(A Correlational Research of the Third Semester Students at English Education Department of Syarif Hidayatullah Jakarta in the 2014/2015Academic Year)
By
SRI MAYENDRA 109014000033
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2015
in this life to complete this skripsi entitled “The correlation of Frequency of Reading English Materials and Listening Achievement”. Shalawat and salam to the Prophet Muhammad SAW and his family.
This “Skripsi” is presented to the Faculty of Tarbiya and Teachers’
Training, the Syarif Hidayatullah State Islamic University, Jakarta as a partial fulfillment of the requirements for the degree of Strata I (S.Pd.) in English Language Teaching.
In finishing this skripsi, the writer would like to express her special gratitude to her advisors, Ismalianing Eviyuliwati, M.Hum., as the first advisor and Zaharil Anasy M.Hum., as the second advisor for their time, guidance, contributions, kindness, and patience in correcting and helping in finishing this skripsi. The writer believes without their guidance, this skripsi will not complete.
On the other hand, the writer also wants to present her great honor to extraordinary all people who help and guide her in finishing this skripsi to the following:
1. The most special person in her life, her beloved parents, Samsudin and Suharmi, who always support and lead the writer from the childhood until now. Thank for kindness, patience, advice, time they spend for the writer and everything. Once again, thanks for being a good figure for the writer, Allah is very nice to the writer by giving them to be the parents.
2. Dr. Ahmad Thib Raya, M.A., the Dean of the Faculty of Tarbiya and Teachers’ Training, the Syarif Hidayatullah State Islamic University, Jakarta.
3. Dr. Alek, M.Pd., the Head of the Department of English Education, the Faculty of Tarbiyah and Teachers’ Training, the Syarif Hidayatullah State Islamic University, Jakarta.
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4. Zaharil Anasy, M.Hum., the Secretary of the Department of English Education, the Faculty of Tarbiyah and Teachers’ Training, the Syarif Hidayatullah State Islamic University, Jakarta.
5. All lecturers who have taught her in English Education, thanks for giving knowledges, advices, and guidance. It really useful for the writer to complete this skripsi, because without the information and knowledge which is taught in class by the lecturer, the writer will not be able the procedure how to write the skripsi.
6. Neneng Sunengsih, M.Pd., the lecturer who gave permission to the writer to administer the questionnaire in her listening class, and all the students at third semester, especially class A of UIN Syarif Hidayatullah Jakarta for giving permission and helping the writer to do this research.
7. The writer’s best friends, Yulia Ratna Sari, Anita Eka Pratiwi, Dede Nurul Faridah, Gustin Sugianto, Ats-sauratul maimanah, Intan Balqis Alaydrus, Wardhatul Jannah, Khoirunisa, Destiana, Agnis Apriyanti,Suci Bella, and Eka Dewi, who always give motivation, idea, affection and help the writer in doing and completing this skripsi. Moreover, thanks for always make the writer laugh and happy.
8. To all people who cannot be mentioned one by one for contribution to the writer in finishing her skripsi.
Finally, the writer realizes this skripsi still has some weakness. Thus, the writer will be delightful to receive any suggestion, critics, and correction from everyone in order to make this skripsibetter.
Jakarta, April 2015
The Writer
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Third Semester Students at the English Education Department of Syarif Hidayatullah Jakarta in the 2014/2015 Academic Year. A Skripsi of the Department of English Education at the Faculty of Tarbiyah and Teachers’
Training of the Syarif Hidayatullah State Islamic University Jakarta, 2015.
This Research investigates a correlation between the frequency of reading English materials and listening achievement. The population of the research was the third semester students of English Education Department of SyarifHidayatullah. However, only class A was decided to be the sample by using random cluster sampling. Moreover, there were two variables in this research. The first one was reading English materials (variable X) and the second one was listening achievement (variable Y). The collected data were then analyzed by using Pearson Product Moment Correlation and Coefficient. Data were obtained from the questionnaire distributed to the students and the results of a listening test administered by the department. Data from the questionnaire were then analyzed to investigate the students’ frequency of reading English materials and other supporting information needed in analyzing its correlation with listening achievement.
The findings showed thatthere is no correlation between frequency of reading English materials and listening achievement amongst the third semester students of English Education Department. The calculation of the result showed that the correlation coefficient is 0.167 more than the significant level of 0.05.
Furthermore, the correlation between two variables referred to Young cited in Sulaiman states that r<0.20 means that the relationship may be ignored and Ho is accepted.
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ABSTRAK
Sri Mayendra (109014000033). The Correlation of Frequency of Reading English Materials and Listening Achievement: A Correlational Study of the Third Semester Students at the English Education Department of Syarif Hidayatullah Jakarta in the 2014/2015 Academic Year.Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas IlmuTarbiyah dan Keguruan Universitas Negeri Islam (UIN) Syarif Hidayatullah Jakarta, 2015.
Penelitian ini bertujuan untuk menginvestigasi bagaimana hubungan antara frekuensi dari membaca materi bahasa Inggis dan prestasi siswa dalam menyimak Bahasa Inggris. Populasi dalam penelitian ini adalah seluruh mahasiswa semester III Jurusan Pendidikan Bahasa Inggris Universitas Islam Negeri Syarif Hidayatullah Jakarta. Dengan menggunakan teknik random sampling, hanya kelas A yang dipilih sebagai sampel. Dalam penelitian ini terdapat dua variabel.
Diantaranya adalah frekuensi mahasiswa dalam membaca materi bahasa Inggris (variabel X) dan prestasi mahasiswa dalam menyimak bahasa Inggris variabel (Y).
Data yang terkumpul lalu dianalisis menggunakan korelasi Pearson Poduct Moment dan koefisien melalui SPSS. Data dari variabel X diperoleh dari kuesioner yang dibagikan kepada mahasiswa, sedangkan data dari variabel Y diperoleh dari nilai akhir semester. Kemudian, data dari kuesioner dianalisis untuk mengetahui frekuensi mahasiswa dalam membaca materi Bahasa Inggris dan selanjutnya dikorelasikan dengan nilai akhir menyimak.
