THE CORRELATION BETWEEN STUDENTS’ HABIT IN WATCHING

ENGLISH MOVIES AND VOCABULARY MASTERY OF SECOND

YEAR ENGLISH UNIVERSITAS RIAU

A PROPOSAL

By:

UENA APULISA

Reg. Num. 1605115460

ENGLISH STUDY PROGRAM

LANGUAGE AND ART DEPARTMENT

TEACHERS TRAINING AND EDUCATION FACULTY

UNIVERSITAS RIAU

2020
TABLE OF CONTEN

TABLE OF CONTENT............................................................................................i
A. THE CORRELATION BETWEEN STUDENTS’ HABIT IN WATCHING
ENGLISH MOVIE AND VOCABULARY MASTERY OF SECOND YEAR
ENGLISH UNIVERSITAS RIAU...........................................................................1
B. BACKGROUND..............................................................................................1
C. THE FORMULATION OF THE PROBLEM..................................................3
D. THE OBJECTIVE OF RESEARCH................................................................3
E. THE NEED OF THE RESEARCH..................................................................4
F. THE DEFINITION OF THE KEY TERMS....................................................4
1. Correlation....................................................................................................4
2. Habit..............................................................................................................5
3. Movie............................................................................................................5
4. Vocabulary Mastery......................................................................................5
G. LITERATURE REVIEW.................................................................................6
1. Habit..............................................................................................................6
2. Movie............................................................................................................8
3. Vocabulary Mastery....................................................................................11
4. Related Study..............................................................................................14
H. RESEARCH METHODOLOGY...................................................................16
1. Research Design..........................................................................................16
2. Place and Time of the Research..................................................................17
3. Population and Sample................................................................................18
4. Data Collection Technique..........................................................................18
5. Data Analysis Technique............................................................................23
BIBLIOGRAPHY..................................................................................................26
A. THE CORRELATION BETWEEN STUDENTS’ HABIT IN
WATCHING ENGLISH MOVIE AND VOCABULARY MASTERY
OF SECOND YEAR ENGLISH UNIVERSITAS RIAU.

B. BACKGROUND.

Language is a means of communication that is used to deliver

information, ideas, and feelings in human being live. Language is also a
communication system which formed by a set of words into sentences
that contain a person's thoughts. By using a language, people can
develop their knowledge. Therefore, one way to obtain extensive
knowledge is by mastering international language. English as a global
language is one of the essential languages in the world. It is beneficial
for those who learn it. If someone has an ability to use English, he has
an opportunity to interact with people in the world. Thus, people from
the non-English spoken country need to learn English and make it as
their second language.
In Indonesia, English is the first foreign language that becomes one
of the subjects that should be taught at school. In learning English, four
skills must be comprehended, they are writing, reading, listening and
speaking. All of those skills are equally important as well. However, in
order to master all those skills, there is an essential fundamental aspect
that must be master first it is vocabulary. Timotius (2013) states that
one of the focus of teaching English subject as a foreign language is to
teach its vocabulary. Vocabulary is a basic component of English
subject that has correlated to the four skills of English, such as listening,
speaking, reading, and writing. Vocabulary is an essential part of
understanding the meaning of what people said and written. It is a
primary skill which should be mastered by the learners before they

