CORRELATION ION BETWEEN FREQUENCY OF WATC ATCHING ENGLISH MOVIE OVIES AND VOCABULARY MASTERY ERY OF O THE SECOND

GRADE ADE STUDENTS OF MAN 1 SEMARANG ANG IN THE ACA ACADEMIC YEAR OF 2011/2012
THESIS Submitted in Partial rtial F Fulfillment of the Requirement for Gaining g the Degree D of Bac Bachelor in English Language Education

By: ARIF RAHMAN Student Number: 073411059

EDUCATION FACULTY WALISONGO O ST STATE INSTITUTE FOR ISLAMIC IC STUDIES ST SEMARANG 2012

THESIS PROJECT STATEMENT

I am the student with the following identity: Name Student Number Department : Arif Rahman : 073411059 : English Language Education

certify that this is definitely my own work. I am completely responsible for the content of this thesis. Other writers 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

ii

iii

ADVISOR NOTE To tion Fa Faculty The Dean of Education Walisongo State Institute stitute for Islamic Studies

Semarang, 7th May 2012

Assalamualaikum wr.wb .wb. I inform that I have ve giv given guidance, briefing and correction to o whatever wha extent necessary of the following lowing identification: Title : Correlation between Frequency of Watch atching English Movies and Vocabulary Mastery of the he Second Se Grade Students of MAN 1 Semarang in the Academic Acade Year of 2011/2012 : Arif Rahman : 073411059 : Tadris : English Language Education

Name of Student Student Number Department Field of Study

I state that the thesis is is re ready to be submitted to Education Faculty ty Walisongo Wal State Institute for Islamic Studi Studies to be examined at Munaqasyah session. Wassalamuaalaikum wr. wr.wb.

Advisor I,

M Nafi Annury, ry, M. Pd. NIP. 19780719 9 200501 2005 1 007

iv

ADVISOR NOTE To tion Fa Faculty The Dean of Education Walisongo State Institute stitute for Islamic Studies

Semarang, 7th May 2012

Assalamualaikum wr.wb .wb. I inform that I have ve giv given guidance, briefing and correction to o whatever wha extent necessary of the following ing identification: Title : Correlation between Frequency of Watch atching English Movies and Vocabulary Mastery of the he Second Se Grade Students of MAN 1 Semarang in the Academ cademic Year Of 2011/2012 : Arif Rahman : 073411059 : Tadris : English Language Education

Name of Student Student Number Department Field of Study

I state that the thesis is is re ready to be submitted to Education Faculty ty Walisongo Wal State Institute for Islamic Studi Studies to be examined at Munaqasyah session. Wassalamuaalaikum wr. wr.wb.

Advisor II,

H Mursid, M. Ag. NIP. 19670305 5 200112 2001 1 001

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 : Arif Rahman : 073411059

Writer Student Number

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. vi

ACKNOWLEDGMENT

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 couldnt 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. Sujai, 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.

vii

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. Aniatun, 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

viii

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 ix

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

LIST OF TABLE

Table: 1. Table 4.1. The Tabulation of Data Questionnaire 2. Table 4.2 Distribution frequency of frequency of watching English movies 3. Table 4.3 The Tabulation of Vocabulary Test 4. Table 4.4 Distribution frequency of vocabulary test 5. Table 4.5 Correlation coefficient table of variable X And variable Y 35 40 41 45 46

xi

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

xii

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 peoples 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 Learners Pocket Dictionary, (New York: Oxford University Press, 2000), p.240.
2

Ramelan, Introduction to Linguistic Analysis, (Semarang: IKIP Semarang Press, 1992), Ali Ridho, Marja Fillughotil Arabiyah, (Beirut:Darul Fikr, t.t), p.9.

p. 10.
3

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

Azhar Arsyad, Media Pembelajaran, (Jakarta: PT Raja Grafindo Persada, 2003), p.9.

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:

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.

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.

Hornby, A.S, Oxford Learners 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.

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.

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

(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.

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.

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

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.

Listiyaning Sumardiyani and Zulfa Sakhiya, Speaking For Instructional Purpose a Handbook, (Semarang: IKIP Press, 2007), p.48. Listiyaning Sumardiyani and Zulfa Sakhiya, Speaking For Instructional Purpose a Handbook, p.52. Listiyaning Sumardiyani and Zulfa Sakhiya, Speaking For Instructional Purpose a Handbook, p.59.
5 4

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.