Berdasarkan analisis data, ditemukan bahwa tidak ada korelasi diantara frekuensi membaca materi bahasa Inggris dengan nilai menyimak mereka di semester tiga. Dapat dilihat dalam hasil perhitungan korelasi koefisien 0.167 lebih dari signifikan level dari 0.05. Oleh karena itu, hubungan diantara kedua variabel tersebut menurut Young dalam buku Sulaiman ditolak dengan r<0.20 berarti Ho diterima.
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PAGE OF APPROVAL………. ii
ENDORSEMENT SHEET…………..……….. iii
SURAT PERNYATAAN KARYA SENDIRI... iv
ACKNOWLEDGEMENT……… v
ABSTRACT……….….. vii
ABSTRAK………. viii
TABLE OF CONTENT ………... ix
LIST OF TABLES……….... xii
LIST OF FIGURES…………..……….………... xiii
LIST OF APPENDICES……….. xiv
CHAPTER I. INTRODUCTION ………...…...….. 1
A. Background of the Study….……… ……….…….. 1
B. Identification of the Problem….………... 4
C. Limitation of the Study ………... 4
D. Formulation of the Problem………. 4
E. The Objective of the Study ………... 4
F. Significances of the Study ………... 5
CHAPTER II. LITERATURE REVIEW……….……….. 6
A. Reading…….………...…. 6
1. Definition of Reading…………..………... 6
2. Reading Strategies………...…... 7
a. Bottom Up………...………. 7
b. Top Down………..………...… 7
3. Types of Reading Activity……….……….. 8
4. Purpose of Reading………... 11
B. Listening……….………..… 12
1. Definition of Listening………... 12
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2. Factors Affecting Listening………..…….. 12
C. Previous Research……….. 13
D. Thinking Framework………... 15
E. Research Hypothesis……….. 16
CHAPTER III. RESEARCH METHODOLOGY………... 17
A. Place and the Time of the study………...………… 17
B. Method of the Study….………... 17
C. Population and the Sample………..……. 17
D. Technique of the Data Collection…….………..………. 18
E. Technique of the Data Analysis……….…... 19
F. Statistical Hypotheses………..…… 19
CHAPTER IV. RESEARCH FINDING AND INTERPRETATION…… 21
A. Research Finding……….……….. 21
1. Description of the Data……….………... 21
a. Frequency of Reading English Material…... 21
b. Kinds of Participants’ Reading English Materials………... 23
c. Participants’ Reading Frequency……….………. 24
d. Participants’ Reading Purpose………..…. 26
e. Participants’ Action in Facing Unfamiliar Words or phrases………. 28
f. Participants’ Action Showing their Experience in Recognizing the Spoken Language from the Matter Being Spoken……….. 29
g. The Aspect Assumed as a Difficult in Recognizing the Spoken Language………. 32
h. Participants’ Opinion of Roles of Frequency of Reading English Materials in Recognizing the Spoken Language………. 34
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CHAPTER V. CONCLUSION AND SUGGESTION……….… 43
A. Conclusion………...…… 43
B. Suggestion………... 43
BIBLIOGRAPHY……….………… 45
APPENDICES………... 46
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LIST OF TABLES
Table 4.1 The Description of Participants’ reading activity………... 18 Table 4.2 Participants’ Reading English Materials...………..… 20 Table 4.3 The Participants’ Frequency of Reading English Material……... 22 Table 4.4 The Description of Participants Reading Frequency in
Minutes...………..….. 23 Table 4.5 The Description of Participants’ Reading Purposes….……….…..…...24 Table 4.6 The Description of Participants’ Action in Facing with Unfamiliar Words or Phrases………...25 Table 4.8 The Description of the Participants’ Answer Showing Their
Experience in Recognizing the Spoken Language………... 26 Table 4.7The Description of Materials of the Spoken Language
According to Participants’ Experience…….………....27 Table 4.8 The Description of the Participants’ Answer Showing their
Experience in Recognizing the Spoken Language through the
Keywords……….. 28 Table 4.9 The Description of Materials of the Spoken Language According to Participants’ Experience through the Keywords……….. ………28 Table4.10 The Description of the Participants’ Opinion
in Recognizing the spoken language………. ………29 Table4.11 The Description of Aspect Assumed as difficult in
Recognizing the Spoken Language……….……… 30 Table 4.12 The Description of Participants’ Opinion of Roles of Frequency of
Reading English Materials in Recognizing the Spoken Language…...31 Table 4.13 The Description of Participants’ Listening Score………... 32 Table 4.14 The Classification of the Participants’ Listening Score ………….. 33 Table 4.15 The Description of Participants’ Frequency of Reading and Their
Listening Achievement……… 34
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Figure 4.2 Participants’ English Reading Material………21 Figure 4.3 Participants’ Reading Purposes………24
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LIST OF APPENDICES
Appendix I The Participants’ Frequency of Reading English Materials……... 43 Appendix II The Participants’ Listening Score………... 44 Appendix III The Participants’ Frequency of Reading English Materials and
Their Listening Score………. 45 Appendix IV Table of Index Correlation between Participants’ Frequency
of Reading English Materials and Listening Achievement……… 46 Appendix V Questionnaire………. 48
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In this modern era, people are encouraged to acquire more than one language. Language as an instrument for communication takes an important role in our daily life activities. Communication in a foreign language is a bridge to get information, to increase our knowledge, and to learn about the culture all over the world. In our country, English is a foreign language which is taught as a compulsory subject from elementary school level up to high school level.