1
acquire other language skills. According to David Wilkins in Thornbury
(2002) stated that without grammar, very little can be conveyed,
without vocabulary, nothing can be conveyed. Hence, it is clear that
learners should master vocabulary in order to learn English
successfully. Besides, the field of education today is very closely
related to the use of technology and it has positive impact that affects
the development of highly sophisticated technology in terms of
education. And it has brought various media that can use as a means of
learning English. Many kinds of media can use to enrich students’
vocabulary mastery, such as music, video, movie or film, etc. Movies
provide sound or spoken language and moving pictures that can use to
improve vocabulary mastery. Thus, English movies provide an
excellent chance for learners to enrich their vocabulary. For most
learners, the movie is an entertaining and motivating medium.
Watching the movie helps learners understand the meaning of a spoken
language since they can directly see the situation and the expression of
the actors in audio-visual form. Accordingly, Ismaili (2013) stated that
movies are a source of entertainment and pleasant language acquisition.
For this reason, many EFL scholars and practitioners prefer to watch
film adaptations of well-known novels. Furthermore, as the statement of
Margono (2010) said that movie is an excellent alternative media for
teaching vocabulary. It is interesting since it provides audio-visual
examples through the acting in the scenes. The strong point of using
movies as a learning media, besides strengthen their understanding of
that new vocabulary, the learners also can learn the visual image of the
things that they have watched. And the learners also will remember the
words, the meaning and how to use those words in properly. Media
such as a movie has a very significant role in motivating the learners to
learn vocabulary, and they will feel something new and different from
what they usually get in their class. Thus, by using movies, learners
become more interested in gaining vocabulary mastery because they

2
 study without feeling bored. Moreover, learning process is not always
in the class, or face with the teacher, it can be done in everywhere and
any time. The habit of watching movies could provide excellent
opportunities to study language about vocabulary. The learner’s habit of
watching English movies possibly is a way to enrich their vocabulary.
Based on the explanation above, in this case, the researcher is interested
in conducting research with the title “THE CORRELATION
BETWEEN STUDENTS’ HABIT IN WATCHING ENGLISH
MOVIE AND VOCABULARY MASTERY OF SECOND YEAR
ENGLISH UNIVERSITAS RIAU.”

C. THE FORMULATION OF THE PROBLEM

Based on the descriptions above, the problem of the research can be

formulated as follows:

1. How is the habit of the second year students of English Study Program
FKIP Universitas Riau in watching English movie ?
2. How is the vocabulary mastery of the second year students of English
Study Program FKIP Universitas Riau?
3. Is there any significant correlation between the habit of the second year
students of English Study Program FKIP Universitas Riau in watching
English movie and their vocabulary mastery?

D. THE OBJECTIVE OF RESEARCH

Based on the problem formulation above, the objectives of this research

follow:

1. To find out the habit of the second year students of English Study
Program FKIP Universitas Riau in watching English movie.

3
2. To find out the vocabulary mastery of the second year students of
English Study Program FKIP Universitas Riau.
3. To find out if there is a significant correlation between the habit of the
second year students of English Study Program FKIP Universitas Riau
in watching English movie and their vocabulary mastery.

E. THE NEED OF THE RESEARCH

The significances of this research are:

1. For the researcher

The outcome of this research will be useful for other researchers to
conduct further research.
2. For students
The outcome of this research will be useful for the students to find out
whether watching English movie affects their vocabulary mastery.
3. For teachers
The outcome of this research will be useful for English teachers as
information about students’ habit in watching English movie and
information about students’ vocabulary mastery.

F. THE DEFINITION OF THE KEY TERMS

Before discussing this research deeply, nevertheless, in order to be easy to

perceive, understand, or interpret, the researcher wants to explain the same
words in this research, it is necessary to define the following terms:

1. Correlation

Hornby (2000) stated that correlation is a mutual relationship or

connection between two or more things variables. In this research,
correlation defines that there is a relationship between student’s habit in

4
watching English movies with English subtitles and vocabulary
mastery.

2. Habit

According to Abdullah (2017), habit is a routine of behaviour that is

repeated regularly and tends to occur subconsciously. Habitual
behaviour often goes unnoticed in persons exhibiting it, because a
person does not need to engage in self-analysis when undertaking
routine tasks. Habits are sometimes compulsory. The process by which
new behaviour becomes automatic is the formation of habits. From the
statement above the researcher considers that a habit is an activity
carried out willingly and unconsciously to do it repeatedly, so that
automatically becomes a routine.