Azhar Arsyad, Media Pembelajaran, (Jakarta: PT Raja Grafindo Persada, 2003), p.26.

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 students 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 cant 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 8

Azhar Arsyad, Media Pembelajaran, p. 27. Nana Sudjana dan Ahmad Rivai, Media Pengajaran, (Bandung: Sinar Baru, 1997), p.2.

10

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 dont expect it.

2) Suspense : when you expect it and it doesnt 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

Wikipedia, Film, http://en.wikipedia.org/wiki/Movie accessed on 5th July 2011 at 21:13

PM Bong S Eliab, Film Principles/Film Appreciation, http://eliab.tripod.com/films, accessed on 20th November 2011 at 20:10 PM.
10

11

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 dont 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 vocabularysstudents. 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.

12

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.

13

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
Jeremy Harmer, The Practice Of English Language Teaching, (Malaysia: Pearson, 2003),3rd Edition, p.282.
13

14

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 Narrative 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 anxious 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.

15

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 complication. 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.

Depdiknas, Kurrikulum 2004 Standart Kompetensi Mata Pelajaran Bahasa Inggris, (Jakarta: Depdiknas, 2003), p. 48.
16

15

Kistono dkk, The Bridge English Competence 2, p. 33.

16

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 18

Alexander Mongojaya, English Revolution, (Jepara: Mawas Press, 2008), p.8. Jack C. Richard, Longman Dictionary of Language Teaching and Applied Linguistics, Scott Thornbury, How to Teach Vocabulary, (Charlbury: Bluestone Press, 2004), p.13.

p.692
19

17

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

Cambridge Dictionary, Vocabulary, http://dictionary.cambridge.org accessed on 5th July 2011 at 21:32PM. Jack C. Richard, Curriculum Development in Language Teaching, (Cambridge: Cambridge University Press), p.4 Evelyn Hatch, Vocabulary, Semantics, and Language Education, (United Kingdom: Cambridge University Press, 1995), p.370.
22 21

20

18

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, dont 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 isnt 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 Jeanne Mc Carten, Teaching Vocabulary, (New York: Cambridge University Press, 2007), p. 20.
25 24

Jeanne Mc Carten, Teaching Vocabulary, p. 21.

19

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 27 28

Jeanne Mc Carten, Teaching Vocabulary, p. 21. Jeanne Mc Carten, Teaching Vocabulary, p. 23.

Jack, C Richards and Willy A Renadya, Methodology in Language Teaching, (Cambridge: University Press), p.260-261

20

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.

21

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 students 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.

Ruth Gaims And Stuard Redman, Working With Words: A Guide To Teaching And Learning Vocabulary, (New York: Cambridge University Prees) p.73.

30

22

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:

Ruth Gaims And Stuard Redman, Working With Words: A Guide To Teaching And Learning Vocabulary, p.74. Ruth Gaims And Stuard Redman, Working With Words: A Guide To Teaching And Learning Vocabulary, p.75.
32

31

23

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
V Saraswathi, English Language Teaching Principle and Practice, (Chennai: Orient Longman Private Limited Press, 2004), p. 103.
33

24

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

Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: PT Asdi Mahasatya, 2006), p. 71.
35

34

Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik,, p. 71.

25

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.

26

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.

David Nunan, Research Methods in Language Learning, (Cambridge: Cambridge University Press, 1992), p. 231. Sugiyono, Metode Penelitian Kuantitatif, Kualitatif dan R&D, (Bandung : Alfabeta, 2008), p. 11.
2

27

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 4

David Nunan, Research Methods in Language Learning, p. 27. Suharsimi Arikunto, Prosedur Penelitian Praktik, (Jakarta: PT Asdi Mahasatya, 2006), Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, p.116. Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, p.119.

p.134.
5 6 7

Mudjarad 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.

28

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 students 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), Riduwan, Skala Pengukuran Variable-Variable Penelitian, p. 30.

p.25.
11

29

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 Never Seldom Sometimes Often Always b. The score of vocabulary test

Score 1 2 3 4 5

While the students vocabulary test is also called dependent variable (Y) are classified into the following criteria:13

Criterion Excellent Good Fair

Score 81-100 61-80 41-60

12 13

Sugiyono, Metode Penelitian Kuantitatif, Kualitatif dan R&D, p. 94. Suharsimi Arikunto, Dasar-Dasar Evaluasi Pendidikan, (Jakarta: Bumi Aksara, 2006),

p. 245.