There are four skills that should be acquired in language learning like reading, writing, speaking, and listening. From those four skills, reading takes an important role in learning. As Al-Abri emphasizes that the basic skill that should be acquired in English learning is reading.1 Thus, the writer believe that reading is considered as an important aspect in English learning, because it can help them to integrate their knowledge.
Since reading is determined as an important aspect in learning, most activity in school and university is emphasized in reading. For English education students, reading is not only and important aspect, but also an important language skill that should be learnt. They have to be able to read English materials in order to help them in their academic study and career future. Therefore, students’ of English education of Syarif Hidayatullah Jakarta need to read more English materials to gain their knowledge and to comprehend the materials of the subject in English education.
Powers states, “One way of the ways to expand our knowledge is by reading”.2 It can be concluded that through reading, we are not only get the information of the text, but also we can explore words, idioms, phrases, sentences, ideas of topic, etc. However, some students in Indonesia have a low
1 Zahra Ahmed Al-Abri, Exploring the Use of Silent and Oral Reading with Young Learners, Journal for Research in English Education, 13, 2009, pp. 1-9.
2J. R. Powers, Reading is fun (On-line), 2013, ( http://www.jrpindonesia.com).
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motivation in reading. A survey reported by Powers, revealed that Indonesian Students has the lowest level of reading enthusiasm compared to other countries in Asia.3 This fact is crucial since some students, especially in English education of Syarif Hidayatullah Jakarta. For some students’ in English education department, reading considered as an unpleasant activity to do, especially in reading English materials. It might be caused by some factors like the new materials of the text, the difficulty in understanding the text being read, and the last is the lack of vocabulary. However, many of them understand and realize how beneficial reading is.
Alderson states that reading is the same sort of activity as listening, the readers need to focuses on the process of transformation from print to speech.4 It means that, when readers read the materials, there is a translation process relates to print form of language to the spoken form. In this term, Alderson does not give a clear explanation about it, for instance sound recognized first or the meaning of the words, phrase, or sentences at first.
However, for some students in English education department, listening to English spoken language is a difficult skill to improve because in listening, students have to pay much attention, they have to concentrate, and sometimes they feel asleep. It also needs a quiet situation without any noise to do because when there are a lot of noise, listening to spoken language will be hard to be interpreted.
Thus, students’ of English education department need to read more English materials, because it is a key to know the meaning of the materials being spoken. It makes sense, because through reading, the reader can exposure some words, phrases, and sentences. Thus, it can be easy to interpret the meaning of the words in spoken language.
3 Ibid.
4 J. Charles Alderson, Assessing Reading, (New York: Cambridge University Press, 2005) p. 13
Moreover, Buck states that in understanding the meaning of the words is possible before decoding its sound.5 It means that, the readers can expect what they will hear. It might be vary because readers have different background of knowledge.
Buck further states that reading may also help in listening activity, because in the listening process they use whatever information that are available, or whatever information seem relevant to help them interpret what the speaker says. 6 It indicates that, when students find the information from the text, their brain will keep some information. Then, while the students listen to what speakers says, their brain will work to find some relevant information that has been kept on their brain. It can be concluded that, while students read, they literally do a visual activity to deal with the written form of the language and it must be heard and interpreted speech in order to engage listening comprehension.
By knowing the phenomenon above, the writer wants to investigate the correlation of frequency of reading English materials and listening achievement among the third semester students of English Education Department of Syarif Hidayatullah Jakarta, in order to know whether students who frequently read many English materials will achieve a good score in listening. Then, the writer also want to know whether students who rarely read English materials have a bad score in listening. Moreover, the writer wants to investigates whether reading English materials more and more will help students recognizes in listening English spoken language.
5Gary Buck, Assessing Listening, (New York: Cambridge University Press, 2001) p. 2
6 Ibid., p 3
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B. Identification of the Problem
Based on the background above, there are some problems that may be crucial in reading’s frequencies related to listening achievement:
1. To identify whether students who frequently read many English materials will achieve a good score in listening.
2. To Identify whether students who rarely read English materials also have a bad score in listening.
3. Moreover, the writer wants to investigates whether reading English materials more and more will help students recognizes in listening English spoken language.
C. Limitation of the Study
This research is focused on Students’ Frequency of Reading English materials and listening achievement. Reading frequency questionnaire in this study intended to identify the students’ frequency of reading English materials and their experience in coping with spoken language. Then, to investigate whether there is the correlation between the frequency of reading English materials and listening achievement, the students’ listening scores used in this study. This score would not be affected by several factors such as attendances, attitude, and participation in class.
D. Formulation of the Problem
The formulation of this study is formulated as follows:
“Is there any correlation between students’ frequency of reading English materials and their listening achievement?”
E. The Objective of the Study
The objective of this study is to investigate whether there is any correlation between frequency of reading English materials and listening achievement at the third semester students of English Education Department of Syarif Hidayatullah Jakarta.
F. Significances of the Study
This study is expected to give useful information to English Education staff. Then the result of this study can also give beneficial information to student of English education department on the need of reading English materials and their listening ability.
CHAPTER II
THEORETICAL FRAMEWORK
A. Reading
1. The Definition of Reading
Reading is the activity that people always do in daily life, in order to get the information, to improve their knowledge and also to identify the meaning whether in written or printed materials. Therefore, reading takes an important role in our daily life, because if we want to know anything of the characters in written, we need to read. As Grabe and Stoller states that reading requires a lot ability which is not only deal with the printed page, but also the reader have to interpret the information appropriately.1
Moreover, Brown states that reading is a visual activity that makes the readers play an important role to contribute the print page.2 From the statement above, reading activity makes reader’s mind work not only to read the text of the materials but also how to comprehend. However, to comprehend the text of the materials might be difficult, particularly for poor readers, because they read word by word not sentence by sentence. For instance, when they confront many unfamiliar vocabulary in a text, it’s hard for them to comprehend the text quickly. It can make frustrating and confusing to read, so the readers will be bored to read.
