiyah, M.Hum. as the Head of English Department
3. M Nafi Annury, M. Pd. as the first thesis advisor and H. Mursid, M. Ag. as
the second thesis advisor who both had the responsibility for their patience in
providing careful guidance, helpful corrections, very good advice as well as
suggestion and encouragement during the consultation.
viii
4. K.H Siradj Khudhori and Dr. K.H Ahmad Izzudin, M.Ag as the chief of
Daarun Najaah Islamic boarding that always give me spirit to study and to
pray to Allah SWT.
5. All lectures in English Department of Tarbiyah Faculty for valuable
knowledge, and advice during the years of my study and Library officials who
always give me good service related with the references in this thesis so that
the writer could do this thesis well.
6. My lovely parent, H. Suwardi and Hj. Ani’atun, who always give me love,
spirit and motivation to face all the constraints in this world. All my family,
sister and brother, Nur Indah Wardani and Abdul Malik Al Hakim, thank you
so much for your praying.
7. Drs. H Syaefudin, M.Pd as the Headmaster and Agustin Sri Hartati, SPd as
the English teacher of MAN 1 Semarang who gives me guidance during my
research.
8. All my classmates of TBI B ’07 and students of Darun Najaah Islamic
Boarding School especially my best friends that stay in Ar- Rahmah room or
Kampoeng Pecinan group whom I cannot mention one by one. All of you are
awesome.
Semarang, 7th May 2012
The writer,
Arif Rahman Student Number 073411059
ix
ABLE OF CONTENT Title ............................................................................................................................ i
Thesis Statement ........................................................................................................ ii
Ratification ................................................................................................................. iii
Advisor note ............................................................................................................... iv
Abstract ...................................................................................................................... vi
Acknowledgement...................................................................................................... vii
Table of Content ......................................................................................................... ix
CHAPTER I
INTRODUCTION .................................................................................................... 1
A. Background of the Study ................................................................................ 1
B. Research Question .......................................................................................... 3
C. Objective and Benefit of the Study ................................................................ 3
D. Scope of the Study ......................................................................................... 4
CHAPTER II
REVIEW OF RELATED LITERATURE ............................................................. 5
A. Previous Research .......................................................................................... 5
B. Theoretical Framework .................................................................................. 6
C. Hypothesis ...................................................................................................... 25
CHAPTER III
RESEARCH METHOD .......................................................................................... 27
A. Research Approach ........................................................................................ 27
B. Main Source of Data ...................................................................................... 27
C. Population and Sample ................................................................................... 27
D. Variables ........................................................................................................ 28
E. Technique of Data Collection ........................................................................ 29
F. Technique of Data Analysis ........................................................................... 30
CHAPTER IV
RESEARCH FINDING AND DISCUSSION ........................................................ 33
x
A. Introduction Analysis ..................................................................................... 33
B. Hypothesis Analysis ....................................................................................... 43
C. Final Analysis ................................................................................................ 47
D. Limitation of the Reserach ............................................................................. 48
CHAPTER V
CONCLUTION AND SUGGESTION ................................................................... 49
A. Conclution ...................................................................................................... 49
B. Suggestion ...................................................................................................... 50
REFERENCES
LIST OF TABLES
LIST OF APPENDICES
CURRICULUM VITAE
xi
LIST OF TABLE Table:
1. Table 4.1. The Tabulation of Data Questionnaire 35
2. Table 4.2 Distribution frequency of frequency of watching English movies 40
3. Table 4.3 The Tabulation of Vocabulary Test 41
4. Table 4.4 Distribution frequency of vocabulary test 45
5. Table 4.5 Correlation coefficient table of variable X And variable Y 46
xii
LIST OF APPENDIX
Appendix:
1. Appendix 1. List of Teacher Structure of MAN 1 Semarang in the Academic Year
of 2011/2012
2. Appendix 2. Questionnaire
3. Appendix 3. Vocabulary Test
4. Appendix 4. Subject List of Student at XI BHS I
5. Appendix 5. Subject List of Student at XI BHS II
6. Appendix 6. Result of Laboratory
7. Appendix 7. r Product Moment Table
8. Appendix 8. Documents
9. Appendix 9. Certificates
10. Appendix 10. Curriculum Vitae
1
CHAPTER I
INTRODUCTION
A. Background of the Study
“Language is a system of communication in speech and writing used by
people of a particular country”.1 According to an American linguist, John B.
Carrol, in his book entitled ‘the study of language’ (1953),
Language is an arbitrary system of speech sounds or sequences of speech
sounds which is used or can be used in interpersonal communication by an
aggregation of human beings, and which rather exhaustively catalogs things,
process, and events the human environment.2
Ali Ridho states that language is something that is composed from several
sentences are composed word of hijaiyah.3 In this case, language is a mean of
communication and it plays a very important role in social relationship among
human beings. People in a society use language, which is mutually understood to
communicate with others. Through language we can express our idea to others in
form of written and spoken. Thus, the presence of language has overcome
people’s problems to express and share their feeling, idea and knowledge to
others.
English is one of the international languages that most used in many
countries in the world, including Indonesia. As an international language, English
is very important because people around the world communicate to others using
English.
In Indonesia, English considered the first foreign language to be learned,
the Indonesian government has chosen English as a first foreign language to be
taught in schools. In formal education, English is taught from Elementary School
until Universities. As a subject of learning process, English considered as one of
1 A.S Hornby, Oxford Learner’s Pocket Dictionary, (New York: Oxford University Press,
2000), p.240.
2 Ramelan, Introduction to Linguistic Analysis, (Semarang: IKIP Semarang Press, 1992),
p. 10.
3 Ali Ridho, Marja’ Fillughotil Arabiyah, (Beirut:Darul Fikr, t.t), p.9.
2
subject that less comfortable by students. So that using teaching media is very
important to help the students be more interest.
Media is very important in teaching and learning process. There are three
kinds of media. They are audio, visual, and audio visual media. By using audio
visual, media that use sense of vision and hearing, students can get more than
students learn by using media that only use one sense either vision or hearing.4 In
this case, the writer will take audio visual media for running the research. It is
English movies media.
Based on the writer observation, the teenager especially students of Senior
High School prefer watch to English movies than Indonesian movies. Actually
English movies have been translated in Indonesian, but the conversation is still
spoken in English.
Watching English movies can be an alternative media of teenager students
to improve and enrich their mastery of English vocabulary on their free time.
Vocabulary is very important in learning language, because vocabulary is one of
the key elements in learning language. So, mastering vocabulary will give
influence to someone who learns language.
In learning English, Students should be able to master the four language
skills of English. They are speaking, reading, writing, and listening. Learning
English also should cover some language components. They are structure,
vocabulary, spelling and pronunciation.
As a part of language components, vocabulary has an important role in
learning English. Without mastering vocabulary, it is impossible to master
English well. The students who get more vocabulary, they can improve their
English easily.
Teaching English at Senior High School is not easy task. Teachers usually
still use traditional ways in teaching vocabulary. When students find new difficult
words they have to open a dictionary to get the meaning. It may take a long time
for the students to find the meaning of the words. It can make the students get
4 Azhar Arsyad, Media Pembelajaran, (Jakarta: PT Raja Grafindo Persada, 2003), p.9.
3
bored and tired. Therefore, the teachers of Senior High School should teach the
vocabulary through enjoyable activities. By using media students hoped fell more
interested and pay more attention to the teacher.
Based on the reasons above, the researcher wants to conduct a correlation
between watching English movies and vocabulary entitled: Correlation between
Frequency of Watching English Movies and Vocabulary Mastery of The Second
Grade Students of MAN 1 Semarang in the Academic Year of 2011/2012.
B. Research Question
In this study, the researcher will formulate the problem as follows:
1. How is students’ frequency of watching English movies of the second grade
students at MAN 1 Semarang in the academic year of 2011/2012?
2. How is students’ vocabulary mastery of second grade students at MAN 1
Semarang in the academic year of 2011/2012?
3. Is there any correlation between frequency of watching English movies and
vocabulary mastery of second grade students at MAN 1 Semarang in the
academic year of 2011/2012?
C. Objective and Benefit of the Study
1. Objective of the Study
In line with research question, this study has purpose to find out as follows:
a. Students’ frequency of watching English movies of the second grade
students at MAN 1 Semarang in the academic year of 2011/2012.
b. Students’ vocabulary mastery of second grade students at MAN 1
Semarang in the academic year of 2011/2012.
c. Correlation between frequency of watching English movies and vocabulary
mastery of second grade students at MAN 1 Semarang in the academic year
of 2011/2012.
2. Benefit of the Study
The result of this study is expected to give some positive outcome as
follow:
4
a. For Students
It can be useful for students to help them measure their vocabulary
mastery and it can be used to motivate the students to improve their
vocabulary mastery.
b. For Teachers
By doing this research, the writer hopes that the result of the study will
be useful to give contribution of developing English teaching vocabulary
especially in teaching vocabulary using media. Moreover, the writer hopes
teachers can use media as an alternative way in teaching vocabulary.
Therefore, the students will get better achievement.
c. For the writer
By doing this research, the writer will get some new experiences and
knowledge about his study and it will be useful for the future.
D. Scope of the Study
In this research the writer wants to focus his study only on vocabulary
provided in genre narrative text of second grade students of Senior High School.
The writer does it because the writer want to get maximum result of the study and
it will contribute advantage in English teaching and learning.
5
BIBLIOGRAPHY
Arikunto, Suharsimi, Prosedur Penelitian Suatu Pendekatan Praktik, Jakarta: PT
Asdi Mahasatya, 2006.
------------, Dasar-Dasar Evaluasi Pendidikan, Jakarta: Bumi Aksara, 2006.
Arsyad, Azhar, Media Pembelajaran, Jakarta: PT Raja Grafindo Persada, 2003.
Asnawir dan M. Baharudin Usman, Media Pembelajaran, Jakarta: Ciputat Pers,
2002.
C Richard, Jack, Curriculum Development in Language Teaching, Cambridge:
Cambridge University Press.
C Richard, Jack, and Willy A Renadya, Methodology in Language Teaching,
Cambridge: University Press
-------, Longman Dictionary of Language Teaching and Applied Linguistics,
Malaysia: Pearson Education, Fourth Edition, 2003.
Cambridge Dictionary, “Vocabulary”, http://dictionary.cambridge.org accessed
on 5th July 2011
Danim, Sudarwan, Media Komunikasi Pendidikan, Jakarta: Bumi Aksara, 1995.
Depdiknas, Kurrikulum 2004 Standart Kompetensi Mata Pelajaran Bahasa
Inggris, Jakarta: Depdiknas, 2003.
Die.net, “Film”, http://dictionary.die.net/film, accessed on 9th November 2011.
Die.net, “Movie”, http://dictionary.die.net/movie, accessed on 9th November
2011.
E Smaldino, Sharon, and James D Russell, Instructional Technology and Media
Learning, Ohio: Merrill Prentice Hall Press, tt.