3. Movie

Movie is one of entertainment play that can be found on the television

or in the cinema. 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 cameras, or by creating images using
animation techniques or visual effect (Wikipedia.com). Based on
researcher understanding movie can be stated as this way, that movie is
a photographic record of history, science, and human behaviour that
projected through the projector lens and shown in the cinema or
television.

4. Vocabulary Mastery

Vocabulary mastery is always being an essential part of learning

English. According to Lewis and Hill in Setiawan (2010) say that

5
 vocabulary mastery is vital for students. Without having proportional
English vocabulary, students will get some difficulties in using English.

G. LITERATURE REVIEW

1. Habit

a. Definition of Habit
Habit is a routine behaviour that is repeated regularly and tends to occur
unconsciously. Habit is something that is done continuously and always
do a repetition, from repetition will be automatic habits in the brain and
become accustomed. Habit formation is the process by which a
behaviour, through regular repetition, becomes automatic or habitual.
According to Meriam Webster dictionary online.com, habit is stated as
a behaviour pattern acquired by frequent repetition or psychological
exposure that shows itself in regularity or increase facility of
performance, which the frequency is the number of times that
something happens during a particular period. Furthermore, as stated by
Riandi (2016), habits are activities or attitudes that exist in man both
physically and mentally by doing it repeatedly and in the long term. A
habit is an event or experience in life that repeated over and over, from
time to time, from year to year. As the statements above stated by
experts, it can conclude that habit is the effect of repetitive actions that
become patterned behaviour which will become the usual way due to
frequent repetition.

b. Factors in the development of habits

Dubray (1990) infers that habit can be acquired by doing exercise. In
acquiring a habit, the repetition must grow and be strengthened.
Furthermore, he mentions the main factors dealing with the growth of
habit as follows:

6
 The number of repetitions, as every repetition strengthens the
disposition left by the previous exercise;
 Their frequency: too long an interval of time allows the disposition to
weaken, whereas too short an interval fails to give sufficient rest, and
results in organic and mental fatigue;
 Their uniformity: at least change must be slow and gradual, new
elements being added little by little;
 The interest taken in the actions, the desire to succeed, and the attention
given;
 The resulting pleasure or feeling of success which becomes associated
with the idea of the action.

c. Benefit of Habit of Watching English Movie

According to Chayati (2019) stated that movie can benefit students in a
number of other ways.
 It Motivates Student: Movie presents language in a lively and
entertaining way. The combination of moving pictures and sound
presents language more comprehensively and realistically than any
other teaching medium.
 It presents language in context: Movie shows communication more
obviously, realistic contexts. The complete situation is immediately
visible to the students.
 It illustrates behaviour and relationships: Movie shows the differences
between how people behave in informal relationships involving friends
and family, and how they behave in more formal relationships.
 It presents non-verbal aspects of communication: Movie allows learners
to see body language, the gestures, facial expressions by the characters.
 It provides cultural information: Movie shows how people live and how
they interact with people in their own cultural environment.

7
 Based on the explanations above it can be concluded that English
movies provide benefits in the world of education, plus in the current
era, the field of education is more flexible in portraying technological
sophistication as a source of learning.

2. Movie

a. Definition of Movie
The movie is a series of photographic images, which, when
displayed on the screen, will create the illusion of moving images due
to effects. The movie is a combination of art and industry. A movie is a
real form of the development of technology that is very sophisticated in
this era. Many things can be explained through movie, including about
the processes that occur in our body or occur in an industry, how to live
in a foreign country, the culture of a foreign country, the history of the
lives of great people, and so forth. According to Aziz and
Fathiyyaturrizqi (2017), movie is a series of moving pictures recorded
with the sound that tells a story.
Furthermore, Azhar (2011) defines movie as a picture in a frame
where frame by frame is projected through the projector lens
mechanically so that the pictures in the screen looks alive. Meanwhile
Blasco (2015) state the movie facilitates the integration of emotions in
the viewing experience, and helps the learners to understand and
recognize immediately the main messages regarding attitudes and
human values delivered by the movie characters. Fostering reflection
stimulates discussion about the breadth of human experience and elicits
profound conflicts, and concerns learners have about their future
professional roles and personal lives. Based from the definition of
movie above, it can be concluded that movie is a work of humans and
as a result of the times, in the form of a collection of images that move