However, there are some efforts to make the readers understand to the meaning of vocabulary such as finding the context clues, finding, and looking up to dictionary. It can be said that finding the meaning of the words in a dictionary is the easiest way to do, because it such an effort instead of just let the words go. Although students may find a difficulty in reading, particularly in reading English materials that make them faced so many words that they unfamiliar with. But, if students keep practicing, they will enjoy in reading
1 W. Grabe& F. L. Stoller, Teaching and Researching Reading, (New York: Routledge, 2011), p.
9
2 H. Doulgas Brown, Teaching by Principles: An Interactive Approach to Language Pedagogy, ( New York: Addison Wesley Longman, Inc. , 2001) p. 299
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English materials and grasp the meaning of the words easily. Therefore, students can improve their ability in reading and their reading experience.
On the other hand, Brown states that reading ability can be assessed through skills and strategies which are needed in accomplishing reading.3From the statement above, reading ability could not be measured only with ability of indentifying and understanding the meaning of the passage. Thus, to improve reading ability learners have to know and acquire two primary reading strategies; these are bottom up and top-down strategies.
2. Reading Strategies
There are two strategies in reading, these are bottom-up and top-down process4:
a. Bottom-up
Bottom-up processes happens when reader tries to understand the meaning and the grammatical one by one of the whole text. Moreover, readers have to know the usage and linguistic knowledge at first in order to make sense with the prior language. In addition, readers better use both process of reading strategies in order to be a successful readers. In this case, readers have to practice more and more, then try all of the strategies as soon as possible.
From those statements above,
b. Top-down
Aronof and Miller emphasize that top-down processes lead the individual’s prior knowledge and expectations in taking the information.5To this point, top down processes is using when readers need to guess the context of the text, because when readers find or want to know what the text talked about, the readers no need to read the whole text.Therefore, top-down process is more efficient, because readers do not take too much of their time in order to understand the
3 Ibid., p. 187
4 Ibid., p.312
5Aronof and Miller, Blackwell Handbook of Linguistics, (Oxford England: Blackwell, 2001), p. 2
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meaning of the context from the whole text, because it uses the expectation from what they read based on their expectations.
However, a half-century ago, some of reading expert have been argued whether bottom-up process is the best way in reading, such to investigate multiplicity of linguistic at a very first time.6
Furthermore, Brown adds that top-down is a way in understanding a text through our intelligence and experience.7From the phenomenon above, the writer believe that in understanding and identifying the passage, the most important thing for readers is to manage the purposes in reading based on our needed without underestimate our prior knowledge. Besides that, readers also have to reveal a combination of bottom-up and top-down process, because this may help to be a successful reader. In addition, the writer believeboth process consider as the important aspect in reading strategies.
In order to know the purpose of reading that readers would like to, the writer provide the types of reading activity below.
3. Types of Reading Activity
Brown divided the types of reading activity into two, those are: oral and silent reading.8 Silent reading is divided into two types: intensive and extensive reading.
Intensive reading concerns with linguistic and content, while extensive reading concerns with skimming, scanning and global as well.
6 H. Doulgas Brown, Teaching by Principles: An Interactive Approach to Language Pedagogy, ( New York: Addison Wesley Longman, Inc. , 2001) p. 299
7 Ibid.
8 Ibid., p. 312
In order to make the information more clearly, the writer provides the types of classroom reading performance described by Brown in the figure 2.1 below.
Oral Silent
Intensive Extensive
Linguistic Content Skimming Scanning Global
Figure 2.1 Brown’s Classroom Reading Performance
From the figure above, Brown describes the advantages and the disadvantages oral reading.
The advantages of oral reading are serve as an evaluative check on bottom up processing skills, double as pronunciation check and add some extra students participation if you want to highlight a certain short segment of a reading passage.9
However, if oral reading is applied too much in reading classroom, it will be worried for students in order to gain their reading ability because the disadvantages are easy come. As Brown further states that oral reading is not very reliable in language activity, for instance, while a student is reading, other can easily lose their focus.10
Moreover, Guignonin Al-Abristatesthat oral reading provides the opportunity for learner, because it can build their confidence.11 To this point, oral reading may help learners to build reading skills through listening to learners’ oral reading and a teacher can gain their reading ability.
9 Ibid.
10 Ibid.
11 Zahra Ahmed Al-Abri, Exploring the Use of Silent and Oral Reading with Young Learners, a Research Education Journal, p.9
Classroom reading performance
10
Silent reading, on the other hand, offers learners an opportunities to read thetexts on their own speed.12It concluded that,when learners apply silent reading, they are given a chance not only to read a text normally, but also to read the text properly. Thus, they might be able to comprehend the text, becausethey can also buildtheir’s confidence in their abilities to work through and understand a text independently.
Moreover, the report come by National Institute of Child Health and Human Development (NICHD 2000) revealed “it was not clear whether silent reading is good to help students to improve their reading fluency, although most recent research shown that the best readers often use silent reading than do poor readers. However, this research cannot distinguish that silent reading improves reading skill or that good reader simply prefer to read silently more than do poor readers”. 13
Thus, the report recommend if silent reading is used in a classroom technique, intended to develop reading skills and fluency, it should be done both combination with other types of reading such as oral reading. Moreover,there are two types of silent reading, as draw on the figure 2.1. above, silent reading is divided into two, these are intensive reading and extensive reading.
On intensive reading, readers pay more attention on the details information of the text that the reader intend to. For example, if someone reads a procedure text about making an oxtail soup, she needs to read the information of the text more accurately through this cooking activity in order to avoid the misconception techniques. Thus, the process of scanning takes an important role than skimming.
Moreover, Brown points out that intensive reading make students’ attention focus on grammatical structure, and the usage with linguistic and the content in order to make their comprehension of the information in a whole text becomes more clearly14 Extensive reading, on the other hand, is carried out to achieve a general understanding of usually somewhat longer texts such as book, long article, or
12Brown , loc. cit.