Gaims, Ruth And Stuard Redman, Working With Words: A Guide To Teaching
And Learning Vocabulary, New York: Cambridge University Prees, 2003 Harmer, Jeremy, The Practice Of English Language Teaching, Malaysia: Pearson,
2003, 3rd Edition.
Hatch, Evelyn, Vocabulary, Semantics, and Language Education, United
Kingdom: Cambridge University Press, 1995.
6
Hornby, A.S, Oxford Learner’s Pocket Dictionary, New York: Oxford University
Press, 2000.
Kistono dkk, The Bridge English Competence 2, Surabaya: Yudhistira, 2007.
Kuncoro, Mudjarad, Metode Kuantitatif: Teori dan Aplikasi untuk Bisnis dan
Ekonomi, Yogyakarta: UPP AMP YKPN, 2004.
------------, Metode Kuantitatif: Teori dan Aplikasi untuk Bisnis dan Ekonomi,
Jakarta: Kencana, 2009.
Jeanne Mc Carten, Teaching Vocabulary, New York: Cambridge University
Press, 2007.
Mongojaya, Alexander, English Revolution, Jepara: Mawas Press, 2006.
Nunan, David, Research Methods in Language Learning, Cambridge: Cambridge
University Press, 1992.
Ramelan, Introduction to Linguistic Analysis, Semarang: IKIP Semarang Press,
1992.
Ridho, Ali, Marja’ Fillughotil Arabiyah, Beirut: Darul Fikr, t.t.
Riduwan, Skala Pengukuran Variable-Variable Penelitian, Bandung: Alfabeta,
2009.
S Eliab, Bong, “Film Principles”, http://eliab.tripod.com/films, accessed on 20th
November 2011.
S Sadiman, Arif, et.all., Media Pendidikan, Jakarta: PT Raja Grafindo Persada,
2009.
Saraswathi, V, English Language Teaching Principle and Practice, Chennai:
Orient Longman Private Limited Press, 2004.
Sudjana, Nana and Ahmad Rivai, Media Pengajaran, Bandung: Sinar Baru, 1997.
Sumardiyani, Listiyaning, and Zulfa Sakhiya, Speaking For Instructional Purpose
a Handbook, Semarang: IKIP Press, 2007.
Sugiyono, Metode Penelitian Kuantitatif, Kualitatif dan R&D, Bandung:
Alfabeta, 2008.
Thornbury, Scott, How to teach vocabulary, Charlbury: Bluestone Press, 2004.
7
Wikipedia, “Movie”, http://en.wikipedia.org/wiki/Film_genre accessed on 5th July
2011.
------------, “Film”, http://en.wikipedia.org/wiki/Movie accessed on 5th July 2011.
5
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Previous Research
The writer has some relevant researches that support this research. They are:
Nurul Hikmah (03015018), the student of English Department of Tarbiyah
Faculty Walisongo State Institute For Islamic Studies Semarang (IAIN
Walisongo). Her title is “Developing Students’ Vocabulary using Dora the
Explorer Movie (A classroom Action Research With The Fourth Grade Students
of SDN 02 Subah Batang In the Academic Year of 2009/2010)”. She was using
cartoon film as media to teaching her class. The technique used for obtaining data,
he use test and observation. In this research he was done in three cycles. Each
cycle was conducted in four steps. They are planning, acting, observing, and
reflecting. The result of this study shows the use of movie to teach of English to
the fourth grades of SDN 02 Subah Batang in the academic year of 2009/2010
was an effective media in improving the students’ vocabulary. It was proven by
the result of achievement tests score. The averages of students’ achievement test
were in cycle 1 are pre-test 59.6 and post-test 62.1. Cycle 2 are pre-test 60.2 and
post-test 68.8 and in Cycle 3 are pre-test 60.83 and post-test 70.4. So, she
concluded the use of movie can improve the students’ vocabulary.
The next inspiration coming from final project of Dewi Septiyanti
(3105078), student of English Tarbiyah Faculty Walisongo State Institute For
Islamic Studies Semarang. Her title is “Correlation between frequency of listening
to English songs and pronunciation performance of the second year students of
SMP N 36 Semarang in the academic year of 2009/2010”. This study uses a
quantitative approach with correlation method. The product moment is employed
to estimate the degree of relationship between frequency of students’ listening to
English songs and pronunciation performance. The result of the study shows that
(X) has 23.27 category in interval 25-29 with frequency 30%. While (Y) has 2.6
category in interval 3 with frequency 46.7%. (X) Has positive correlation with
6
(Y). Because the correlation coefficient is 0.904 with high category in interval
0.90-1.00.
B. Theoretical Framework
1. General Concept of Media
a. Definition of Media
“Media is a means of communication and source of information.
Derived from the Latin word meaning “between,” the term refers to
anything that carries information between a source and a receiver”.1 Some
example of the media is video, television, diagrams, printed materials,
computer programs, and instructors. Those are considered as an
instructional media when they provide messages with an instructional
purpose. The purpose of media is to facilitate communication and
learning activities.
Many provide limitations on the media. Association of Education and
Communication Technology (AECT) in the United States limits the media
as all forms and channels that can be used by people to deliver messages
or information. Gagne states that media are various kinds of components
in the environment that can stimulate students to learn. Meanwhile,
Briggs argues that media are all the physical tools that can present
messages and stimulate students to learn by themselves.2
From the definition above, the writer can conclude that media is a
tool which are used by teachers during teaching and learning process to
help teachers in presenting the materials. Media can facilitate teaching
process. Thus, media has an important role in teaching and learning
process to build students’ interest to the material. Besides that, media can
help students in acquiring lessons that was being taught by teachers. So
that, students can understands more the material that is presented.
1 Sharon E Smaldino and James D Russell, Instructional Technology and Media Learning,
(Ohio: Merrill Prentice Hall Press, tt), p.9.
2 Arif S Sadiman dkk, Media Pendidikan, (Jakarta: PT Raja Grafindo Persada, 2009), p.6.
7
b. Types of Media
There are many kinds of media. According to Gerlach and Elly state
that media can be classified into five groups. They are still picture, audio
recording, motion picture, television, and real things, simulation and
models.
1) Still Picture
A still picture is a record or a copy of real object or event which may
be larger or smaller than the object or event it represents.
2) Audio Recording
Recording are made on magnetic tape, on discs, or on motion picture
sound trakcs. Sounds are genuine and represented in the sequence in
which they actually happened unless the recording is edited. Obviously,
one of the most important types of audio recording is verbal material. So,
audio recording may be used by individual or played directly to an
audience or over radio or a central sound system.
3) Motion picture/ video tape recording
A motion picture or video tape recording is a moving image in color
black and white produced from live action or from graphic representation.
Objects or events may be in normal motion, in slow motion, time-lapse or
stop motion.
4) Television
Television can originate from a variety sources and can be distributed
in many ways, but the signal eventually is displayed by a television
receiver. It is usually used to show live show that is held in other places.
5) Real Things, Simulation, and Models
This category includes people, events, objects, and demonstrations.
Real things as contrasted with other media are not subtitutes for the actual
object or event. Simulation is the replication of the real situation which
has been designed to be as near the actual event or process as possible.
Model is a replica or representation of reality. Such as, when teachers get
part of body material that has to be explained to the students, teachers can
8
use students to be model in front of class to help teachers explain the
material.
Sumardiyani and Sakhiyya states that teaching media can be
classified into three categories. They are:
1) Audio media
Audio media are media that can be listened. It means that audio
media has sound which can be listened by us. Such as radio, audio tape,
and audio conference which can allow learners to hear some ideas and
opinions.3
2) Visual media
Visual media are media that can be seen.4 It can be formed of picture,
moving picture or animation, and flashcard, etc.
3) Audio visual media
Audio visual media are media that have sound and picture.5 Movie is
an example of audio visual media in teaching and it must have a sound
because, if that is produced to get the reality picture in the original form
and it describes science theory.
From the explanation above, it can be concluded that media are
classified into audio media, visual media, and audio visual media. Audio
media is related to sense of sound, such as radio and tape recording.
Visual media is related to sense of view, such as photograph, chart and
image. And audio visual media is related to both of the senses, such as
television, movie, video, and even model. In this study, the writer uses
audio visual media or English movie to run the research.
3 Listiyaning Sumardiyani and Zulfa Sakhiya, Speaking For Instructional Purpose a
Handbook, (Semarang: IKIP Press, 2007), p.48.
4 Listiyaning Sumardiyani and Zulfa Sakhiya, Speaking For Instructional Purpose a
Handbook, p.52.
5 Listiyaning Sumardiyani and Zulfa Sakhiya, Speaking For Instructional Purpose a
Handbook, p.59.
9
c. Advantages of media
Azhar Arsyad states that there are many advantages of media in
teaching and learning, they are;
1) Learning media can clarify the presentation of messages and
information that can facilitate and improve the process of teaching
learning activities.
2) The media can enhance students’ attention so that media can lead some
motivations of learning. The more direct interaction between students
and their environment, the more possible students learn independently
in accordance with the abilities and interests.6
3) Teaching media can overcome the limitations of the senses, space and
time;
a) Objects that are too large to be displayed directly in classroom can
be replaced with images, photographs, slides, reality, film, radio,
or a model.
b) Objects or images that are too small can be presented with the aid
of a microscope, movies, or pictures.
c) A rare occurrence that happened in the past or happened once in
decades can be displayed through video, films, photographs, or
slides.
d) Object that has very complicated process such as blood circulation
can be displayed in a concrete way through the movie, pictures,
slides, or computer simulations.
e) Dangerous experiments can be simulated with media such as
computer, movie, or video.
f) Occurrence of natural events such as volcanic eruptions or process
that in reality the process takes a long time like a cocoon becomes
a butterfly can be presented with the techniques of time-lapse
recording of film, video, slides, or computer simulations.
6 Azhar Arsyad, Media Pembelajaran, (Jakarta: PT Raja Grafindo Persada, 2003), p.26.
10
4) The teaching media can provide a common experience of teaching the
students about the events of their environment, and allow direct
interaction with teachers, community, and environment for example
through study tours, visits to museums or zoos.7
According to Sudjana and Rivai relating to the benefits of teaching
media in teaching and learning of students include:
a) Teaching and learning process will be more so attractive that it can get
more attention from students. Because of it, media can cultivate stu-
dents’ motivation to learn.
b) Teaching materials will be more obviously the meaning so it can be
more understood by students and students to master the purpose of
learning process more.
c) Teaching methods will be more varied, so students do not get bored
and the teacher does not run out of steam, especially if the teacher
teaches for every hour lesson.
d) Students learn to be more active, because not only listen to teachers’
explanations but also other activities such as observing, performing,
and others demonstrating.8
From the explanation above, the writer concludes that media are very
important in teaching and learning process. Media can give many
advantages in teaching learning process. Media can make students easy to
understand the material because they are interested in teaching learning
process. Media can provide the material that can’t be provided when
teachers explain the material without media. By using media, students
will also be more active in giving response to the teachers’ explanations.