30

Poor Very Poor 2. Hypothesis Analysis

21-40 0-20

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 :

= 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.

31

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.

32

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 ANSWER Q1 2 5 3 5 1 Q2 3 5 2 5 1 Q3 3 2 2 3 2 Q4 3 4 3 2 4 Q5 3 2 3 3 2 Q6 1 1 1 1 2 Q7 2 1 3 3 3 Q8 3 1 2 4 2 Q9 2 1 3 2 2 Q10 2 1 2 1 2 Score (X) 24 23 24 29 21

RESP 1 2 3 4 5

33

RESP 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27

ANSWER Q1 4 4 3 2 1 3 2 2 1 2 2 2 2 3 2 5 2 5 2 1 2 2 Q2 3 4 4 2 1 4 3 3 1 3 3 3 2 3 2 5 2 5 2 1 2 2 Q3 2 2 2 2 4 1 2 2 2 3 3 2 3 3 3 2 2 3 2 2 2 2 Q4 5 4 4 4 4 2 5 4 4 5 2 4 3 3 2 4 5 5 4 4 4 4 Q5 3 2 2 2 4 3 4 2 2 3 2 2 3 3 2 2 3 4 4 2 2 3 Q6 2 4 3 2 4 1 3 3 3 3 5 3 2 2 5 1 2 3 3 3 3 3 Q7 4 3 3 4 1 4 4 3 3 3 4 4 2 4 4 1 3 4 2 2 2 3 Q8 2 2 3 2 4 3 3 2 3 4 3 3 3 3 3 1 4 3 2 2 2 3 Q9 3 2 3 3 1 2 2 3 2 2 3 3 2 3 3 1 4 5 2 2 1 3 Q10 3 2 2 3 1 2 2 3 2 3 3 2 3 3 3 1 3 4 2 2 1 3

Score (X) 31 29 29 26 25 25 30 27 23 31 30 28 25 30 29 23 30 41 25 21 21 28

34

RESP 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49

ANSWER Q1 1 2 2 4 2 1 2 2 1 2 5 2 5 1 1 2 2 2 2 1 1 2 Q2 1 2 3 5 3 1 2 2 1 2 5 2 5 1 1 2 2 2 3 1 1 2 Q3 4 3 2 3 1 4 2 3 3 2 2 2 4 5 2 2 5 5 2 1 1 3 Q4 3 3 4 4 5 2 3 4 2 4 4 5 4 1 4 3 5 5 3 5 4 3 Q5 2 3 2 3 2 3 2 3 1 2 3 3 3 1 2 2 4 4 3 2 1 3 Q6 1 3 3 2 3 2 5 2 4 1 1 1 1 1 3 3 1 1 1 1 1 2 Q7 4 4 3 4 2 3 3 3 3 4 5 4 4 5 3 3 1 1 3 2 3 2 Q8 2 4 3 3 3 3 3 4 3 4 4 5 2 4 2 5 1 1 2 2 3 2 Q9 2 4 3 2 2 3 1 3 2 4 3 3 3 5 1 4 4 4 2 1 3 3 Q10 1 4 2 3 2 1 3 3 3 4 1 2 1 5 1 4 2 2 1 2 2 1

Score (X) 21 32 27 33 25 23 26 29 23 29 33 29 32 29 20 30 27 27 22 18 20 23

35

RESP 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64

ANSWER Q1 1 1 2 2 1 2 2 2 2 2 2 2 2 1 1 Q2 1 1 2 2 1 2 2 3 2 1 2 2 2 1 1 Q3 2 3 3 2 2 3 3 2 3 3 2 2 3 3 4 Q4 4 2 4 4 4 4 3 4 3 3 3 4 3 4 4 Q5 2 3 2 3 2 4 3 4 3 1 3 3 3 2 2 TOTAL Q6 3 3 3 2 3 2 1 2 1 2 4 2 3 1 1 Q7 3 5 4 3 3 3 3 3 1 3 5 3 3 3 3 Q8 2 5 3 3 2 4 3 2 3 2 2 2 2 3 3 Q9 1 2 2 1 1 3 5 1 3 2 3 2 3 2 2 Q10 1 2 3 1 1 1 3 1 2 2 3 3 1 1 1

Score (X) 20 27 28 23 20 28 28 24 23 21 29 25 25 21 22 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 =

36

= 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=HL = 41 18 = 23 Where R = range H = the highest score L = the lowest score c. Interval Class (i) i =

i = =

41 18 6 23 6

= 3.833333 =4 Below is the table of distribution frequency of frequency of watching english movies. The table consists of interval, frequency and percentage.