8
 and produce sound and have a storyline. In the present movie is not
only included in the category of art but has entered the world of
education as a practical learning media.

b. The Advantages and Disadvantages of Watching Movie for Learning

Purposes
Watching movies is one of the fun activities. People watch movies
usually during their free time, but nowadays watching movies is not
only a relaxing activity but also as a medium for learning, especially for
students who are learning a foreign language. There are many
advantages that can be obtained in the use of movie as a medium to
deliver lessons to students. According to Dahniar (2016) there are some
advantages by watching movies:
 Movie can be describe the process.
 Movie can arouse impression of room and time.
 The pictures are three dimensions.
 The sound can arouse reality of pictures in form of nature
expression.
 Movie can tell expert's voice while watching his/ her
appearance.
 Color movie can add reality of object, which is practiced.
 Movie can show scientific theory and animation.

Further more in line with that, Harmer (2003), said that there are many
reasons why video can be a special, extra dimension to the learning
experience:

 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

9
 and the gesture when native speakers are saying some words or
expressions.
 Cross culture awareness
Video can help students who want to see westerns‟ culture by
watching it in 32 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. Moreover, by using video
students can see the culture of other countries through movie.
 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.

Based on those explanations, it can be inferred that English movies

provide many benefits for English movies lovers, especially students
who are learning foreign languages because English films facilitate
intercultural learning and can be used as a medium for practice English.
Beside the advantages movie has disadvantages, some researcher state
the disadvantages of watching movie for learning purposes. According
to Azhar (2011), one of several researchers who states that the
disadvantages of using movie in teaching and learning process are:
 Procurement of English movie generally is expensive.
 When the movie is shown, the pictures will keep changing
making all students cannot follow the information given through
the movie.

10
  Movies are not always appropriate with the needs and purposes
of learning objective.

5. Vocabulary Mastery

a. Definition of Vocabulary Mastery

Vocabulary is defined as set of all words understood by
someone, or all words that someone might use to construct a new
sentence. Vocabulary is the reality of words owned by someone who
refers to certain concepts, has certain rules, and used to give and receive
information. Learning vocabulary is essential because the learners are
able to speak, write, and listen nicely, they have to know vocabulary
first.
According to Nawayanti (2013), vocabulary is one of the
language components which should be mastered by English learners.
Therefore vocabulary plays an important role in supporting mastery of
language skills. To communicate well in language, students must obtain
a variety of vocabulary.

b. The Significance of Vocabulary Mastery

The famous linguist Wilkins in Yiwei (2009) say people could
describe few things without grammar, but they could express nothing
without vocabulary. It means that people can still understand what
others are saying without correct grammatical rules as long as they use
appropriate vocabulary. Hence, vocabulary is an important aspect to be
considered in effective communication.
Lewis in Yiwei (2009) states, vocabulary acquisition is the
main task of Second Language Acquisition and the language skills as
listening, speaking, reading, writing and translating. All the language
skills can’t go without vocabulary as it is central to language and of
critical importance to the typical language learner. From the premises, it

11
 is clear that mastering vocabulary is important for students in
developing all the language aspects which are listening, speaking,
reading, and writing, since it is the first step in language acquisition.
Without knowing enough vocabulary, it is impossible for learners to
develop their language skills.

c. Types of Vocabulary
Some experts classified types of vocabulary. According to Nation
(2001), there are two kinds of vocabulary. The type of vocabulary is
divided based on vocabulary knowledge, namely receptive and
productive vocabulary. The types of vocabulary will be discussed
below.