2. General Concept of Movie
a. Definition of movie
“A film, also called a movie or motion picture, is a series of still or
moving images. It is produced by recording photographic images with
7 Azhar Arsyad, Media Pembelajaran, p. 27.
8 Nana Sudjana dan Ahmad Rivai, Media Pengajaran, (Bandung: Sinar Baru, 1997), p.2.
11
cameras, or by creating images using animation techniques or visual
effects”.9
Bong S Eliab states that analyzing movie the first thing is to
understand the elements of movie. They are story, character, theme,
setting, and style.10
A good story is the basis for most successful films. A good story has a
very clear beginning, middle, and end. The best way to organize the
telling of a story is through proper balance of suspense and action. Alfred
Hitchcock was found of defining suspense as the “the opposite of
surprise”.
1) Surprise : “when something happens and you don’t expect it”.
2) Suspense : “when you expect it and it doesn’t happen”.
A character is a person that created by movies’ creator or sometimes
events an animal who takes part in action of story. Based on the character
function on the story, character can be classified to be two. They are main
character and supporting character. The main character is the character
that has many scenes on the story. Whereas, the supporting character is
character that supports and helps the main character on the story.
Theme is main concepts and idea that underlies the story. Theme is
revealed through the values of the character when confronting obstacles
and resolving conflict in pursuit of their goal. It can be considered as the
foundation and purpose of the story because without purpose the story
will be trivial.
The setting refers to all of the information about the place, time and
situation of the movie. The setting can be classified to be two kinds.
There are physical setting and social setting. The physical setting is
setting that can be understood by using sense, such as time and place. The
9 Wikipedia, “Film”, http://en.wikipedia.org/wiki/Movie accessed on 5
th July 2011 at 21:13
PM
10 Bong S Eliab, “Film Principles/Film Appreciation”, http://eliab.tripod.com/films,
accessed on 20th
November 2011 at 20:10 PM.
12
social setting is setting that describes about the situation, lifestyle, culture,
language of the society. The last element of the movie is style refers to
genre of movie.
The statement above can be concluded that movie is a form of
entertainment that composed by some elements. Movie has five elements
which we have to know and understand when watching a movie or
reading story, because they are parts of the movies. If we don’t know
about it, we will not understand the substance of that movie.
b. Advantages of movie
Watching movie is kind of entertainment. But we have to know that
by watching movie we can learn English. We can enrich our vocabulary
by frequently watching movie. Vocabulary will be familiar in our mind
because we hear it frequently and use it in daily activity. Watching movie
is also a technique to provide material based on our intelligences that are
audio and visual intelligence. Because of such advantages, watching
movie is possible to be a way of enriching vocabulary.
Film is a form of entertainment that enacts a story by sound and a
sequence of images giving the illusion of continous movement. Film can
be effective media in teaching learning process, because it stimulates
students both receptive skills (listening and reading) and productive skills
(writing and speaking). Film can be more effective than other intructional
media for relating one idea to another, for building continuity of thought,
and for creating dramatic impact. It indicates that film is a useful way to
improve vocabularys’students. Choosing the right film is very important
too. A lesson will be much easier and interesting if we use film.
Movie has particular value, such as completing basic experience,
provoking new inspiration, attracting attention, showing treatment of real
object, explaining abstract things, etc.11
11
Sudarwan Danim, Media Komunikasi Pendidikan, (Jakarta: Bumi Aksara, 1995), p. 19.
13
There are many advantages that can be obtained in the use of film as
a media to deliver lessons to students. They are:
1) Movie can describe process.
2) Movie can arouse impression of room and time.
3) The pictures are three dimensions.
4) The sound can arouse reality of pictures in form of nature expression.
5) Movie can tell expert's voice while watching his/ her appearance.
6) Color movie can add reality of object, which is practiced.
7) Movie can show scientific theory and animation.
Beside the advantages, movie has disadvantages that can be
explained as follow:
1) During playing movie, teachers cannot explain any material because
it can disturb students' concentration.
2) Students cannot understand the movie well if it is played too fast.
3) It is difficult to repeat what is gone except playing it once more.
4) The equipment is expensive.
A good film is a film that can meet the needs of students in relation to
what has been learned. Oemar Hamalik argues that adhere to basic
principles of 4-R is: “the right film is the right place at the right time used
in the right way”.12
c. Movie as a media in teaching vocabulary
It is necessary to learn vocabulary whenever a learner comes into
contact with a new language and tries to use it. However, studying
language causes some problems. Because many students consider that
learning vocabulary is a boring activity, teacher should keep looking for
way to make learning vocabulary easier and more pleasant. Therefore, the
teacher should use appropriate technique and media.
Actually teaching learning process is a communication process. It has
to be realized through conveying activity and changing message by the
12 Asnawir dan M. Baharudin Usman, Media Pembelajaran, (Jakarta: Ciputat Pers, 2002),
p. 96.
14
teachers or students. Teaching English as the foreign language for
Indonesian students is not easy. The teacher is asked to use a suitable
technique or media to teach effectively because effective teaching is the
basic factor for the successful learning process including learning
vocabulary. The use of media such as movie is very important and also
helps students more understand the message which the teacher gave them.
In other words, many special factors which help teachers to select
appropriate media that should be used. Many kinds of media such as
pictures, tape recorder, radio, television, and movie that are useful for
teachers to achieve instructional goals of the teaching learning process
and they can also be formed easily in our daily lives.
From the explanation above the researcher concludes that movies as
one of several media in teaching and learning vocabulary is very
important and vocabulary can help students more interest and can receive
the messages from the materials.
According to Harmer there are many reasons why video can be a
special, extra dimension to the learning experience:13
1) Seeing language in use
Students not only can hear the language but also they can see it.
By watching video, students can see the real condition of language in
use, such as students can see the facial expression and the gesture
when native speakers are saying some words or expressions.
2) Cross culture awareness
Video can help students who want to see westerns’ culture by
watching it in their classroom. It is especially when they want to
know how their body language are when they are inviting someone
out, or how American speaks to waiters. Video is also a great value
in giving students a chance to see all of cultures from other
countries. In order that, by using video students can see the culture
13
Jeremy Harmer, The Practice Of English Language Teaching, (Malaysia: Pearson,
2003),3rd
Edition, p.282.
15
of American, Australian, etc. it can be useful for students because we
do not have to go to target country directly when we want to know
their cultures.
3) The power of creation
Students suddenly get some considerable power when they use
video camera. They can make video that could be unforgettable
moment by them. It can be good media because they can remember
all of vocabulary inside of the video they made and it can enrich
their vocabulary mastery. The task of video making can make
students creative.
4) Motivation
Based on all the reasons have mentioned above prove that most
of students show an increasing level of interesting when they have a
chance to see language in use. It indicates that video can increase
students’ motivation to learn independently. By watching video
students can get new knowledge that more interesting.
3. General concept of narrative text
a. Definition of narrative text
“Narrative text is a type of spoken or written text that tells a story of
one character or more who face certain problematic situations”.14
Narra-
tive text can be found in short story books, magazines, novels, movies,
etc. narratives are popular because they present plot which consist of
complications and resolutions. They make people feel curious and an-
xious with the ends of stories.
b. The social function of narrative text
“The social function of narrative is to amuse and to deal with actual
or vicarious experiences in different ways, narrative deal with
14
Kistono dkk, The Bridge English Competence 2, (Surabaya: Yudhistira, 2007), p. 33.
16
problematic events which lead to a crisis or turning point of some kinds,
which in turn finds a resolution”.15
It means that the purpose of narrative is to entertain and to deal with
actual or vicarious experience in different ways which the evaluation
shows the problems. Then, there will be complicated which the problem
arises. The resolution comes to solve the problem.
c. General structure of narrative text
Narrative text consists of general structure that can be provided as
follow:
1) Orientation
It introduces the participants and informs the time and the place. The
narrator tells the audience about who the participant is, when the story is
taken place, and when the action is happened.
2) Complication
It describes the rising crises of the events that influence what is going
to be happened on the story.
3) Resolution
It is the end of the story which the participant sorts out the complica-
tion. It shows how participants solve the crises.
4) Reorientation
It provides a moral based on what has been learned from the story.16
The writer concludes that narrative amuses to readers and listeners
with true story, imagination or with problematic events which lead to a
crisis or turning point some kind, which in turn finds a resolution and
conclusion.
15
Depdiknas, Kurrikulum 2004 Standart Kompetensi Mata Pelajaran Bahasa Inggris,
(Jakarta: Depdiknas, 2003), p. 48.
16 Kistono dkk, The Bridge English Competence 2, p. 33.
17
d. The significant lexicogrammatical feature of narrative text
The significant lexicogramatical feature of narrative text, they are:
1) Using nouns and pronouns to identify people, animal or things
that are involved. Example: he, she, it, cat, table, etc.
2) Specific participant is special characteristics object. Example:
Cinderella, Aladdin, etc.
3) Using adjectives which are useful to shape noun phrase. Example:
Beautiful white skinned lady, etc.
4) Using time connective and conjunction to sequence the events.
Example: then, when, suddenly, etc.
5) Using adverbs and adverbial phrases to indicate place and time.
Example: here, there, at home, etc.
6) Using action verb in past form. Example: lived, drank, etc.
7) Using saying verbs which sign to pronounce something. Example:
said, told, promised, etc.17
4. General Concept of Vocabulary
a. Definition of Vocabulary
According to Richard, “vocabulary is a set of lexemes, including
single words, compound words and idioms”.18
The writer thinks that
vocabulary is one of the important components that have to be mastered
by learners. So, they can master English well. Vocabulary is the one thing
beside many factors in learning English. Without mastering vocabulary, it
is impossible to master English well. The more students get the
vocabulary, the easier students improve their English. Based on the
linguist David Wilkins states that ‘Without grammar very little can be
conveyed, without vocabulary nothing can be conveyed’.19
To know what
17
Alexander Mongojaya, English Revolution, (Jepara: Mawas Press, 2008), p.8.
18 Jack C. Richard, Longman Dictionary of Language Teaching and Applied Linguistics,
p.692
19 Scott Thornbury, How to Teach Vocabulary, (Charlbury: Bluestone Press, 2004), p.13.
18
vocabulary is the writer would like to present several that definitions of
vocabulary.
According to the Cambridge dictionary, “vocabulary is: All the words
known and used by a particular person and all the words which exist in a
particular language or subject”.20
Richard also explains that “vocabulary
is one of the most obvious components of language and one of the first
things applied linguists turned their attention to”.21
Based on the definition above, the writer concludes that vocabulary is
all the words that have meaning and usually used to communicate by a
particular person.
b. The types of vocabulary
According to Evelyn Hatch that had been written in his book entitled
‘Vocabulary, Semantics, and Language Education’ divides vocabulary
into two groups. They are:22
1) Receptive vocabulary can be called as passive vocabulary. Receptive
vocabulary is words that students recognize and understand when they
occur in a context, but they cannot produce it by themselves. Students
just use constructively in listening and reading.
2) Productive vocabulary can be called as active vocabulary. Productive
vocabulary is words that students understand, can pronounce correctly
and use constructively in speaking and writing.