37

Table 4.2 Distribution frequency of frequency of watching english movies Interval 18-21 22-25 26-29 30-33 34-37 38-41 Total Frequency 11 20 21 11 0 1 64 Percentage 17.18% 31.25% 32.81% 17.18% 0% 1.56% 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 2629. 2. Studentsvocabulary 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 ANSWER 1 0 2 1 3 0 4 0 5 1 6 1 7 0 8 1 9 10 11 12 13 14 15 0 0 0 0 1 0 1 SCORE (Y) 40

RESP 1

38

RESP 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23

ANSWER 1 1 0 0 0 0 0 0 1 0 0 1 0 1 0 0 0 0 1 0 0 0 1 2 0 0 1 1 0 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 3 0 0 0 1 0 1 0 0 0 0 1 0 0 0 1 0 0 0 1 0 0 1 4 1 0 0 1 1 1 1 1 0 0 0 1 1 1 0 1 1 0 1 1 1 0 5 1 1 1 0 1 0 0 1 0 1 1 1 0 1 0 0 0 1 1 0 1 1 6 1 1 1 1 1 0 1 1 0 1 0 0 1 1 1 1 1 1 1 0 1 1 7 0 1 1 1 0 1 1 0 0 1 0 1 1 0 1 1 1 0 1 0 1 1 8 0 0 0 0 1 1 1 1 0 0 1 0 0 1 0 0 1 1 0 0 0 0 9 10 11 12 13 14 15 1 0 1 0 1 1 1 0 1 0 1 1 1 0 1 1 0 0 1 0 1 0 0 1 1 0 0 1 0 0 0 1 0 0 0 0 1 0 0 0 1 0 0 0 1 0 1 0 0 1 1 0 0 0 0 1 0 0 1 0 0 1 0 0 1 1 0 0 0 1 0 0 0 0 0 0 1 1 0 0 0 0 1 1 0 0 0 0 0 0 0 0 1 0 0 1 0 0 1 0 0 1 0 0 0 1 0 0 0 1 1 0 0 0 0 0 1 0 0 1 0 0 0 0 0 0 0 0 0 0 1 1 0 0 1 1 0 1 1 1 1 0 1 0 1 0 1 1 1 0 1 1 0 1

SCORE (Y) 47 27 54 47 40 60 60 47 20 40 54 47 47 40 54 40 47 54 60 20 54 67

39

RESP 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45

ANSWER 1 0 0 0 0 0 0 0 0 0 1 0 0 1 0 1 1 0 1 0 1 0 0 2 1 1 0 1 0 1 0 1 1 0 0 1 1 1 0 0 1 1 0 0 1 1 3 1 0 0 0 0 1 0 0 0 0 0 0 0 0 1 1 0 0 0 1 0 0 4 1 1 0 1 1 0 0 1 1 1 1 1 1 0 1 0 1 1 1 0 1 1 5 0 1 1 1 1 0 0 0 1 0 1 1 1 0 1 1 0 1 1 1 1 1 6 1 0 0 1 1 0 0 1 0 0 1 1 0 0 0 0 0 0 0 1 1 1 7 0 0 1 0 0 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 8 0 0 0 1 0 0 0 1 1 0 1 0 0 1 0 0 1 0 1 0 1 1 9 10 11 12 13 14 15 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0 0 1 0 0 1 1 0 0 0 0 0 0 1 0 1 1 0 0 0 0 0 0 0 0 0 1 0 1 1 0 0 0 1 1 1 1 0 1 0 0 0 0 0 1 0 0 0 0 1 0 1 1 0 1 1 0 0 1 1 0 1 0 0 1 1 0 0 0 1 0 0 0 0 0 1 0 0 0 0 1 0 0 0 0 1 0 0 0 0 0 0 0 0 0 1 1 0 1 0 0 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1