13Al- Abri, op. cit., p. 1
14 Ibid.
essay.15 Extensive reading belonging to reading for pleasure because most extensive reading is conducted outside of class time. It can be seen while students are reading there is no pressure to comprehend any details information, or look up the new words in dictionary. Thus, extensive reading is an effective way to improve reading abilities for student, because it can be gain students’ appreciation to read.
After the types of reading activity is described, readers may determine what kind activity that make sense to their learning based on their purposes and goals about what they intend to.
4. Purpose of Reading
Sometimes, we do not have any obsessions of reading any materials, except we need to do it. For example, when we travel on public transportation, then we saw a poster like this, “talk less do more” it belongs to one of the cigarette brands. Actually, we just read it, of course we have not any purposes before, but the information automatically comes to our mind.However, we begin to read because we have any purposes and obsessions in the end of our reading, which makes our reading more useful.
According to Wallace, there are three reading purposes: reading for survival, for learning, and for pleasure. 16 Reading for survival, she defines, as some kinds of reading in response to our environment, for example reading sign.
Reading for learning, on the other hand, defined as reading to find out any information and knowledge of the world. Moreover, although reading for pleasure just for fun, but she emphasizes that it can be useful to motivate readers to read whatever materials.
Moreover, Grabe divided the purposes of reading into six main points:
a. Reading to search for information (scanning and skimming) b. Reading to skim quickly
c. Reading to Learn
15 Ibid., p. 313
16 C. Wallace, Reading, (New York: Oxford University Press, 1992), p. 6-7
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d. Reading to integrate information
e. Reading to evaluate, to critique, and use information
f. Reading for general comprehension ( in many cases, reading for interest and to entertain).17
B. Listening
1. The Definition of Listening
Harmer states that listening is a receptive skill besides reading. It emphasizes that listening requires active participation from the listeners.18 The writer quite agree with Harmer, because listening requires concentration, energy, readiness and awareness in managing what being heard, especially in spoken language, which is the focusing of your thoughts upon particular problem.
Buck pointed out there are three characteristics of listening activity, those are:19 a. The automatic processing is important in listening activity
b. The sum total of the learner’s knowledge, past experience, current thoughts, feeling, and intension.
c. A cognitive process and in reality the context is not external to the listener.
From the statement above, listening can be defined as an active process of recognizing a sound, in this point in spoken language, which need aspects of affective, cognitive, and psychomotor as well.
2. Factors Affecting Listening
According to Smith cited in Naning and Hayati there are eight factors that affect student’s listening skill, those are
a. Problems in hearing sounds or phonemes of English
17 William Grabe, Reading in a Second Language Moving from Theory to Practice, ( New York:
Cambridge University Press, 2009), p. 8
18Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman. 2001), 3rd Edition, p. 181.
19 G. Buck, Assessing Listening, (Cambridge University Press, 2001) p. 25
b. Problems in stress and intonation c. Attempts to understand everything d. Inability to predict what will be said e. Colloquial language in fast speech
f. The face of listening that can cause fatigue g. Different accents
h. Receptive system that help them to understand contextual and environmental clues. 20
As mentioned above, the writer believes that those factors might affect listening skill. However, it depends on students itself, if they prefer to absorb and process the information while listening, they might have a better listening skill than those who do not. It is because they accustomed to listening activity.
Brown and Yule in Nunanstated that there are four factors which can influence the difficulty of oral language tasks, these relate to the speaker, the listener, the content, and the supports. It relates about how quickly the speaker speaks, the role of listener whether a participant or eavesdropper, the level of response required, the individual interest in the subject, the accent they have, vocabulary, and grammar, information structure, background knowledge assumed, whether there are diagrams, pictures, or other visual aids to support the text.21
B. The Previous Research
There are studies that show how reading takes important roles in improving reader’s comprehension on listening. It was studied by Goh from the national University of Singapore. She found that more than 80% of analyzed students, considered vocabulary as an important factor in listening comprehension. Thus, the writer believed that through reading English materials
20ZainalAbidinNaning and Rita Hayati, The correlation between Learning style and ListeningAchievement, Journal Holistics , 2011, pp 1-11
21David Nunan, Language Teaching Methodology, (New York: Prentice Hall, 1991), p. 24
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students will face many vocabularies which can be useful in listening comprehension. 22
The second study has done by Fuady, he found that by having a high frequency of reading English materials, students can have a good listening achievement.23Hence, if students confronted many words in reading English materials, they will familiar with the words and it can help them to recognize the spoken language. However, Fuadyrevealed that there is a low correlation between the students’ frequency of reading English materials and their listening achievement. The similarity with this study is from the questionnaire. The writer adapted the questionnaire from his research. Then, the differences with this study is the population and sample, the writer take 27 students from English Education students of UIN SyarifHidayatullah Jakarta while Fuady take 54 students at the different major, like English education department and English literature.
Other research has conducted by Nursanto. In his research, he investigated the correlation between reading and listening comprehension based on students score on TOEIC. It was found that there was a positive correlation between both skills at low degree. He realized that the participants at low degree may be affect the reslt, but their background knowledge and achievement might be influence their achievement. Then, the differences with this research is the sample. In his research, Nursanto investigated 75 participants from a vocational school in Bandung. Furthermore, after put the data into SPSS and analyze them, he used Spearman Rank Correlation Coefficient in order to find out whether there is a correlation between those variables or not. 24
22Goh, C. (n. d.) How much Do Learners Know About the Factors that Influence their Listening Comphension) A Thesis. National University of Singapore.
23AsepHasbiyullahFuady, Frequency of Students reading English Materials and their Listening Achievement, A Thesis. UniversitasPendidikan Indonesia.