From the explanation above, we can know that the student ability in
mastering vocabulary is different. Students may learn core or basic
meaning of words sufficiently to understand what they hear or read
without knowing enough about the syntactic restriction, register
20
Cambridge Dictionary, “Vocabulary”, http://dictionary.cambridge.org accessed on 5th
July 2011 at 21:32PM.
21 Jack C. Richard, Curriculum Development in Language Teaching, (Cambridge:
Cambridge University Press), p.4
22 Evelyn Hatch, Vocabulary, Semantics, and Language Education, (United Kingdom:
Cambridge University Press, 1995), p.370.
19
appropriateness, or collocations to be able to produce the words on their
own.
c. The principle of teaching vocabulary
“Principle is beliefs and theories that teachers hold concerning
effective approaches to teaching and learning and which serve as the basis
for some of their decision-making”.23
According to Carten, there are seven key principles that can follow to
help students of teaching and learning vocabulary to be more effective.
They are focus on vocabulary, offer variety, repeat and recycle, provide
opportunities to organize vocabulary, make vocabulary learning personal,
don’t overdo it, and use strategic vocabulary in class.
Focus on vocabulary means that the teachers should empashize
students to master vocabulary in the syllabus and the classroom so that
students can see that vocabulary is importance and understand that
learning a language isn’t just about learning grammar.24
Offer variety means that the teachers should use different ways to
present vocabulary including pictures, sounds, and different text types
which students can identify. Offering variety also means catering to
different learning styles. 25
Some students may use different learning
styles for different types of language or in different learning situations.
Learning vocabulary is largely about remembering, memorizing, and
students generally need to see, say, and write new learned words many
times before they can be said to have learned them. Actually repeating
words help students to remember new words that have learned them.
Repeat and recycle is very important in teaching and learning vocabulary.
Everybody can memorize something easily by reading more times. So
teacher ask students to memorize vocabularies at the day and teacher can
23
Jack C. Richard, Longman Dictionary of Language Teaching and Applied Linguistics,
p.456
24 Jeanne Mc Carten, Teaching Vocabulary, (New York: Cambridge University Press,
2007), p. 20.
25 Jeanne Mc Carten, Teaching Vocabulary, p. 21.
20
review the day after it. Besides that, students can repeat their memorizing
in their home.
Organizing vocabulary means that makes vocabulary easier to learn.
Textbooks often present new vocabulary as an aid to memorize.26
Make
vocabulary learning personal means that relates to the point above,
materials should provide opportunities for students to use the vocabulary
meaningfully, to say and write something about themselves and their
lives. Students should be encouraged to enrich vocabulary they want to
learn. Another important point is not to overload students – there are
limits to how much vocabulary anyone can absorb for productive use in
one lesson and this will be affected by how “difficult” the words are and
how much students are required to know about them.27
So that, the
teachers should give an intermezzo to keep student be fresh.
The last principle of teaching and learning vocabulary is teachers
should use strategic teaching vocabulary in class. Teachers can bring
students to outdoor class and ask students to memorize everything in our
environment.
According to Richard and Willy, in teaching vocabulary teachers
need to consider the following:28
1) Teachers should give learners time to practice the material. Learner
need to practice what the teacher gives to them. They need to do
more than just see the form.
2) Avoid learning words that have similar forms and closely related
meaning at the same time. For example, because affect and effect
have similar forms.
26
Jeanne Mc Carten, Teaching Vocabulary, p. 21.
27 Jeanne Mc Carten, Teaching Vocabulary, p. 23.
28 Jack, C Richards and Willy A Renadya, Methodology in Language Teaching,
(Cambridge: University Press), p.260-261
21
3) To get effective word study, teachers should study regularly. Studying
words over several short sessions is better than to study them for one
or two longer session.
4) Teachers should divide larger numbers of words into smaller groups to
study five to seven words at a time. Because it will be easier to get
repeated exposure to the words than when larger groups.
5) Teachers should be more creative to make teaching learning more
interesting, such as the key word technique to promote deeper mental
processing and better retention.
6) Teachers can add cards to get further elaboration. Using unknown
vocabulary to make associated with other second language that
students have already known. And these words can be added to the
card, such as parts of speech, definitions, and keywords.
From the principle above, in teaching learning process the teacher
should be able to identify who the students are, what their needs are, and
how the teacher should teach simple and interesting way. Different age of
students indicate that they also have different need and interesting.
d. Technique in teaching vocabulary
“Technique is a specific procedure for carrying out a teaching
activity, such as the ways a teacher corrects students’ errors or sets up
group activities”.29
Ruth Gaims and Stuard Redman mention two techniques of teaching
vocabulary. There are visual technique and verbal technique.
1) Visual Technique
a) Mime and gestures
In this technique, the teacher can use real object and command.
In real object, the teacher can use something available in the
classroom such as door, whiteboard, board marker, clock, and so on.
In using command, a teacher can give command such as open the
29
Jack C. Richard, Longman Dictionary of Language Teaching and Applied Linguistics,
p.590.
22
window; open your book, etc. Another example is teaching part of
body, a teacher can give command such as raise your hand, put your
right hand on your head, etc.
b) Visual aids
In this technique, the teacher can use pictures, photographs,
flashcards, and whiteboards as the visual aid. One of the visual aids
that possibly used is whiteboards.
Picture for vocabulary teaching come from many sources. It can
be from the magazine, newspaper, or the student’s handmade.
Pictures can be used to explain the meaning of vocabulary items.
The meaning of vocabulary is in the students mind before he is given
the English word because he can understand it from the picture.30
2) Verbal Technique
a) Use of illustrative situations (oral or written)
This technique can be useful when the words are abstract. In this
technique teachers just explain the word so that teachers should use
more than one situation or context to ensure that students understand
what they explained.
b) Use of synonym and definition
Synonym can be called the words that have similar meaning with
other words. Teachers often use this technique to low level students;
it would be justifiable at low levels to tell students that miserable
mean very sad. Secondly, it is commonly used with higher level
students and subsequently qualified, such as Male means man.
30
Ruth Gaims And Stuard Redman, Working With Words: A Guide To Teaching And
Learning Vocabulary, (New York: Cambridge University Prees) p.73.
23
c) Contrasts and opposites
In this technique, the teacher asks the students the opposite of
something, for example, what is the opposite of sweet?, what is the
opposite of clever?, etc.31
d) Scales
It can be useful way to get new vocabulary if students have
learned contrasting or related gradable items. If students know ‘hot’
and ‘cold’ teachers can ask students a framework for feeding in
‘warm’ and ‘cool’ and later ‘freezing’ and ‘boiling’.
e) Examples of the type
The teachers can use illustration to get the meaning of
subordinates, such as furniture, vegetables, and fruits. It is a common
produce to exemplify them e.g. table, chair, and, bed are all
furniture.
3) Translation
Translation is changing some words or sentences from second
language or other language to native language with similar meaning. It is
one of traditional method. This technique is usually used by the teachers
when they taught vocabulary or text in teaching learning process.
Translation can be a very effective way of conveying meaning. It can save
valuable time that might otherwise be spent on a largely unsuccessful
explanation in English, and it can be a very quick way to dispose of low
frequency items that may worry the students but do not warrant
significant attention.32
According to Saraswathi, in his book entitled ‘English language
teaching principle and practice’, technique for teaching vocabulary
teachers should consider the following:
31
Ruth Gaims And Stuard Redman, Working With Words: A Guide To Teaching And
Learning Vocabulary, p.74.
32 Ruth Gaims And Stuard Redman, Working With Words: A Guide To Teaching And
Learning Vocabulary, p.75.
24
1. At the elementary stage, teachers should use objects or real things to
translate target language that is being studied into mother tongue. For
example: pictures, slides, and labels.
2. Using gestures and symbols. It means that teachers should practice by
doing action to explain words that is being studied like smile, jump,
and walk.
3. At a higher level, teachers can use known vocabulary to teach
unknown vocabulary, such as teachers can ask synonym, antonym, and
hyponym some words to enrich the students’ vocabulary.
For example: -Synonym= pretty, beautiful, charming
-Antonym= miser X spendthrift
-Hyponym= dog, cat, donkey, monkey (animals)
4. Using Words set or words categories.
For example: -Pen, pencil, ink, paper (stationery)
-Breakfast, lunch, dinner, supper (meals)
-Menu card, waiter, tips, appetizer, dessert, soup, bill,
buffer (words associated with a restaurant)
5. Teachers can ask the definition and paraphrase some words to students.
For example: a sonnet is a poem of 14 lines.
6. Teachers can ask students some words based on the situation.
When you are thirsty, you drink water. When you are hungry, you eat
food.33
From the explanation above, the teachers should have an interested
ways in learning vocabulary. The teachers have to know what they should
do and what they should not do well, so it can help students acquire more
enjoyable strategies.
e. Teaching vocabulary by using movie in Senior High School
.In teaching learning, using movie as media is not the main media,
but it is only as a variation of teaching learning, increasing learning
33
V Saraswathi, English Language Teaching Principle and Practice, (Chennai: Orient
Longman Private Limited Press, 2004), p. 103.
25
motivation and giving new situation in teaching and learning. Teaching
vocabulary especially in senior high school is very difficult inasmuch it
needs to be memorized. To make vocabulary easy to be memorized, the
teachers need to have good media to make teaching learning process
interesting.
Actually teachers can start learning English from simple way by
using visual media such as newspaper, flash card, and magazine. But
teaching by using movie is more interesting and it can make students
easier to understand what the point of that movie is. To teach vocabulary
by means of movie, the teachers have to use media efficiently to make
media become more effective and make students feel enjoy and comfort.
The teachers have to know the characteristics of students’ learning
in that every student has different characteristics in learning. By knowing
the students’ characteristics, the teachers can determine where the
suitable media for students is.
Hopefully, these media (movies) can be used maximally in
teaching vocabulary because of its completeness. By using movie as
media of teaching and learning media hoped can increase students’
motivation to learn because of his interesting in learning, make active
teaching, and help students easier to memorize vocabularies that have
been studied.
C. Hypothesis
“Hypothesis consists of words hypo and thesis. Hypo is under or less or
weak. Thesis is theory or proposition that showed as a proof.” 34
According to
Suharsimi Arikunto, Hypothesis is a temporary conclusion or opinion which has
not proved and which is supposed to be true after being proved by using qualified
instruments.35
So, hypothesis can define a weak truth statement towards problems
34
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: PT Asdi
Mahasatya, 2006), p. 71.
35 Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik,, p. 71.
26
on research and need to prove the truth after collecting data. The hypothesis of
this research is: there is a significant correlation between frequency of watching
English movie and vocabulary mastery of The Second Year Students of MAN 1
Semarang in the Academic Year of 2011/2012.
27
CHAPTER III
RESEARCH METHOD
A. Research Approach
This research will be focused on students’ frequency of watching English
movies and students’ achievement on vocabulary. This research is a quantitative
approach with correlation method. Correlation method is most appropriate for this
study, because it uses two variables to find out the relationship between students’
frequency of watching English movies and students’ achievement on vocabulary
and show if they have any positive or negative relationship and examining
hypothesis.
