A CORRELATIONAL STUDY BETWEEN ENGLISH SPEAKING ABILITY AND FREQUENCY OF WATCHING HOLLYWOOD MOVIES AT MTSN BARABAITHESIS PROPOSAL

presented in the fulfillment of final assignment

of Quantitative Research Methods taught by Dr. Gunadi Harry Sulistyo, M.A.

by:

Nur Alfa Rahmah

STATE UNIVERSITY OF MALANG

GRADUATE PROGRAM

ENGLISH LANGUAGE TEACHING

December 2011

CHAPTER IINTRODUCTION

This introductory chapter provides basic ideas related to the study being carried out. This chapter presents several subtopics as background of the study, statement of the problems, objectives of the study, statement of hypothesis, significance of the study, assumptions, delimitation of the study, and definition of key terms, which are presented in that order.1.1. Background of the Study

Learning a second language is a long and complex process. A total commitment, involvement, and response are necessary to successfully send and receive messages in a second language. In a non-English-speaking country, such as Indonesia, where English is a foreign language, inadequate training grounds are still one of the problem in teaching English to young learners successfully. It explains, in some extend, why there are only a few people who achieve fluency in a foreign language within the classroom boundary (Brown, 2000). Language fluency has a close and strong relation with receptive skills and productive skills issue. What we say or write is heavily influenced by what we hear and see. As stated by Harmer (2007), the more we see and listen to comprehensible input, the more English we acquire, notice or learn. A lot of exposure to English input is, then, necessary to rapidly improve someones English skills, especially speaking.English speaking input generally covers the types of spoken language suggested by Nunan (1991 in Brown, 2001) and Thornburry (2005 in Harmer, 2007) which divides speaking events into monologue and dialogue. Dialogue is subdivided into two functions: transactional and interpersonal (Thornburry, 2005 in Harmer, 2007) these two speaking events mostly are just not accommodated enough by the limited hour of the teaching of English speaking in the class. Teachers role alone cannot support the rapid progress of English young learners. The learners also need to be creative and active in practicing the language outside formal educational confine.

The mastery of language skills starts from imitating the original producer of the language or native speaker. To have good English speaking ability, learners need to know and get used to how native speakers normally speak. It might be impossible and not necessary anymore to speak like a native speaker; however, native speakers English until today still forms an ideal goal to keep in mind. The native speakers competence, proficiency, or knowledge of the language is a necessary point of reference for the second language proficiency concept used in language teaching theory (Stern, 1991). To be able to speak like one, English learners should be exposed to the authentic audio materials so that they can imitate the way native speaker speak. Nevertheless, hoping that students can be that diligent to learn the non-reciprocalmonotonousauthentic material regularly may be too excessive in a sense that young learners can easily get bored with non-communicative material. An audio visual material is way better than just an audio. It does not only conform to the need of students with auditory and visual learning styles, but is also communicative and easily understood, not to mention the influence it has on the audiences subconscious mind. In language pedagogy, we recognize subconscious mind as a place where learners acquisition is stored and has an important role in communication, in this case, speaking.Visual learner tend to prefer reading and studying charts, drawings and other graphic information; audio material will be hard for them, while auditory learners prefer listening to lectures and audiotapes; visual material will be hard for them. Most successful learners utilize both visual and auditory input (Brown, 2000). Therefore, using audio visual media such as computer or television for independent study is a very effective strategy to improve ones ability in speaking because it accommodate both learning styles and influences language users subconscious mind. Among all English authentic audio-visual materials existing among Indonesian societies, Hollywood movies are the most accessible ones. It is available not only in movie rental but also internet and downloadable with low prices. Young teenagers are the largest consumers of these movies.

Regarding Hollywood movies as audio visual media to which people can get direct access to English authentic material and learners nature to grasp easily the materials which are presented in audio visual way, the researcher is interested to know whether students frequency of watching Hollywood movies has correlation with their English speaking ability. 1.2. Statement of the ProblemsIn line with the background of the study above, the research problem to be investigated is whether the correlation between English speaking ability and frequency of watching Hollywood movies exists. This general research can be specified into the following:

1. Is the increased of students score in accuracy (grammar) during speaking followed by the students frequency of watching Hollywood movies?

2. Is the increased of students score in fluency during speaking followed by the students frequency of watching Hollywood movies?

3. Is the increased of students score in pronunciation during speaking followed by the students frequency of watching Hollywood movies?

4. Is the increased of students score in using proper vocabulary during speaking followed by the students frequency of watching Hollywood movies?