 Receptive Vocabulary
Receptive vocabulary is words that are recognized and understood by
students when they occur in context, but which cannot produce
correctly. This is a vocabulary that students recognize when they see it
in the context of reading but do not use it in speaking and writing.
Receptive vocabulary is also referred to as a passive process because
students only accept thoughts from others. In language applications,
receptive vocabulary is considered as basic vocabulary. This is far
greater than productive vocabulary because there are many words that
are recognized when students hear or read but they do not use the words
when they speak or write.
 Productive Vocabulary
Productive vocabulary is the words, which the learners understand, can
pronounce correctly, and use constructively in speaking and writing. It
involves what is needed for receptive vocabulary plus the ability to
speak or write the appropriate time. Therefore, productive vocabulary
can be addressed as an active process, because the learners can produce
the words to express their thought to others.

12
d. Element of Vocabulary
In learning vocabulary, there are some elements that have to be
considered. Ur (1996: 60) defines what should be learnt in learning
vocabulary. Some of them are as following:
 Form: pronunciation and spelling
The learner has to know what a word sounds like (its
pronunciation) and what it looks like (its spelling).
 Collocation
A collocation is two or more words that often go together. These
combinations just sound right to native English speakers, who use them
all the time. An example of collocation that many learners of English
may be familiar with is the different adjectives that are used to describe
a good-looking man and a good-looking woman.
 Aspects of meaning (appropriateness)
Appropriateness means something that is suitable or acceptable for
a particular situation. It includes how people choose appropriate
words to be used in a particular situation based on the context.
 Aspects of meaning (meaning relationships)
How the meaning of one item relates to the meaning of others can
also be useful in teaching:
- Synonyms: items that mean the same, or nearly the same; for example,
bright, clever, smart may serve a synonyms of intelligent.
- Antonyms: items that mean the opposite; rich is an antonym of poor.
- Hyponyms: items that serve a specific examples of a general concept or
superordinate term; dog, lion, mouse are hyponyms of animal. In
linguistics, it is a specific term used to designate a member of a class.
 Word formation
Word formation is the creation of new words. It is the formation of
words in a language by the processes of derivation and composition.
Based on the explanation, it can be concluded that vocabulary mastery

13
is the ability to master words in certain language, including
understanding the pronunciation, spelling, collocation, appropriateness,
synonyms, antonyms, hyponyms, and formation of words.

6. Related Study

There are some considerations that have been conducted related

to this study. The first study was conducted by Dahniar (2016) entitled
“The Correlation Between Student’s Habit in Watching English Movie
and Vocabulary Mastery at the Second Year SMAN 1 Anggeraja”. His
study is a correlation research. The instruments used were questionnaire
and vocabulary test. The objective of the research was to find out
whether there is a correlation between students’ habit in watching
English movie and vocabulary mastery at the second year of SMAN 1
Anggeraja in the academic year 2015/2016. Based on the analysis of
data by using Frequency Tabulations Formula showed that from 34
students of second year of SMAN 1 Anggeraja, 5 students in low
category of vocabulary mastery with percentage 14,7%, 18 students in
moderate category of vocabulary mastery with percentage 52,9%, and
11 students in high category of vocabulary mastery with percentage
32,3%. The level of Students’ Vocabulary Mastery of second Year of
SMAN 1 Anggerja was moderate with frequency of 18 and the
percentage 52,9%. The result of the analysis showed that there was
significant correlation between students’ habit and vocabulary mastery
in watching English movie to 0.766 at the significant level of 0.05 with
the critical value of r table 0.339. The correlation between students’
habit in watching English movie and vocabulary mastery was
significant since the coefficient correlation is higher than the critical
value of r table (0.766 > 0.339). It means that there is a significant
correlation between students’ habit in watching English Movie and
Vocabulary Mastery at the Second Year of SMAN 1 Anggeraja.