B. The Main Source of Data
This research is field at State Islamic Senior High School 01 Semarang
(well-known as MAN 01 Semarang) which is located on Jl. Brigjen Sudiarto in
Pedurungan Kidul kec. Pedurungan Semarang. In order to find out the solution
to the problems posted in the previous chapter, the writer needs some data. In
conducting the study, the writer tries to get some data from the second grade
students of MAN 1 Semarang. The total numbers of participant is 386 students
from 12 classes of second grade student.
C. Population and Sample
Population is all cases, situations or individuals who share one or more
characteristic. 1 According to Sugiyono, Population is generalization that
composed of the subject / object that has certain qualities and characteristics of
the applied researcher to learn and then be concluded. 2 Population of this
research is the second grade students of MAN 1 Semarang in the academic year
of 2011/2012. That have 12 classes and each class is about 32 students.
1 David Nunan, Research Methods in Language Learning, (Cambridge: Cambridge
University Press, 1992), p. 231. 2 Sugiyono, Metode Penelitian Kuantitatif, Kualitatif dan R&D, (Bandung : Alfabeta,
2008), p. 11.
28
Sample is a subset of individuals from a given population.3 According to
Suharsimi Arikunto, Sample is a part of population which has same
characteristics. There are two ways in selecting a sample. First, if the population
is less 100, all population can be sampled. Second, if the population is over 100,
the researcher can take 10%-15% or 20%-25% from all population as a sample.4
In this research, the writer will take class from XI BAHASA I and XI BAHASA
II of MAN 1 Semarang in the academic year of 2011/2012 as a sample.
D. Variables
A variable is a defined characteristic that varies.5 According to Fred D
Kerlinger as cited by Suharsimi Arikunto stated that: “All experiments have one
fundamental idea behind them; to test the effect of one or more independent
variables on a dependent variable (it is possible to have more than one dependent
variable in experiments)”.6 Correlation analysis does not distinguish between
dependent and independent variable. As the purpose of correlation analysis is to
measure association.7 It has at least two values and usually more. In this research
which uses English movies as a media to improve students’ vocabulary mastery
has two variables. Those variables are as follow:
1. The Independent Variable
Independent variable is “the variable that influences because change or
emergence the dependent variable”.8 The independent variable in this research
is students’ frequency of watching English movies. The indicators of this
variable are students’ frequency and interest on watching English movies.
3 David Nunan, Research Methods in Language Learning, p. 27. 4 Suharsimi Arikunto, Prosedur Penelitian Praktik, (Jakarta: PT Asdi Mahasatya, 2006),
p.134. 5 Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, p.116. 6 Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, p.119. 7Mudjarad Kuncoro, Metode Kuantitatif: Teori dan Aplikasi untuk Bisnis dan Ekonomi,
(Yogyakarta: UPP AMP YKPN, 2004), p. 77. 8 Sugiyono, Statistika Untuk Penelitian, (Bandung: CV Alvabeta, 2005), p.3.
29
2. The Dependent Variable
Dependent variable is variable affected or becoming the result because
of the existence of the independent variable.9 Dependent variable in this study
is students’ vocabulary mastery. The indicators of this variable are students’
vocabulary mastery that is symbolized on writing subject.
E. Technique of the Data Collection
The writer will carry out two instruments to collect the data containing
questionnaire and vocabulary test. They are:
1. Questionnaire
Questionnaire is a list of questions provided to others who are willing
to respond (respondents) as requested by the researchers.10 There are two
kinds of questionnaire, they are open and enclosed questionnaire. In this
case, the writer using the questionnaire enclosed is questionnaire that
presented in a form such that the respondents were asked to choose one
answer that suits the characteristics of him by giving the sign (x) or a
checklist (√). The writer will use questionnaire to get the data about student
frequency of watching English movies.
2. Vocabulary Test
Test is a series of questions or exercises that are used to measure the
skills of knowledge, intelligence, ability or aptitude of the individual or
group. 11 There are several kinds of test instruments in data collection,
include: personality tests, aptitude tests, achievement tests, intelligence tests,
and test attitude. In this study, the achievement test is used to measure
student’s vocabulary mastery. This test is in the form of multiple choice tests
that consist of alternative answers.
9
10 Riduwan, Skala Pengukuran Variable-Variable Penelitian, (Bandung: Alfabeta, 2009), p.25.
11 Riduwan, Skala Pengukuran Variable-Variable Penelitian, p. 30.
30
F. Technique of Data Analysis
After collecting data, the writer will take some step to analyze data. The
analysis step will as follow:
1. Introduction Analysis
Introduction analysis is to simplify the data in order to be able to be
read and interpret easily. There are two date namely:
a. Questionnaire Data
The writer categorized the score resulted of questionnaire data or
also called independent variable (X) into the following criteria:12
Frequency of watching
English movie Score
Never 1
Seldom 2
Sometimes 3
Often 4
Always 5
b. The score of vocabulary test
While the students’ vocabulary test is also called dependent
variable (Y) are classified into the following criteria:13
Criterion Score
Excellent 81-100
Good 61-80
Fair 41-60
12 Sugiyono, Metode Penelitian Kuantitatif, Kualitatif dan R&D, p. 94. 13 Suharsimi Arikunto, Dasar-Dasar Evaluasi Pendidikan, (Jakarta: Bumi Aksara, 2006),
p. 245.
31
Poor 21-40
Very Poor 0-20
2. Hypothesis Analysis
After the data of frequency of watching English movie and vocabulary
mastery are collected. The writer examines research hypothesis by calculating
and correlate the data of X and Y variables. The examination uses Product
Moment.
The equation for Pearson (r) is as follow:
Where : r = correlation coefficient
= the values for the X variable
= the values for the Y variable
= the values for XY variable 14
3. Final Analysis
The result of correlation between X and Y variables will be compared
with the value (rtable). The table value is 5 % or 1 %. If rxy > rtable is significant
or there is a correlation between students’ frequency of watching English
movies and their vocabulary mastery. If rxy < rtable is not significant. It means
that there is no correlation between students’ frequency of watching English
movies and their vocabulary mastery. A positive correlation indicates that the
score move together either increasing or decreasing. A negative correlation
indicates that the scores on one variable rise and scores on other decrease.
Correlation does not imply caution means two events are in some ways
correlated does not mean that on necessarily cause the other. The ranging of
correlation coefficient is as follow:
0, 00 - 0, 199 means very low correlation
14 Sugiyono, Metode Penelitian Kuantitatif, Kualitatif dan R&D, p. 183.
32
0, 20 - 0, 399 means low correlation
0, 40 - 0, 599 means fair correlation
0, 60 - 0, 799 means high correlation
0, 80 - 1, 000 means very high correlation15
15 Sugiyono, Metode Penelitian Kuantitatif, Kualitatif dan R&D, p. 184.
33
CHAPTHER IV
RESEARCH FINDING AND DISCUSSION
This chapter consists of three phases of analysis namely introduction analysis,
hypothesis analysis, and final analysis.
A. Introduction Analysis
Introduction analysis includes data of questionnaire of the correlation
between frequency of watching English movies and test of vocabulary mastery.
1. Students’ frequency of watching English movies
The questionnaire is to countthe students’ frequency of watching
English movies. There are 10 questions of frequency with and have option
always, often, sometime, seldom, and never.
Below is the questionnaire recapitulation of students’ frequency of
watching English movies. Answer column consist of five columns A, B, C, D,
and E which is based how many participants’ choices of 10 questions on each
answer. Rank is score of answer column, A=5, B=4, C=3, D=2, and
E=1.Count is earned by summing up the scores of rank. The maximal count is
5 x 10 = 50 and the minimal count is 1 x 10 = 10.
Table 4.1
The Tabulation of Data Questionnaire
RESP ANSWER Score
(X) Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
1 2 3 3 3 3 1 2 3 2 2 24
2 5 5 2 4 2 1 1 1 1 1 23
3 3 2 2 3 3 1 3 2 3 2 24
4 5 5 3 2 3 1 3 4 2 1 29
5 1 1 2 4 2 2 3 2 2 2 21
34
RESP ANSWER Score
(X) Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
6 4 3 2 5 3 2 4 2 3 3 31
7 4 4 2 4 2 4 3 2 2 2 29
8 3 4 2 4 2 3 3 3 3 2 29
9 2 2 2 4 2 2 4 2 3 3 26
10 1 1 4 4 4 4 1 4 1 1 25
11 3 4 1 2 3 1 4 3 2 2 25
12 2 3 2 5 4 3 4 3 2 2 30
13 2 3 2 4 2 3 3 2 3 3 27
14 1 1 2 4 2 3 3 3 2 2 23
15 2 3 3 5 3 3 3 4 2 3 31
16 2 3 3 2 2 5 4 3 3 3 30
17 2 3 2 4 2 3 4 3 3 2 28
18 2 2 3 3 3 2 2 3 2 3 25
19 3 3 3 3 3 2 4 3 3 3 30
20 2 2 3 2 2 5 4 3 3 3 29
21 5 5 2 4 2 1 1 1 1 1 23
22 2 2 2 5 3 2 3 4 4 3 30
23 5 5 3 5 4 3 4 3 5 4 41
24 2 2 2 4 4 3 2 2 2 2 25
25 1 1 2 4 2 3 2 2 2 2 21
26 2 2 2 4 2 3 2 2 1 1 21
27 2 2 2 4 3 3 3 3 3 3 28
35
RESP ANSWER Score
(X) Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
28 1 1 4 3 2 1 4 2 2 1 21
29 2 2 3 3 3 3 4 4 4 4 32
30 2 3 2 4 2 3 3 3 3 2 27
31 4 5 3 4 3 2 4 3 2 3 33
32 2 3 1 5 2 3 2 3 2 2 25
33 1 1 4 2 3 2 3 3 3 1 23
34 2 2 2 3 2 5 3 3 1 3 26
35 2 2 3 4 3 2 3 4 3 3 29
36 1 1 3 2 1 4 3 3 2 3 23
37 2 2 2 4 2 1 4 4 4 4 29
38 5 5 2 4 3 1 5 4 3 1 33
39 2 2 2 5 3 1 4 5 3 2 29
40 5 5 4 4 3 1 4 2 3 1 32
41 1 1 5 1 1 1 5 4 5 5 29
42 1 1 2 4 2 3 3 2 1 1 20
43 2 2 2 3 2 3 3 5 4 4 30
44 2 2 5 5 4 1 1 1 4 2 27
45 2 2 5 5 4 1 1 1 4 2 27
46 2 3 2 3 3 1 3 2 2 1 22
47 1 1 1 5 2 1 2 2 1 2 18
48 1 1 1 4 1 1 3 3 3 2 20
49 2 2 3 3 3 2 2 2 3 1 23
36
RESP ANSWER Score
(X) Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
50 1 1 2 4 2 3 3 2 1 1 20
51 1 1 3 2 3 3 5 5 2 2 27
52 2 2 3 4 2 3 4 3 2 3 28
53 2 2 2 4 3 2 3 3 1 1 23
54 1 1 2 4 2 3 3 2 1 1 20
55 2 2 3 4 4 2 3 4 3 1 28
56 2 2 3 3 3 1 3 3 5 3 28
57 2 3 2 4 4 2 3 2 1 1 24
58 2 2 3 3 3 1 1 3 3 2 23
59 2 1 3 3 1 2 3 2 2 2 21
60 2 2 2 3 3 4 5 2 3 3 29
61 2 2 2 4 3 2 3 2 2 3 25
62 2 2 3 3 3 3 3 2 3 1 25
63 1 1 3 4 2 1 3 3 2 1 21
64 1 1 4 4 2 1 3 3 2 1 22
TOTAL 1670
Based on the table above, the highest amount of the frequency of
watching English movies is 41 and the lowest is 18. The score (X) is 1670
and the participants (N) are 64.