1.3. Objectives of the Study

In general, the purpose of the study is to investigate the correlation between English speaking ability and frequency of watching Hollywood movies. Specifically, the purpose of the study is formulated as follows:

1. to examine whether there is a correlation between students score in accuracy (grammar) during speaking and their frequency of watching Hollywood movies;2. to examine whether there is a correlation between students score in fluency during speaking and their frequency of watching Hollywood movies;

3. to examine whether there is a correlation between students score in pronunciation during speaking and their frequency of watching Hollywood movies; and4. to examine whether there is a correlation between students score in using proper vocabulary during speaking and their frequency of watching Hollywood movies.1.4. Statement of Hypothesis

In accordance with the general research problem mentioned previously, the hypotheses are constructed as below:

1. The ability to speak accurately is related to the frequency of watching Hollywood movies.

2. The ability to speak fluently is related to the frequency of watching Hollywood movies.

3. The ability to pronounce words correctly during speaking is related to the frequency of watching Hollywood movies.

4. The ability to use vocabulary properly during speaking is related to the frequency of watching Hollywood movies.

1.5. Significance of the Study

The result of this study is expected to give useful contribution to English language teaching (ELT) generally and the teaching of speaking especially. The findings hopefully can be suggestion for teachers to utilize audio visual media in teaching learning process to make it more attractive and easily comprehended and acquired by the students; and to use authentic material so that students can get access to real life situation in English speaking environment. In this case, schools are expected to provide more learning media which explore both auditory and visual learning styles to make acquisition process of the lesson being taught easier for students. The result of this research can also be used to for further research, such as experimental research, which examines whether students who are asked to watch certain Hollywood movies regularly in a week can have better English speaking ability compared to those who do not watch Hollywood movies regularly or have not watched any of them. 1.6. Assumptions

Several assumptions is carrying out the present study need to be established. Substantially, the assumptions that underlie the current study are formulated as follows:1. The abilities that are measure in the present study like the ability to speak accurately, the ability to speak fluently, the ability to pronounce correctly during speaking, and the ability to use words properly during speaking can be obtained because the subjects have sufficient abilities to speak accurately, fluently, pronounce correctly during speaking, and use words properly during speaking.

2. All the variables under interest such as the ability to speak accurately, the ability to speak fluently, the ability to pronounce correctly during speaking, and the ability to use words properly during speaking are trainable and measurable.

3. Although individual differences exist, the population is considered to be homogenous because they came from the same school, MAN 3 Barabai. It is assumed that the students have the same age about 14-16 years old, and have relatively the same proficiency level, learning environment, tasks, and teachers. 1.7. Delimitation of the Study

This study only concerns with the influence of audio visual media, in this case, Hollywood movies to factors related to English speaking ability. The frequency of watching Hollywood movie as an audio visual media is chosen as the independent variable in this research since it is suggested by some researchers (Brown, 2000; Babin in Iswarahadi, ___; Jeremy; 2007; Stern, 1991; and Brown, 2001) to have positive correlation with students speaking ability.Four skills are classified as under English speaking skills or ability namely the ability to speak fluently, the ability to speak accurately, the ability to pronounce words correctly during speaking, and the ability to use words properly during speaking. These factors are then used as measurement to determine whether a certain student has good English speaking ability.

1.8. Definition of Key Terms

1.8.1. English Speaking Ability

Speaking is "the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts" (Chaney, 1998, p. 13). today's world requires that the goal of teaching speaking should improve students' communicative skills, because, only in that way, students can express themselves and learn how to follow the social and cultural rules appropriate in each communicative circumstance (Kayi, 2006).

1.8.1. Hollywood Movies Hollywood is a district in Los Angeles, California, U.S.A., situated west-northwest of Downtown. Due to its fame and cultural identity as the historical center of movie studios and stars, the word "Hollywood" is often used as a metonym for the American film and television industry. (http://www.holly woodusa.co.uk/ hollywood.htm).Until today, Hollywood has shaped our most vivid images of reality and imagination of past, todays world, and future. Hollywood movies, especially drama portray many speech events and narration plot that can enrich non-English native speakers ability in speaking.

CHAPTER II

RESEARCH METHOD

This chapter presents the discussion of the methods and procedures used to carry out the current study. This chapter includes several topics as research design, population and sample, and instrumentation which are presented in that order.

2.1.Research Design

This research is conducted using correlational research since this research is intended to know the correlation between English speaking ability of second year students of MTsN Barabai and their frequency of watching Hollywood movies. This is in line with the definition of correlational research by Ary et al. (2006: 276) who state that correlational research is a type of non experimental research which investigates whether there is an association between two or more variables. In this present study, the researcher tries to see the relationship between the students speaking ability and their frequency of watching Hollywood movies. Based on the research problems, the research purposes, and the research hypothesis, five different variables are identified namely fluency in speaking English (X1), accuracy (grammar) in speaking English (X2), correct pronunciation in speaking English (X3), proper word usage in speaking English, and frequency of watching Hollywood movies (Y). The relationship among variables is shown in Figure 3.1.