SCORE (Y) 47 27 34 54 40 47 20 67 60 40 60 60 47 54 67 54 60 54 40 60 67 67

40

RESP 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64

ANSWER 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 2 1 0 0 0 0 1 0 1 0 0 1 0 0 1 0 1 1 0 0 3 0 0 0 0 0 0 0 0 0 1 0 0 0 0 1 0 0 0 0 4 1 1 0 1 0 1 1 0 0 0 1 1 0 1 1 1 1 1 1 5 0 1 0 0 1 1 0 0 0 0 1 0 1 0 1 1 1 1 0 6 1 0 0 0 0 0 0 0 1 0 0 1 0 1 0 0 0 0 0 7 0 0 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 8 0 0 1 0 1 0 1 1 1 1 0 0 1 0 1 1 0 0 0 9 10 11 12 13 14 15 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 0 0 0 0 1 1 0 1 0 0 0 0 0 0 0 0 0 1 0 0 0 0 1 1 1 0 1 0 0 0 1 1 0 0 0 0 0 1 0 0 0 1 0 0 1 0 0 0 1 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 0 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

SCORE (Y) 47 34 34 20 40 60 54 54 47 54 40 40 47 47 60 54 54 34 27 3039

TOTAL

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.

41

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=HL = 67 20 = 47 c. Interval Class (i)

67 20 6 47 6

i
i

=
= =

= 7.833333 =8

42

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 20-27 28-35 36-43 44-51 52-59 60-67 Total Frequency 7 4 11 13 14 15 64 Percentage 10.93% 6.25% 17.18% 20.31% 21.87% 23.43% 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:

43

Table 4.5 Correlation coefficient table of Students frequency of watching English movies (variable X) And students vocabulary mastery (variable Y)

No. Res 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

x=X- X

X2

y=Y- Y

Y2

xy

24 23 24 29 21 31 29 29 26 25 25 30 27 23 31 30 28 25

-2.094 -3.094 -2.094 2.906 -5.094 4.906 2.906 2.906 -0.094 -1.094 -1.094 3.906 0.906 -3.094 4.906 3.906 1.906 -1.094

4.384 9.571 4.384 8.446 25.946 24.071 8.446 8.446 0.009 1.196 1.196 15.259 0.821 9.571 24.071 15.259 3.634 1.196

40 47 27 54 47 40 60 60 47 20 40 54 47 47 40 54 40 47

-7.484 -0.484 -20.484 6.516 -0.484 -7.484 12.516 12.516 -0.484 -27.484 -7.484 6.516 -0.484 -0.484 -7.484 6.516 -7.484 -0.484

56.016 0.235 419.610 42.453 0.235 56.016 156.641 156.641 0.235 755.391 56.016 42.453 0.235 0.235 56.016 42.453 56.016 0.235

15.670 1.499 42.889 18.936 2.467 -36.720 36.374 36.374 0.045 30.061 8.186 25.452 -0.439 1.499 -36.720 25.452 -14.267 0.530

44

No. Res 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39

x=X- X

X2

y=Y- Y

Y2

xy

30 29 23 30 41 25 21 21 28 21 32 27 33 25 23 26 29 23 29 33 29

3.906 2.906 -3.094 3.906 14.906 -1.094 -5.094 -5.094 1.906 -5.094 5.906 0.906 6.906 -1.094 -3.094 -0.094 2.906 -3.094 2.906 6.906 2.906

15.259 8.446 9.571 15.259 222.196 1.196 25.946 25.946 3.634 25.946 34.884 0.821 47.696 1.196 9.571 0.009 8.446 9.571 8.446 47.696 8.446

54 60 20 54 67 47 27 34 54 40 47 20 67 60 40 60 60 47 54 67 54

6.516 12.516 -27.484 6.516 19.516 -0.484 -20.484 -13.484 6.516 -7.484 -0.484 -27.484 19.516 12.516 -7.484 12.516 12.516 -0.484 6.516 19.516 6.516

42.453 156.641 755.391 42.453 380.860 0.235 419.610 181.828 42.453 56.016 0.235 755.391 380.860 156.641 56.016 156.641 156.641 0.235 42.453 380.860 42.453

25.452 36.374 85.030 25.452 290.905 0.530 104.342 68.686 12.420 38.124 -2.861 -24.908 134.780 -13.689 23.155 -1.173 36.374 1.499 18.936 134.780 18.936

45

No. Res 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60

x=X- X

X2

y=Y- Y

Y2

xy

32 29 20 30 27 27 22 18 20 23 20 27 28 23 20 28 28 24 23 21 29

5.906 2.906 -6.094 3.906 0.906 0.906 -4.094 -8.094 -6.094 -3.094 -6.094 0.906 1.906 -3.094 -6.094 1.906 1.906 -2.094 -3.094 -5.094 2.906