The next step is to calculate mean of students’ frequency of watching
English movies by this pattern:
Mean X = ∑�
�
37
=����
�
= 26.093
The next step is to determine distribution frequency of frequency of
watching English movies is made by following step:
a. Interval Total (K)
K = 1 + 3,3 log n
= 1 + 3,3 log 64
= 1 + 3,3 (1.80618)
= 1 + 5.960394
= 6.960394
= 6
b. Range (R)
R = H – L
= 41 – 18
= 23
Where R = range
H = the highest score
L = the lowest score
c. Interval Class (i)
i =
�
i = 6
1841 −
= 6
23
= 3.833333
= 4
Below is the table of distribution frequency of frequency of watching
english movies. The table consists of interval, frequency and percentage.
38
Table 4.2
Distribution frequency of frequency of watching english movies
Interval Frequency Percentage
18-21 11 17.18%
22-25 20 31.25%
26-29 21 32.81%
30-33 11 17.18%
34-37 0 0%
38-41 1 1.56%
Total 64 100%
The calculation aboveshows that distribution frequency of frequency of
watching English movies explains that 18-21 have value 17.18%, 22-25 have
value 31.25%, 26-29 have value 32.81%, 30-33 have value 17.18%, 34-37
have value 0%, 38-41 have value 1.56%.
Based on the analysis, the frequency of watching English movies of
second grade students of Senior High School has mean 26.09 at interval 26-
29.
2. Students’vocabulary mastery
The writer wants to find out data about the students’ vocabulary
mastery. In this case, the writer makes a vocabulary test using multiple choice
questions.
Table 4.3
The Tabulation of Vocabulary Test
RESP ANSWER SCORE
(Y) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
1 0 1 0 0 1 1 0 1 0 0 0 0 1 0 1 40
39
RESP ANSWER SCORE
(Y) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
2 1 0 0 1 1 1 0 0 1 0 1 0 0 1 0 47
3 0 0 0 0 1 1 1 0 0 1 0 0 0 0 0 27
4 0 1 0 0 1 1 1 0 1 1 1 0 0 0 1 54
5 0 1 1 1 0 1 1 0 0 0 0 1 0 0 1 47
6 0 0 0 1 1 1 0 1 1 0 0 0 1 0 0 40
7 0 1 1 1 0 0 1 1 1 1 1 0 0 0 1 60
8 0 1 0 1 0 1 1 1 1 0 1 0 0 1 1 60
9 1 0 0 1 1 1 0 1 0 0 0 0 1 0 1 47
10 0 1 0 0 0 0 0 0 1 0 0 0 0 0 1 20
11 0 1 0 0 1 1 1 0 0 1 0 0 0 1 0 40
12 1 0 1 0 1 0 0 1 1 0 0 1 1 0 1 54
13 0 1 0 1 1 0 1 0 1 0 1 1 0 0 0 47
14 1 1 0 1 0 1 1 0 1 0 0 0 0 0 1 47
15 0 1 0 1 1 1 0 1 0 0 0 0 1 0 0 40
16 0 1 1 0 0 1 1 0 1 1 1 0 0 0 1 54
17 0 1 0 1 0 1 1 0 1 0 0 0 0 0 1 40
18 0 1 0 1 0 1 1 1 0 0 0 1 0 0 1 47
19 1 1 0 0 1 1 0 1 0 0 1 1 1 0 0 54
20 0 1 1 1 1 1 1 0 1 1 0 0 0 0 1 60
21 0 1 0 1 0 0 0 0 0 0 0 0 0 0 1 20
22 0 1 0 1 1 1 1 0 1 0 1 0 0 1 0 54
23 1 1 1 0 1 1 1 0 0 0 1 0 1 1 1 67
40
RESP ANSWER SCORE
(Y) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
24 0 1 1 1 0 1 0 0 1 0 0 1 0 0 1 47
25 0 1 0 1 1 0 0 0 0 0 0 0 0 0 1 27
26 0 0 0 0 1 0 1 0 1 1 0 0 0 0 1 34
27 0 1 0 1 1 1 0 1 1 0 0 0 1 0 1 54
28 0 0 0 1 1 1 0 0 1 0 1 0 0 0 1 40
29 0 1 1 0 0 0 1 0 1 1 0 1 0 0 1 47
30 0 0 0 0 0 0 0 0 1 1 1 0 0 0 0 20
31 0 1 0 1 0 1 1 1 1 0 1 1 0 1 1 67
32 0 1 0 1 1 0 1 1 1 0 0 1 0 1 1 60
33 1 0 0 1 0 0 1 0 1 0 0 0 1 0 1 40
34 0 0 0 1 1 1 1 1 1 0 0 1 0 1 1 60
35 0 1 0 1 1 1 1 0 1 0 1 1 0 0 1 60
36 1 1 0 1 1 0 1 0 1 0 1 0 0 0 0 47
37 0 1 0 0 0 0 1 1 1 1 1 0 0 1 1 54
38 1 0 1 1 1 0 1 0 0 0 1 1 1 1 1 67
39 1 0 1 0 1 0 0 0 1 1 0 1 0 1 1 54
40 0 1 0 1 0 0 1 1 1 1 1 0 0 1 1 60
41 1 1 0 1 1 0 1 0 1 0 0 1 0 0 1 54
42 0 0 0 1 1 0 1 1 1 0 0 0 0 0 1 40
43 1 0 1 0 1 1 1 0 1 0 0 0 1 1 1 60
44 0 1 0 1 1 1 1 1 1 0 0 1 0 1 1 67
45 0 1 0 1 1 1 1 1 1 0 0 1 0 1 1 67
41
RESP ANSWER SCORE
(Y) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
46 0 1 0 1 0 1 0 0 1 0 1 0 0 1 1 47
47 0 0 0 1 1 0 0 0 0 0 0 1 0 1 1 34
48 0 0 0 0 0 0 1 1 1 0 0 0 0 1 1 34
49 0 0 0 1 0 0 1 0 0 0 0 0 0 1 0 20
50 0 0 0 0 1 0 1 1 1 0 0 0 0 1 1 40
51 0 1 0 1 1 0 1 0 1 0 1 1 0 1 1 60
52 0 0 0 1 0 0 1 1 1 1 1 0 0 1 1 54
53 0 1 0 0 0 0 1 1 1 1 1 0 0 1 1 54
54 0 0 0 0 0 1 1 1 1 0 0 1 0 1 1 47
55 0 0 1 0 0 0 1 1 1 1 1 0 0 1 1 54
56 0 1 0 1 1 0 1 0 1 0 0 0 0 0 1 40
57 0 0 0 1 0 1 1 0 1 0 0 0 0 1 1 40
58 0 0 0 0 1 0 1 1 1 0 0 1 0 1 1 47
59 0 1 0 1 0 1 1 0 1 0 1 0 0 0 1 47
60 1 0 1 1 1 0 0 1 1 0 1 0 0 1 1 60
61 0 1 0 1 1 0 1 1 1 0 0 0 0 1 1 54
62 0 1 0 1 1 0 1 0 1 0 0 1 0 1 1 54
63 0 0 0 1 1 0 1 0 1 0 0 0 0 0 1 34
64 0 0 0 1 0 0 1 0 1 0 0 0 0 0 1 27
TOTAL 3039
Based on the table above, the highest score of students’ vocabulary
mastery test is 67and the lowest is 20. The total score of all students (Y) are
3039.
42
The step is to calculate mean of students’ vocabulary mastery by this
pattern:
Mean Y = ∑�
�
= � �
�
= 47.48438
The next step is to determine distribution frequency of students’
vocabulary mastery. The table of distribution frequency is made by following
steps:
a. Interval Total (K)
K = 1 + 3,3 log n
= 1 + 3,3 log 64
= 1 + 3,3 (1.80618)
= 1 + 5.960394
= 6.960394
= 6
b. Range (R)
R = H – L
= 67 – 20
= 47
c. Interval Class (i)
i =
�
i = 6
2067 −
= 6
47
= 7.833333
= 8
43
Below is a table of distribution frequency of vocabulary mastery. The
table consists of interval, frequency, and percentage.
Table 4.4
Distribution frequency of vocabulary test
Interval Frequency Percentage
20-27 7 10.93%
28-35 4 6.25%
36-43 11 17.18%
44-51 13 20.31%
52-59 14 21.87%
60-67 15 23.43%
Total 64 100%
The above calculation of distribution students’ vocabulary mastery
explains that 20-27 have value 10.93%, 28-35 have value6.25%, 36-43 have
value 17.18%, 44-51 have value20.31%, 52-59 have value21.87%, 60-67
have value 23.43%.
Based on the above analysis, vocabulary mastery of second grade
students of Senior High School has mean 47.48 at interval 44-51.
B. Hypothesis Analysis
The purpose of hypothesis analysis is to know whether there any
correlation between students’ frequency of watching English movies and their
vocabulary mastery. The data of students’ frequency of watching English movies
(variable X) and students’ vocabulary mastery (mastery Y) are entered on the
correlation coefficient table. The table is following:
44
Table 4.5
Correlation coefficient table of
Students’ frequency of watching English movies (variable X)
And students’ vocabulary mastery (variable Y)
No.
Res X x=X- X X
2 Y y=Y-Y Y
2 xy
1 24 -2.094 4.384 40 -7.484 56.016 15.670
2 23 -3.094 9.571 47 -0.484 0.235 1.499
3 24 -2.094 4.384 27 -20.484 419.610 42.889
4 29 2.906 8.446 54 6.516 42.453 18.936
5 21 -5.094 25.946 47 -0.484 0.235 2.467
6 31 4.906 24.071 40 -7.484 56.016 -36.720
7 29 2.906 8.446 60 12.516 156.641 36.374
8 29 2.906 8.446 60 12.516 156.641 36.374
9 26 -0.094 0.009 47 -0.484 0.235 0.045
10 25 -1.094 1.196 20 -27.484 755.391 30.061
11 25 -1.094 1.196 40 -7.484 56.016 8.186
12 30 3.906 15.259 54 6.516 42.453 25.452
13 27 0.906 0.821 47 -0.484 0.235 -0.439
14 23 -3.094 9.571 47 -0.484 0.235 1.499
15 31 4.906 24.071 40 -7.484 56.016 -36.720
16 30 3.906 15.259 54 6.516 42.453 25.452
17 28 1.906 3.634 40 -7.484 56.016 -14.267
18 25 -1.094 1.196 47 -0.484 0.235 0.530
45
No.