24RD. Ari WahonoNursanto, The Correlational Study Between Reading And Listening Comprehension on TOEIC.A Thesis.UniversitasPendidikan Indonesia
C. Thinking Framework
There are studies that show how reading takes important roles in improving reader’s comprehension on listening. Reading takes an important role in the activity, especially for students of English education department. The students need to read English materials more than it should be, in order to gain their knowledge and to pass the exam on the special subject. As we know that English is totally different with “Bahasa Indonesia” being looked at pronunciation and the usage. Moreover, some of them assumed that reading is unpleasant activity to do. It is crucial phenomenon in academic study. Thus, the students have to practice and work hard in order to get the information when they read. Because, when the students of English Education Department are rarely read English materials, it is worried to affect another skills, especially listening to the spoken.
Hence, through reading English materials more and more, students consciously and subconsciously exposed to words, phrases, idioms, sentences etc.
In addition, they can enrich the information and knowledge which can help them to comprehend listening to spoken-English they may find in their classroom and outside the classroom.
Thus, the writer assumed that through reading English materials, students will be enhanced by vocabularies, which further can be useful in listening comprehension. However, in order to gain the vocabulary is not an instant process, of course it needs time to be through and effort to be done. In addition, through the frequency of reading activity, readers will be exposed to vocabulary which can help them able to recognizing and interpreting the spoken language in listening activity. In addition, the writer attempts to investigate the frequency of reading English materials at the third semester students of English Education Department at UIN SyarifHidayatullah Jakarta, and how it correlates to their listening achievement.
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D. Hypothesis
The previous studies have shown that there is a positive influence of reading to listening, and the positive correlation between the two. Therefore, the writer uses the hypotheses below:
H0: There is no correlation between frequency of reading English materials and listening achievement.
Ha: There is a correlation between frequency of reading English materials and listening achievement.
This research was conducted at the third semester of Jakarta State Islamic University of UIN Syarif Hidayatullah which is located in Jl. Ir. H. Juanda No.
95 Tangerang Selatan. This research was conducted on June in the 2013/2014 academic year.
B. Method of the Study
The research used a quantitative approach, with descriptive and correlation methods. The approach and method were chosen because the research is aimed at describing and identifying whether there is a correlation between the frequency of reading and listening score. Moreover, Arikunto emphasizes that quantitative research is applied by using numerical data, statistical processing, structured and controlled experiment.1
In the field research , the writer conducted the research for the third semester students of English Education Department of SyarifHidayatullah Jakarta by administering questionnaire to the participants, to obtain their frequency of reading English materials and gathering participants’ listening score for English Education Department of SyarifHidayatullah Jakarta.
C. Population and Sample
The population was the third semester students of English education department of SyarifHidayatullah and class A as a sample of this study. There are three class in third semester, class A, B, and C. The writer used cluster random sampling to decide the sample: and class A was decided to be the sample.
1SuharsimiArikunto, Dasar-dasarEvaluasiPendidikan, (Jakarta: BumiAksara, 2007), p. 53
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D. Technique of Data Collection
The data was collected using the following instruments:
1. Questionnaires
Distributing questionnairesto all participants to get the information of their frequency of reading English materials.The writer categorized the score resulted of questionnaire data oralso called independent variable (X) into the following criteria2
2. Participants’ Listening Score
The listening score usedto determine the students’ achievement were taken from their latest listening score (final examination) in the third semester of English Education Department of SyarifHidayatullah Jakarta. The participants’ listening scores used in this study was the real scores. It means that the scores will not be affected by several factors such as attendance, attitude, participation in class, etc.
E. Technique of Data Analysis
The data analysis conducted in this study involved several statistical processes such as:
1. Reviewing data and information from books, journals, websites, and other written source.
2. Analyzing the participants’ frequency of reading English materials and other additional information from the questionnaire. Frequency of reading is measured by counting in minutes from the calculation of their reading rates in a week and the times they spend for each reading activity. The required information were presented and described to give additional information might be needed in describing the data of this study.
3. Analyzing the participants listening scores then comparing them to the frequency of reading for analysis of their correlation
2Sugiyono, MetodePenelitianKuantitatif, Kualitatifdan R&D, (Bandung:
Alfabeta, 2008), p. 94
4. Analyzing the correlation between participants’ frequency of reading English materials by using the formula of the Pearson Product Moment and SPSS, to examine the degree of correlation between two variables.
𝑟𝑥𝑦 ∑ 𝑥𝑦
�( ∑ 𝑥2) ( ∑𝑦2)
rxy = The number of index correlation
∑xy = The sum of multiplication between deviation of variable x and x X2 = Squares of frequency of reading materials
Y2 = Squares of listening scores
5. interpreting the correlation coefficient based on the reference:
a. 0.07 – 1.00 (positive or negative) shows that there is a high association degree.
b. 0.40 - <0.70 (positive or negative) shows that there is a substantial relationship.
c. 0.20 - <0.40 (positive or negative) shows that there is a relationship.
F. Statistical Hypotheses
The statistical hypothesis with consists of Ha (Alternative Hypothesis) and H0 (Null Hypothesis)with the significance level α=0.05in this research was formulated as follow:
H0 : There is no correlation between frequency of reading English materials and listening achievement.
Ha : There is a correlation between frequency of reading English materials and listening achievement.
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The hypotheses criterion according to young in Sulaiman3: Ha is accepted if r <0.40 -.1.00
H0 is accepted if r < 0.20
3 W. Sulaiman,JalanPintasMenguasai SPSS 10. (1ST ed.), (Yogyakarta,: Andi), 2002, p.112
CHAPTER IV
RESEARCH FINDING AND INTERPRETATION
A. Research Finding 1. Description of the Data
This chapter presents the findings of the study. The writer investigates the correlation of 27 students’ frequency of reading English materials (variable X) by using the questionnaire. Then, to get the information of students’ listening achievements (variable Y), the writer gathering the listening score from the final exam test held by English Education Department. These scores were analyzed and described related to the research question.
a. Frequency of Reading English Materials
In the first question of the questionnaire, the writer investigated the participants’ reading activity of English materials with four possible answer which might be chosen by each participant.