34.884 8.446 37.134 15.259 0.821 0.821 16.759 65.509 37.134 9.571 37.134 0.821 3.634 9.571 37.134 3.634 3.634 4.384 9.571 25.946 8.446

60 54 40 60 67 67 47 34 34 20 40 60 54 54 47 54 40 40 47 47 60

12.516 6.516 -7.484 12.516 19.516 19.516 -0.484 -13.484 -13.484 -27.484 -7.484 12.516 6.516 6.516 -0.484 6.516 -7.484 -7.484 -0.484 -0.484 12.516

156.641 42.453 56.016 156.641 380.860 380.860 0.235 181.828 181.828 755.391 56.016 156.641 42.453 42.453 0.235 42.453 56.016 56.016 0.235 0.235 156.641

73.920 18.936 45.608 48.889 17.686 17.686 1.983 109.139 82.170 85.030 45.608 11.342 12.420 -20.158 2.952 12.420 -14.267 15.670 1.499 2.467 36.374

46

No. Res 61 62 63 64 Total

x=X- X

X2

y=Y- Y

Y2

xy

25 25 21 22 1670

-1.094 -1.094 -5.094 -4.094

1.196 1.196 25.946 16.759 1111.438

54 54 34 27 3039

6.516 6.516 -13.484 -20.484

42.453 42.453 181.828 419.610 9691.984

-7.126 -7.126 68.686 83.858 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

47

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.

48

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).

49

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.

50

DAFTAR KEPENGURUSAN MAN 1 SEMARANG TAHUN PELAJARAN 2011/2012

Kepala Madrasah

: Drs.H. Syaefudin, MPd

KepalaUrusan Tata Usaha : LilikPujihastuti WakaKurikulum WakaKesiswaan WakaSaranaPrasarana WakaHumas Koordinator BK LitbangdanAkademis StafUrusan 1. Kurikulum 2. Kesiswaan : SihHartini, SPd, MSI : Ahmad Alfan, SPd : M. Ally Firdaus, Sag : AnieRachmawati, SAg, MSI : Drs. JokoSiswono : Drs. DwiRaharjo, SPd : : Katibin, SPd, NurHadi,SAg,M. Pd : EllyaNurKhasanah, M. Sc, Drs. M. Sholeh, Siswoyo, S. Pd, M.Taufiq, S. Ag 3. Humas 4. SarPras Ketua 1. Lab.Bahasa 2. Lab. Biologi 3. Lab. Kimia 4. Lab. Fisika 5. Lab. Ketrampilan 6. Lab. Komputer 7. Perpustakaan Guru Piket : EdyKristijono, S. Pd : Drs. Makmun, Imam Mursyid, M. SI, M. Pd : : Drs. M. Badi : Drs. Budi Santosa : Dra. KantiSetiyati : AryPriyono, S. Pd : SitiHimmatulAliyah, S. Pd. : Misbah, S.Kom : H. Chomsatun, S. H : 1. Beta NurBetyTsany, S. Pd 2. Rosidi, M. Pd 3. Imam Suadi, S. Pd 4. NurulHidayah, S. Pd 5. M. Nurhan, M. Pd

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 2. PMR / UKS 3. Bola Basket 4. Bola Volley 5. Keagamaan : :IrfanDwiPutranto, S. Pd, Zulia Ulfa, S. Pd.I : Solasih. S. Pd. : Drs.Mulyanto, M. Pd : Samidi, S. Pd : M. Nurhan, M. Pd

6. Fotografi&Sablon : H. BenyPrasojo. S. Pd 7. PencakSilat 8. KaryaIlmiah 9. Paskibra 10. Rabana 11. MTQ Tata Usaha : Suhardi, S. Pd : Drs. RM. Djupriyanto, M. Si : Imam Suadi, S. Pd : Nur Farida, S. Pd.I : NurulHidayah, S. Pd
:

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 IsnaZaenimah, S. H,Tsany Fatimah, A. Md 10. Kebersihan: Lukman, AgungTristiyanto,Musholi

ii

11. Koperasi : SitiAlfiah 12. PenjagaMalam : Ngatno, Ali Muthohar 13. PenjagaKeamanan / Satpam:Achmad,Sukisno WaliKelas X.1 X.2 X.3 X.4 X.5 X.6 X.7 X.8 X.9 X.10 X.11 X.12 : Dra. H. SitiAsmah : WidhiAstono, SE : Dra. Rahmatah : Drs. Sutarno : Suhardi, SPd : Syafaah, SPd : Drs. HeryParyono : JokoWahyono, Sag : Drs. H. ZaenuriSiroj : Anwar Rifai, SPd : Puji Lestari, SPd : IrfanDwiPutranto

XI Agama : Dra. H. Noor HidayahBudhi. S XI BHS 1 : Ahmad Sakhowi, S.Kom XI BHS 2 : H. Muawanah, SPd XI IPA 1 XI IPA 2 XI IPA 3 XI IPA 4 XI IPA 5 XI IPS 2 XI IPS 1 XI IPS 3 XI IPS 4 : Musa Al Hadi, SAg : Drs. Muslih : Dra. SitiRohmah : Sri Hidayati, SPd : Drs. Sudarko : Drs. MohIsnandar : Drs. H. Asrori : Dra. Hj. YettyMusyaviroh : Drs. AgungWibowo

XII Agama: Zulia Ulfa, SAg XII BHS : SitiSalamah, SPd

XII IPA 1 : EkoSukaryono, SPd XII IPA 2 : Drs. Sugiyanta

iii

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

iv

SUBJECT LIST OF STUDENTS AT XI BHS I

No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23

Name Afif Yulian Ahmad Rigya Ahsan Asyari Althaf Gauhar Aliawan Anggraeny Dian L Dian Rahmawati Ela Sari Erwin Rizki Faridatul Aulia Fitra Mutia Hayi Hendro Edi Wibowo Inarotul Ulya Isna Faizul Masud Khalim Maskuroh Khifdiatul Lutfiah Kurnia Tri Maulida Lina Ana Setiyani M Harison Nutqi M Nanang Andi H Ma'Rifah Mochammad Nadjib Muhammad Idris M Neili Rahma Z.A.

Score of Variable X 24 23 24 29 21 31 29 29 26 25 25 30 27 23 31 30 28 25 30 29 23 30 41

Score of Variable Y 40 47 27 54 47 40 60 60 47 20 40 54 47 47 40 54 40 47 54 60 20 54 67

24 25 26 27 28 29 30 31

Puji Astuti Ria Hidayanti Rizky Savira Rosiana Intan A Roudhotul Jannah Shiyami Nur M. Umi Hanik Wintarno

25 21 21 28 21 32 27 33

47 27 34 54 40 47 20 67

SUBJECT LIST OF STUDENTS AT XI BHS II

No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23

Name Adib Widanarko Adibul Asna Ahmad Khoirul Amin Ainur Rosyidah K Ainy Muzdalifah Dahmayanti Eko Prasetyo Utomo Fardilah Sari Utomo Farian Adi Prasetyo Habib Ali Fikri Ima Fefriyanti Linda Safitri Tony Mustofid Muhammad Hasyim M. Dadang Sehabudi Fattah Assaddad Maftoqah Mona Soraya Mufidatun Nasriyah Nanik Setiani Ndhafif Sofiyani Nihayatun Naqiyyah Nur Hidayah

Score of Variable X 25 23 26 29 23 29 33 29 32 29 20 30 27 27 22 18 20 23 20 27 28 23 20

Score of Variable Y 60 40 60 60 47 54 67 54 60 54 40 60 67 67 47 34 34 20 40 60 54 54 47

24 25 26 27 28 29 30 31 32 33

Nita Kusumaningrum Puput Afidatunnafiah Putri Nafisatul F Ridho Pangestu Setyowati Sindy Nova Velayati Sunny Anjani Thoriqul Irfah Alhidayah Ulan Nurul Faizah Yuliana Maula

28 28 24 23 21 29 25 25 21 22

54 40 40 47 47 60 54 54 34 27

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

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)

vi

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)

vii

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)

viii

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 (v.) live means.. (a) to continue alive (b) to keep doing something (c) to cause someone enjoyment (d) to make a request

5.

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

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 Education : 085726827104 : 1. TK Wonoketingal 2. MIN Wonoketingal 3. MTsN Kudus 4. MAN 2 Kudus

Semarang, May 7th 2012

Arif Rahman Student Number: 73411059

xvii