Res X x=X- X X
2 Y y=Y-Y Y
2 xy
19 30 3.906 15.259 54 6.516 42.453 25.452
20 29 2.906 8.446 60 12.516 156.641 36.374
21 23 -3.094 9.571 20 -27.484 755.391 85.030
22 30 3.906 15.259 54 6.516 42.453 25.452
23 41 14.906 222.196 67 19.516 380.860 290.905
24 25 -1.094 1.196 47 -0.484 0.235 0.530
25 21 -5.094 25.946 27 -20.484 419.610 104.342
26 21 -5.094 25.946 34 -13.484 181.828 68.686
27 28 1.906 3.634 54 6.516 42.453 12.420
28 21 -5.094 25.946 40 -7.484 56.016 38.124
29 32 5.906 34.884 47 -0.484 0.235 -2.861
30 27 0.906 0.821 20 -27.484 755.391 -24.908
31 33 6.906 47.696 67 19.516 380.860 134.780
32 25 -1.094 1.196 60 12.516 156.641 -13.689
33 23 -3.094 9.571 40 -7.484 56.016 23.155
34 26 -0.094 0.009 60 12.516 156.641 -1.173
35 29 2.906 8.446 60 12.516 156.641 36.374
36 23 -3.094 9.571 47 -0.484 0.235 1.499
37 29 2.906 8.446 54 6.516 42.453 18.936
38 33 6.906 47.696 67 19.516 380.860 134.780
39 29 2.906 8.446 54 6.516 42.453 18.936
46
No.
Res X x=X- X X
2 Y y=Y-Y Y
2 xy
40 32 5.906 34.884 60 12.516 156.641 73.920
41 29 2.906 8.446 54 6.516 42.453 18.936
42 20 -6.094 37.134 40 -7.484 56.016 45.608
43 30 3.906 15.259 60 12.516 156.641 48.889
44 27 0.906 0.821 67 19.516 380.860 17.686
45 27 0.906 0.821 67 19.516 380.860 17.686
46 22 -4.094 16.759 47 -0.484 0.235 1.983
47 18 -8.094 65.509 34 -13.484 181.828 109.139
48 20 -6.094 37.134 34 -13.484 181.828 82.170
49 23 -3.094 9.571 20 -27.484 755.391 85.030
50 20 -6.094 37.134 40 -7.484 56.016 45.608
51 27 0.906 0.821 60 12.516 156.641 11.342
52 28 1.906 3.634 54 6.516 42.453 12.420
53 23 -3.094 9.571 54 6.516 42.453 -20.158
54 20 -6.094 37.134 47 -0.484 0.235 2.952
55 28 1.906 3.634 54 6.516 42.453 12.420
56 28 1.906 3.634 40 -7.484 56.016 -14.267
57 24 -2.094 4.384 40 -7.484 56.016 15.670
58 23 -3.094 9.571 47 -0.484 0.235 1.499
59 21 -5.094 25.946 47 -0.484 0.235 2.467
60 29 2.906 8.446 60 12.516 156.641 36.374
47
No.
Res X x=X- X X
2 Y y=Y-Y Y
2 xy
61 25 -1.094 1.196 54 6.516 42.453 -7.126
62 25 -1.094 1.196 54 6.516 42.453 -7.126
63 21 -5.094 25.946 34 -13.484 181.828 68.686
64 22 -4.094 16.759 27 -20.484 419.610 83.858
Total 1670 1111.438 3039 9691.984 1916.094
The all data is calculated by using product moment in order to prove the
hypothesis of this research significant or not significant.
Then, correlation coefficient can be calculated as below:
rxy = ∑��
√������∑���
rxy= ����.��
√�����. �������.���
rxy= ����.��
√������� ��
rxy= ����.��
���.���
rxy=0.583805
rxy= 0.584
C. Final Analysis
From the calculation above, the writer gets the correlation coefficient
between students’ frequency of watching English movies and their vocabulary
mastery. Then the writer consults with the critical values of product moment
48
rtableon the significant level of 5% with N = 60 - 64 = 0.244 and 1% with N = 60
– 64 = 0.330.
Based on the result of consultation with rtable it proved that rtable = 0.244
and rxy = 0.584,so rxy>rtable. It can be said that there is a significant correlation
between students’ frequency of watching English movies and their vocabulary
mastery. So that the writer concludes that the correlation between students’
frequency of watching English movies (variable X) and their vocabulary mastery
(variable Y) has the positive correlation with the score correlation 0.584 (it is
categorized “fair correlation”).
D. Limitation of the Study
The writer realizes that there were some weaknesses in this research. The
writer analyzed the weakness of this research was referring to the frequency of
watching English movies. The writer gave the students questionnaire about
watching English movie generally, but the writer gave the students’ achievement
test only on vocabulary provided on narrative text vocabulary. In this case the
writer should give the students questionnaire about the movie that has genre
narrative to get compatibility with vocabulary test because the purpose was just
focusing on vocabulary provided on narrative text.
49
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusion
After getting the data which has been analyzed on the previous research,
the writer concludes about correlation between frequency of watching English
movies and vocabulary mastery of the second grade students of MAN 1
Semarang in the Academic Year of 2011/2012.
1. Students’ frequency of watching English movies of second grade students
at MAN 1 Semarang in the academic year of 2011/2012 can be classified
at fair categorized. It is approved that students’ frequency of watching
English movies has mean 26.09 at the interval of 26-29 with percentage
32.81%.
2. Students’ vocabulary mastery of second grade students at MAN 1
Semarang in the academic year of 2011/2012 can be classified at fair
categorized. It is approved that students’ vocabulary mastery has mean
47.48 at the interval of 44-51 with percentage 20.31%.
3. According to the data which has been analyzed from the previous chapter,
the writer concludes that there is any correlation between students’
frequency of watching English movies and students’ vocabulary mastery
of the second grade students at MAN 1 Semarang in the academic year of
2011/2012. It can be proved with the result of r of product moment
coefficient value that has been gotten (rxy=0.584) is higher than r of table
coefficient value either 5% table coefficient value (rt=0.244) or 1% table
coefficient value (rt=0.317).
50
B. Suggestion
1. For Teachers
a. Teachers have to be selective on choosing a suitable method in
teaching and learning process. Teachers have to know what students
need in teaching and learning process, so that it makes students feel
comfort during teaching and learning process.
b. The use of media cannot be separated from teaching and learning
process. The use of movie is very helpful for teachers during teaching
and learning process because it can make students more interested to
the material and make students learn happily.
c. The writer hopes that teachers may create an interactive teaching and
learning process in order to make students more active in giving
respond to the material.
2. For students
a. The writer hopes that Students study more and respond in teaching and
learning process.
b. The writer hopes that Students more interested in English lesson.
c. The writer hopes that Students can improve their English ability
independently.
i
DAFTAR KEPENGURUSAN MAN 1 SEMARANG TAHUN
PELAJARAN 2011/2012
Kepala Madrasah : Drs.H. Syaefudin, MPd
KepalaUrusan Tata Usaha : LilikPujihastuti
WakaKurikulum : SihHartini, SPd, MSI
WakaKesiswaan : Ahmad Alfan, SPd
WakaSaranaPrasarana : M. Ally Firdaus, Sag
WakaHumas : AnieRachmawati, SAg, MSI
Koordinator BK : Drs. JokoSiswono
LitbangdanAkademis : Drs. DwiRaharjo, SPd
StafUrusan :
1. Kurikulum : Katibin, SPd, NurHadi,SAg,M. Pd
2. Kesiswaan : EllyaNurKhasanah, M. Sc, Drs. M. Sholeh, Siswoyo, S.
Pd, M.Taufiq, S. Ag
3. Humas : EdyKristijono, S. Pd
4. SarPras : Drs. Makmun, Imam Mursyid, M. SI, M. Pd
Ketua :
1. Lab.Bahasa : Drs. M. Badi
2. Lab. Biologi : Drs. Budi Santosa
3. Lab. Kimia : Dra. KantiSetiyati
4. Lab. Fisika : AryPriyono, S. Pd
5. Lab. Ketrampilan : SitiHimmatulAliyah, S. Pd.
6. Lab. Komputer : Misbah, S.Kom
7. Perpustakaan : H. Chomsatun, S. H
Guru Piket :
1. Beta NurBetyTsany, S. Pd
2. Rosidi, M. Pd
3. Imam Suadi, S. Pd
4. NurulHidayah, S. Pd
5. M. Nurhan, M. Pd
ii
6. Drs. R.M. Djupriyanto,
7. Nur Farida, S. Pd.I
8. Drs. Anshori
9. Dra. H. SitiKhoiriyah
10. Drs. Sukri
11. Drs. Supardi
12. Tasmiyanto, S. H
Pembina Extra :