For the data interpretation of the participants reading activity can be seen in the table below:
Table 4.1 The Description of Participants’ reading activity Reading English Material
Frequency Percent Valid Percent
Cumulative Percent
Valid always 2 7.4 7.4 7.4
often 14 51.9 51.9 59.3
seldom 4 14.8 14.8 74.1
sometimes 7 25.9 25.9 100.0
Total 27 100.0 100.0
Based on the table 4.1 above, 2 participants (7.4%) always read English materials, 14 participants (51.9%) often read English materials, 4 participants
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(14.8%) seldom read English materials and 7 participants (25.9%) sometimes read English materials. It can be seen from the data that the participants answer is variant. The high percentage of participants answer is (51.9%) “often” read English materials. Thus, it can be assumed that the participants’ activity in reading English materials is almost high.
In figure 4.1 shows that participants’ reading activity differs one another.
This difference shows their enthusiasm in reading English materials.
Figure 4.1 Participants’ Reading Activity
This result contradict with a survey done by Powers revealed that Indonesian student has a lowest level of reading enthusiasm compared to other countries in Asia. It is literary different with this study, because Power take a wide population in his research while the writer only take 27 participants as the sample of students of English education student of Syarif Hidayatullah Jakarta.
b. Kinds of Participants’ Reading English Materials
In the second question, the writer investigated the English materials that usually read by the participants. For the data interpretation can be seen on the table below:
Table 4.2 Participants’ Reading English Materials
English Reading Material
Frequency Percent Valid Percent
Cumulative Percent
Valid Article 6 6.3 6.3 6.3
magazine 10 10.5 10.5 16.8
movie subtitle 22 23.2 23.2 40.0
newspaper 6 6.3 6.3 46.3
Novel 18 18.9 18.9 65.3
Poetry 1 1.1 1.1 66.3
song lyric 22 23.2 23.2 89.5
Textbook 10 10.5 10.5 100.0
Total 95 100.0 100.0
In this term, the participants has an opportunity to choose more than one answer, there are 27 participants and 95 answer were revealed in this second questions. In the table 4.3 above shows that movie subtitle and song lyrics became most favorite answer about (23.2%). Novel became the second frequently answer about (18.9 %).
Actually, the participants’ reading English materials is vary. This, variation can be seen in the Figure 4.2 below:
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Statistics
English Reading Material
N Valid 95
Missing 0
Figure 4.2 Participants’ English Reading Materials
It is clear in the Figure above that the materials they usually read are movie subtitle, song lyrics, novel, textbook and magazines. Besides that, In figure 4.2 above showed that the participants readings’ materials vary. This might be caused by their purpose in reading. Thus, it can be assumed that participants’
purposes in reading are mostly for pleasure or enjoyment and vocabulary enrichment, besides for language improvement and integrating knowledge.
c. Participants’ Reading Frequency
In the third and fourth question, the writer investigated the frequency of reading English materials. It is obtained from the calculation of their reading frequency in a week and times they spend (in minutes) for each reading activity.
For the information can be seen on the table 4.3 below:
Table 4.3The Participants’ Frequency of Reading English Materials
From the table 4.3 above, the students’ frequency of reading (in minutes) is attained from the multiplication of students’ reading frequency in a week and the times they usually spend for each reading activity.
Participants Reading Frequency
(in a week) Duration
(per each reading) Reading Frequency (in minutes)
1 3 60 180
2 7 30 210
3 4 30 120
4 4 60 240
5 3 120 360
6 4 60 240
7 5 10 50
8 5 30 150
9 3 60 180
10 2 10 20
11 5 60 300
12 1 60 60
13 5 60 300
14 3 120 360
15 2 20 40
16 6 30 180
17 1 120 120
18 6 30 180
19 3 30 90
20 7 30 210
21 5 60 300
22 6 30 180
23 3 15 45
24 2 15 30
25 9 60 540
26 7 15 105
27 5 60 300
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Table 4.4 The Description of Participants Reading Frequency in Minutes
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation The Description of
Participants' Reading Frequency in minutes
27 20 540 188.52 123.738
Valid N (listwise) 27
From the table 4.2 above, the study found that 8 participants (9.62%) were categorized as having high frequency in reading English materials, 16 (59.25%) participants were categorized as having low frequency in reading English materials and 4 participants (14.81 %) were categorized as having average frequency in reading materials.
Moreover, Alderson stated that the learners to have at least 30 minutes reading per day.1 However, the result in this study showed that many students do not read English materials a lot, although in the number 1 of the questionnaire the students mostly answer “often” to read English materials. In fact, the third and fourth questions shows that most of them were categorized as having low frequency in reading English materials. This is a crucial problem and also warns the English Education Department to demand the students to read English materials more.
d. Participants Reading Purposes
The participants’ selection of reading materials might be depends on their purposes in reading. Therefore, the next question provides the questionnaire, which investigates their purposes in reading. For the data interpretation, here is the following data of the participants reading purposes revealed on the questionnaire number 6:
11 J. Charles Alderson, Assessing Reading, (New York: Cambridge University Press, 2005) p. 14
Table 4.5 The Description of Participants’ Reading Purposes
Reading Purpose
Frequency Percent Valid Percent
Cumulative Percent
Valid English improvement 7 13.7 13.7 13.7
gain new word 13 25.5 25.5 39.2
information or knowledge 17 33.3 33.3 72.5
learn from the text 11 21.6 21.6 94.1
practicing pronunciation 1 2.0 2.0 96.1
to do assignment 2 3.9 3.9 100.0
Total 51 100.0 100.0
From 27 participants, 51 answers were revealed on the questionnaire.