Figure 3.1. Research Design

2.2.Population and Sample

2.2.1. Population

The population of this study is 56 students of MTsN Barabai in the year of 2011/2012. There are two classes for the second-year; the first class consists of 24 students and the other class consists of 22 students. The population is chosen because the school has a language laboratory with sufficient audio-visual facility that probably trigger students to have more access to audio-visual media from computer or television to watch movies with authentic material, Hollywood movies. 2.2.1. Sample

As it is stated by Arikunto (2007), if the population number is less than 100, it is better to take them all as the sample. However, if the number of population is more than 100, it will be better to take 10% up to 15%, 20% - 25% of the number of the population as the sample of this study. Because the number of second year students of MTsN Barabai, Hulu Sungai Tengah, is just 56, the researcher decides to take them all as the sample. Therefore, sampling technique is not applied in this case. That number, according to Lodico et al. (2006: 1530 is already considered enough since correlational study requires a sample of at leat 30 individuals. The results of the study then can be generalized for the school (Lodico et al., 2006: 146). 2.3.Instrumentation

The instruments used in this research are: speaking rubric assessment and interview recorder.

2.3.1. Speaking Rubric Assessment

Speaking Rubric Assessment is used to collect data about students English speaking ability in four areas: accuracy (grammar), fluency, pronunciation, and vocabulary, as below:

SPEAKING RUBRIC ASSESSMENT

Students name : ________________________________

Class/ academic year : ________________________________

Materials : ________________________________Categoryvery goodgoodfairbadScore

Grammar Student uses grammar to communicate effectively.A few minor difficulties arose from not using the grammar.Grammatical errors led to many minor difficulties or one major breakdown in communication.Grammatical errors severely hampered communication.

Vocabulary Student uses vocabulary to express ideas properly.A few minor difficulties arose from not using appropriate vocabulary.Some difficulties arose due to limited vocabulary and/or bad diction.Communication was severely disturbed due to lack of vocabulary.

Fluency Student helps the conversation flow and develop.Student has some minor difficulties in maintaining the conversation.Some effort was required to maintain the conversation. There may have been a few long pauses.Much effort was required to maintain the conversation. There may have been many long pauses.

PronunciationPronunciation was clear and inflection and expressions were used to enhance communication.No serious problems arose, but better pronunciation, inflection, and/or non-verbal communication could have made communication more efficient.Some communication problems arose due to unclear pronunciation and/or lack of inflection and/or expression. Student may have been difficult to hear.Pronunciation, inflection, and/or expression confused communication. Student may have been very difficult to hear.

2.3.1. Interview Recorder

Interview Recorder is used to record interview with the participants of investigation. The researcher will ask several questions that explore their speaking ability, and assess them based on what is recorded in the interview recorder. Their speaking ability will be assessed using the Speaking Rubric Assessment above and will be graded based on the criteria or level of speaking ability mentioned in the columns.

References

Arikunto, S. 2007. Manajemen Penelitian. Jakarta: PT Rineka Cipta.

Ary, D., Jacobs, L.C. Razavieh., & Sorensen, C. 2006. Introduction to Research in Education (7th ). California: The Thompson Corporation.

Brown, Douglas H. 2000. Principles of Language Learning and Teaching (4th ed). New York: Person Education.

Brown, Douglas H. Teaching by Principles. An Interactive Approach to Language Pedagogy (2nd Ed.). New York: Person Education. 2001

Chaney, A.L., and T.L. Burk. 1998. Teaching Oral Communication in Grades K-8. Boston: Allyn &Bacon.

Harmer, Jeremy. 2007. The Practice of English Language Teaching (4th Ed). New York: Pearson Education

Hayriye Kayi. 2006. How to teach Speaking. In: (kayih[at]unr.nevada.edu) The Internet TESL Journal, Vol. XII, No. 11

Iswarahadi, YI. SJ. ___. Kekuatan Audio Visual dalam Pewartaan (Online), (http://www.savpuskat.or.id/artikel2.php?id=8&ver=ina, accessed on December 26, 2011).

Lodico, M.G., Spaulding, D.T., Voegle, K.H. 2006. Methods in Educational Research. San Fransisco: Jossey-Bass A Wiley Imprint.

Stern, H. H. 1991. Fundamental Concepts of Language Teaching (7th Ed). London: Oxford University Press.

(http://www.hollywoodusa.co.uk/hollywood.htm)

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Y

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