1. Pramuka :IrfanDwiPutranto, S. Pd, Zulia Ulfa, S. Pd.I
2. PMR / UKS : Solasih. S. Pd.
3. Bola Basket : Drs.Mulyanto, M. Pd
4. Bola Volley : Samidi, S. Pd
5. Keagamaan : M. Nurhan, M. Pd
6. Fotografi&Sablon : H. BenyPrasojo. S. Pd
7. PencakSilat : Suhardi, S. Pd
8. KaryaIlmiah : Drs. RM. Djupriyanto, M. Si
9. Paskibra : Imam Suadi, S. Pd
10. Rabana : Nur Farida, S. Pd.I
11. MTQ : NurulHidayah, S. Pd
Tata Usaha :
1. Bendahara DIPA / Gaji : Suharno
2. BendaharaBarang : Asrori
3. Bendahara SOP : SitiRokhani
4. BendaharaKomite / Sarana : Hj. Taslimah
5. Bendahara SABMN : BenyIndrajaya, A. Md
6. BendaharaKeg. Extra / OSIS/ BagianArsiparis / Agenda : Rianingsih
7. UrusanKepegawaian / Pem. DaftarGaji: Endang Sri Rahayu
8. Bag. Ad. PengajarandanUmum : Endang Sri Rahayu, HerrySadewa,
BenyIndrajaya, A. Md, SriMaryati, SE
9. Perpustakaan: Abda Noor IsnaZaeni’mah, S. H,Tsany Fatimah, A. Md
10. Kebersihan: Lukman, AgungTristiyanto,Musholi
iii
11. Koperasi : SitiAlfiah
12. PenjagaMalam : Ngatno, Ali Muthohar
13. PenjagaKeamanan / Satpam:Achmad,Sukisno
WaliKelas X.1 : Dra. H. SitiAsmah
X.2 : WidhiAstono, SE
X.3 : Dra. Rahmatah
X.4 : Drs. Sutarno
X.5 : Suhardi, SPd
X.6 : Syafa’ah, SPd
X.7 : Drs. HeryParyono
X.8 : JokoWahyono, Sag
X.9 : Drs. H. ZaenuriSiroj
X.10 : Anwar Rifa’i, SPd
X.11 : Puji Lestari, SPd
X.12 : IrfanDwiPutranto
XI Agama : Dra. H. Noor HidayahBudhi. S
XI BHS 1 : Ahmad Sakhowi, S.Kom
XI BHS 2 : H. Muawanah, SPd
XI IPA 1 : Musa Al Hadi, SAg
XI IPA 2 : Drs. Muslih
XI IPA 3 : Dra. SitiRohmah
XI IPA 4 : Sri Hidayati, SPd
XI IPA 5 : Drs. Sudarko
XI IPS 2 : Drs. MohIsnandar
XI IPS 1 : Drs. H. Asrori
XI IPS 3 : Dra. Hj. YettyMusyaviroh
XI IPS 4 : Drs. AgungWibowo
XII Agama: Zulia Ulfa, SAg
XII BHS : SitiSalamah, SPd
XII IPA 1 : EkoSukaryono, SPd
XII IPA 2 : Drs. Sugiyanta
iv
XII IPA 3 : SitiFitriyah, SPd
XII IPA 4 : ArisFakhrudin, SPd
XII IPA 5 : Agustin Sri Hartati, SPd
XII IPA 6 : Drs. Widodo
XII IPS 1 : EndangPurwatiningrum, SPd
XII IPS 2 : Sri Penggalih, SPd
XII IPS 4 : Solastri, SPd
XII IPS 3 : Tri Marheni, SPd
SUBJECT LIST OF STUDENTS AT XI BHS I
No Name Score of Variable X Score of Variable Y
1 Afif Yulian 24 40
2 Ahmad Rigya 23 47
3 Ahsan Asyari 24 27
4 Althaf Gauhar Aliawan 29 54
5 Anggraeny Dian L 21 47
6 Dian Rahmawati 31 40
7 Ela Sari 29 60
8 Erwin Rizki 29 60
9 Faridatul Aulia 26 47
10 Fitra Mutia Hayi 25 20
11 Hendro Edi Wibowo 25 40
12 Inarotul Ulya 30 54
13 Isna Faizul Masud 27 47
14 Khalim Maskuroh 23 47
15 Khifdiatul Lutfiah 31 40
16 Kurnia Tri Maulida 30 54
17 Lina Ana Setiyani 28 40
18 M Harison Nutqi 25 47
19 M Nanang Andi H 30 54
20 Ma'Rifah 29 60
21 Mochammad Nadjib 23 20
22 Muhammad Idris M 30 54
23 Neili Rahma Z.A. 41 67
24 Puji Astuti 25 47
25 Ria Hidayanti 21 27
26 Rizky Savira 21 34
27 Rosiana Intan A 28 54
28 Roudhotul Jannah 21 40
29 Shiyami Nur M. 32 47
30 Umi Hanik 27 20
31 Wintarno 33 67
SUBJECT LIST OF STUDENTS AT XI BHS II
No Name Score of Variable X Score of Variable Y
1 Adib Widanarko 25 60
2 Adibul Asna 23 40
3 Ahmad Khoirul Amin 26 60
4 Ainur Rosyidah K 29 60
5 Ainy Muzdalifah
23 47
6 Dahmayanti 29 54
7 Eko Prasetyo Utomo 33 67
8 Fardilah Sari Utomo 29 54
9 Farian Adi Prasetyo 32 60
10 Habib Ali Fikri 29 54
11 Ima Fefriyanti 20 40
12 Linda Safitri 30 60
13 Tony Mustofid 27 67
14 Muhammad Hasyim
27 67
15 M. Dadang Sehabudi 22 47
16 Fattah Assaddad 18 34
17 Maftoqah 20 34
18 Mona Soraya 23 20
19 Mufidatun Nasriyah 20 40
20 Nanik Setiani 27 60
21 Ndhafif Sofiyani 28 54
22 Nihayatun Naqiyyah 23 54
23 Nur Hidayah
20 47
24 Nita Kusumaningrum 28 54
25 Puput Afidatunnafiah 28 40
26 Putri Nafisatul F 24 40
27 Ridho Pangestu 23 47
28 Setyowati 21 47
29 Sindy Nova Velayati 29 60
30 Sunny Anjani 25 54
31 Thoriqul Irfah Alhidayah 25 54
32 Ulan Nurul Faizah
21 34
33 Yuliana Maula 22 27
v
Background Questionnaire
Name :
Student Number :
Class :
Please read first
This questionnaire is used to know more about how often do you watch to English
movies.
Cross A, B, C, D or E for suitable answer that describe you.
1. How many English movies do you watch per week?
(Berapa banyak film bahasa inggris yang anda tonton setiap minggunya?)
a) >6
b) 5-6
c) 4-5
d) 2-3
e) <1
2. How many hours do you watch to English movies per week?
(Berapa jam anda menonton film bahasa inggris setiap minggunya?)
a) >6
b) 5-6
c) 4-5
d) 2-3
e) <1
vi
3. How often do you find difficult vocabulary when watching to English
movies?
(Seberapa sering anda menemukan kosa kata sulit ketika menonton film
bahasa inggris?)
a) Never (Tidak Pernah)
b) Seldom (Jarang)
c) Sometimes (Kadang-Kadang)
d) Often (Sering)
e) Always (Selalu)
4. How often do you find new vocabulary when watching to English movies?
(Seberapa sering anda menemukan kosa kata baru ketika menonton film
bahasa inggris?)
a) Always (Selalu)
b) Often (Sering)
c) Sometimes (Kadang-Kadang)
d) Seldom (Jarang)
e) Never (Tidak Pernah)
5. How often do you find the difficult grammatical structure when watching to
English movies?
(Seberapa sering anda menemukan kesulitan susunan grammar ketika
menonton film bahasa inggris?)
a) Never (Tidak Pernah)
b) Seldom (Jarang)
c) Sometimes (Kadang-Kadang)
d) Often (Sering)
e) Always (Selalu)
vii
6. How often do you look up the dictionary to find out the meaning of word in
the English movies you have watched?
(Seberapa sering anda mencari kamus untuk mendapatkan arti kata didalam
film bahasa inggris yang telah kamu tonton?)
a) Always (Selalu)
b) Often (Sering)
c) Sometimes (Kadang-Kadang)
d) Seldom (Jarang)
e) Never (Tidak Pernah)
7. How often do you get vocabulary items while watching English movies?
(Seberapa sering anda menangkap kosa kata ketika menonton film inggris?)
a) Always (Selalu)
b) Often (Sering)
c) Sometimes (Kadang-Kadang)
d) Seldom (Jarang)
e) Never (Tidak Pernah)
8. How often do you understand the grammatical structure of sentences in the
English movie?
(Seberapa sering anda memahami susunan kalimat dalam film bahasa
inggris?)
a) Always (Selalu)
b) Often (Sering)
c) Sometimes (Kadang-Kadang)
d) Seldom (Jarang)
e) Never (Tidak Pernah)
viii
9. How often do you repeat the expressions of the English movies you have
watched?
(seberapa sering kamu mengucapkan kembali percakapan yang ada pada film
bahasa inggris yang telah kamu tonton?)
a) Always (Selalu)
b) Often (Sering)
c) Sometimes (Kadang-Kadang)
d) Seldom (Jarang)
e) Never (Tidak Pernah)
10. How often do you write down the expressions of the English movies you have
watched?
(seberapa sering kamu menulis ucapan yang ada pada film bahasa inggris
yang telah kamu tonton?)
a) Always (Selalu)
b) Often (Sering)
c) Sometimes (Kadang-Kadang)
d) Seldom (Jarang)
e) Never (Tidak Pernah)
VOCABULARY TEST
Name :
Student Number :
Class :
Cinderella
Once upon a time there was a kind hearted girl called Cinderella. She lived
with her stepsisters. They were very bossy. They made Cinderella do all the
housework.
One day an invitation to the ball came to the family. Her stepsisters would not
let her go. Cinderella was sad because she wanted to go to the ball too. Her stepsisters
went to the ball without her. Fortunately, the fairy Godmother came and helped her to
get to the ball.
At the ball, Cinderella dance with the prince. The prince fell in love with her
then married her. They lived happily ever after.
1. Once upon a time there was a kind hearted girl called Cinderella. The word
underlined is close meaning to……..
(a) bad
(b) beautiful
(c) handsome
(d) big
2. She lived with her stepsisters. The word underlined is close meaning to…..
(a) stayed
(b) life
(c) smelt
(d) loved
3. They were very bossy. The word underlined is contrary to……….
(a) commanding
(b) arrogant
(c) submissive
(d) pushy
4. (n.) Invitation means………………
(a) your feeling and thought about something
(b) request to do something or go somewhere
(c) act of bringing something into use for the first time
(d) ) a measurement of output per hours worked
5. (v.) live means………..
(a) to continue alive
(b) to keep doing something
(c) to cause someone enjoyment
(d) to make a request
6. (adv.) happily means………….
(a) not good enough
(b) probable or expected
(c) in a fortunate manner
(d) unfortunately
7. At the ball, Cinderella dance with the prince. The word underlined is
contrary to……
(a) Queen
(b) President
(c) Princess
(d) King
8. She wanted to go to the ball too. The word underlined is close meaning
to………….
(a) convinced
(b) hated
(c) liked
(d) intended
9. The prince fell in love with her then married her. The word underlined is
contrary to……..
(a) like
(b) interested
(c) hate
(d) angry
10. (n) Ball in this story means……..
(a) a space or passage inside the entrance of a house
(b) an empty space that can be used for a particular purpose
(c) an area of study or activity
(d) a large formal gathering for social dancing
11. (n) Fairy means………….
(a) small imaginary creature with magical powers
(b) a priest or priestess who uses magic for purpose of curing the sick,
divining the hidden, and controlling events
(c) male ruler of an independent state that has a royal family
(d) messenger of God
12. Her stepsisters would not let her go. The word underlined is antonym
with……..
(a) sister in-law
(b) step daughter
(c) sibling
(d) step mother
13. They made Cinderella do all the housework. The word underlined is
synonym with…..
(a) had
(b) created
(c) produced
(d) did
14. Fortunately, the fairy Godmother came. The word underlined is synonym
with……
(a) unfortunately
(b) afterwards
(c) hopefully
(d) directly
15. They lived happily ever after. The word underlined is antonym
with………..
(a) likely
(b) unlikely
(c) sadly
(d) finally
xvii
CURRICULUM VITAE
Name : Arif Rahman
Place and date of birth: Demak, January 24th, 1989
Original Address : Ds. Woniketingal Rt.03/06 Kec. Karanganyar
Demak 59582
Dormitory Address : Pon Pes Daarun Najaah Jl. Stasiun Jerakah No. 275
Tugu Semarang 50151
Mobile Number : 085726827104
Education : 1. TK Wonoketingal
2. MIN Wonoketingal
3. MTsN Kudus
4. MAN 2 Kudus
Semarang, May 7th 2012
Arif Rahman
Student Number: 73411059