Since the participants could answer more than one answer, the table above shows that the participants’ reading purposes are mostly for information or knowledge (33.3%), vocabulary improvement or gaining new words in this term (25.5%), learning from the text (21.6%), practicing pronunciation (2%), and another reason like, doing the assignments (3.9%).
In addition, the participants reading purposes may vary, this variation is really contrast be seen in Figure 4.3.
Figure 4.3 Participants’ Reading Purposes
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In Figure 4.3 above, it can be seen that the participants reading purposes are mostly for integrating the information and knowledge, and also gaining new words or vocabulary.
e. Participants’ Action in Facing Unfamiliar Word or Phrases
There are so many trick to understand the unfamiliar words or phrases.
Thus, in the question number 6 revealed on the questionnaire, the writer wants to investigate the participants’ action when they are reading. Some of them may try to understand the words or phrases contextually, or they just let the words go when they are facing the unfamiliar words and the easy way is to look up to the dictionary. For the data interpretation, see the table below:
Table 4.6 The Description of Participants’ Action in Facing with Unfamiliar Words or Phrases
Participation's Action
Frequency Percent Valid Percent
Cumulative Percent
Valid let them go 1 3.0 3.0 3.0
looking up to dictionary 14 42.4 42.4 45.5
to understand contextually 18 54.5 54.5 100.0
Total 33 100.0 100.0
According to the table 4.4 above, 1 participant (3.0%) decided to let the unfamiliar words or phrases go, 14 participants (42.4%) decided to look up to a dictionary and 18 participants (54.5%) decided to understand the words contextually. It can be said that when readers trying to understand the words by looking up to a dictionary, it means that they are trying to recognize the linguistic signals. To this point, Brown states that bottom up process included some
linguistic signals such as letters, morphemes, syllables, words, phrases, and grammatical cues).2
Moreover, when readers are trying to let the unfamiliar words or phrases go or to understand them contextually, they had better use top down strategy. As Brown states that top down is a process in comprehending a text in which we draw our intelligence and experience. 3 In this point, top down process is suitable to use when the readers trying to understand the unfamiliar words contextually through their intelligence and to what they already known. On the other hand, when the readers trying to let the unfamiliar words or phrases go, they seems like using extensive reading techniques, because extensive reading is one of technique that readers uses outside class and well known as reading for pleasure while the readers usually want to achieve a general understanding in a longer text.
f. Participants’ Answer Showing Their Experience in Recognizing the Spoken Language from The Matter being Spoken and The Keywords
Question number seven and eight were arranged to reveal the participants’
experience of how their knowledge might help them in recognizing the spoken language. The kinds of materials they have experienced is vary, depends on what the materials they often listen to. Here is the description of the data:
Table 4.8The Description of the Participants’ Answer Showing Their Experience in Recognizing the Spoken Language
Experience the Matter being Spoken
Frequency Percent Valid Percent
Cumulative Percent
No 1 3.7 3.7 3.7
Yes 26 96.3 96.3 100.0
Total 27 100.0 100.0
2 H. Douglas Brown, Teaching by Principles : An Interactive Approach to Language Pedagogy (New York: Addison Wesley Longman, Inc, 2001) P. 299
3 Ibid.
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From the table above, most participants (96.3%) agreed that they have experienced in recognizing the spoken language through knowledge and information they have already known. Then, only one participant (3.7%) admitted that he or she has no experienced like others. It can be assumed that by reading English materials frequently, in which knowledge, information are gained. Thus, it is helpful in recognizing the spoken language.
The writer then investigated the materials of the participants’ mostly experience in recognizing the spoken language. The description is presented on the table below:
Table 4.7 The Description of Materials of the Spoken Language According to Participants’
Experience
The Kinds of Spoken Language Experience
Frequency Percent Valid Percent
Cumulative Percent
Valid Conversation 18 30.0 30.0 30.0
News 7 11.7 11.7 41.7
Song 11 18.3 18.3 60.0
Speech 7 11.7 11.7 71.7
teacher's explanation 17 28.3 28.3 100.0
Total 60 100.0 100.0
In this term, the participants were given an opportunity to choose more than one answer. Therefore, from the 27 participants there were 60 answers revealed on the questionnaire. The table 4.7 above shows the most favorite answer which choose by the participants as the spoken language experience mostly conversation (30.0%), and teachers’ explanation (28.3%). Others are song (18.3%), speech and news (11.7%).
In this case, Buck states that “it is quite possible to understand the meaning of a word before decoding its sound, because we have many different type of knowledge, including knowledge of world around us”.4 In other words, when
4 G. Buck, Assessing Listening, (New York,: Cambridge University Press,2001) p. 2
listener encounter to spoken language, they might be interpret the text relates to their knowledge or information they have before. Thus, they will understand the text contextually.
In the question number 8, the writer presents the participants answer in recognizing the spoken language through the keywords. Here is the description of their answer:
4.8 The Description of the Participants’ Answer Showing their Experience in Recognizing the Spoken Language through the Keywords
Experience the keywords
Frequency Percent Valid Percent
Cumulative Percent
Valid 33 55.0 55.0 55.0
No 2 3.3 3.3 58.3
Yes 25 41.7 41.7 100.0
Total 60 100.0 100.0
The table 4.8 above shows that most participants (41.7%) agreed that they have experienced recognizing the spoken language and knowledge they have known. Only two participants (3.3%) admitted that he or she has no experienced like others. It can be assumed that reading, in which knowledge, information, vocabulary is beneficial in recognizing the spoken language.
Table 4.9 The Description of Materials of the Spoken Language According toParticipants’
Experience through the Keywords The Kinds of Spoken Language Experience
Frequency Percent Valid Percent
Cumulative Percent
Valid Conversation 17 24.3 24.3 24.3
News 10 14.3 14.3 38.6
Song 21 30.0 30.0 68.6
Speech 9 12.9 12.9 81.4
teacher's explanation 13 18.6 18.6 100.0