14
 Furthermore, another researcher was conducted study entitled
“Correlation Between Student’s Frequency of Watching English Movie
and Their Vocabulary Mastery” by Radhia Zulfa (2018). The study was
used quantitative research design, the study is aimed to evaluate
whether the frequency in watching English movies correlates with
students’ vocabulary mastery. This research instruments used in the
research are a set of questionnaire and vocabulary test, and will be
given to thirty one eleventh grade students of Riyadhul Jannah Kuala
Tungkal in academic year of 2017/2018, as sample of the research. By
observing the questionnaire answered by 31 students, she found some
points related to students who have a habit of watching English movies.
Most of students are permitted to watch English movies by their
parents. However, their frequency of watching English movie are
various, most of students are watching English movies because of its
action and storyline, not intentionally for learning English. However,
some of them think watching English movies help to increase
their ability, especially to get new vocabulary and English expression,
increase their ability in English intonation and sentence arrangement,
the media which students mostly use to access English movies are TV
and YouTube. Based on data from 31 students, from 14 students got
excellent to good vocabulary score, 11 of them had high frequency of
watching English movies. Meanwhile, from 17 students who got fair to
poor vocabulary score, 16 of them had low frequency of watching
English movies too. As the result of this study H0= there is no
significant correlation between students’ frequency of watching English
movies and their vocabulary mastery is rejected and H1= there is a
significant correlation between students’ frequency of watching English
movie and their vocabulary mastery is accepted
The last research is about habit in watching English movie has
been done by Galant Jodhi Pratama that was “ Correlation Between
Student’s Habit in Watching English Movie and Their Vocabulary

15
 Size” he conducted the observation on 2015. In fact, the result of
analysis of interpretation, the data shows that teaching vocabulary is
probably more effective by using English movie. It can be seen from
the result of the test. By using English movie in teaching vocabulary,
the researcher hopes that the students will be interested in achieving
vocabulary. Based on the result of research the result showed that the
correlation between the two variables was 0.3 and the value of X
toward Y was 0.554. Furthermore, it was found that the frequency
factor had a significant correlation with the students who got high
and moderate score on vocabulary size test, while the repetition was
the strategy used by the majority of students who got low score on
vocabulary size test. Based on the result, it could be concluded that
there was significant correlation between students' watching English
movie habit and their vocabulary size.

H. RESEARCH METHODOLOGY

1. Research Design

This is correlational research. A correlation research is a detection of a

correlation between one variable and the other based on the available
correlation coefficient. Correlation method is used to find out the
probability of a relationship between two variables or more ( Fraenkel
and Wallen, 2012). The research design was variable X correlated to
variable Y, where variable X is student’s habit in watching English
movie with English subtitles and variable Y is vocabulary mastery.
Thus, this research is aimed to find whether or not there is a significant
correlation between student’s habit in watching English movie with
English subtitles and vocabulary mastery of the second year students of
English study program FKIP Universitas Riau.

16
 Furthermore, in this research the researcher will apply a quantitative
research approach. A quantitative approach is a process of getting
knowledge by using numeric data as an instrument to explain the
subject (Margono, 2004). The researcher used a questionnaire to
measure the student’s habit in watching an English movie with English
subtitles and test to measure the students’ vocabulary mastery. In
calculating the data, Pearson Product Moment formula is used to
correlate two variables.

2. Place and Time of the Research

This research will be conducted by distributing questionnaires in the form

of a link via Google Form. And the link will send to the chairperson of
each class of English students Universitas Riau around July 2020. The
following table shows the timeline of thr research:

Table 3.1 Time-line of the Research

Months of 2020
Research
No. Apr Ma Ju Jul Aug Se Oct No Des
Activities
y n p v

1. Writing the
Proposal
2. Proposal
Seminar
3. Conducting the
Research
4. Analyzing the
Data
5. Writing
Report
6. Research
Finding

17
 Seminar
7. Writing
Journal
8. Comprehensive
Seminar

7. Population and Sample

a. Population
The population of this research is the second year students of the
English Study Program of Universitas Riau academic year
2019/2020. They are divided into 3 classes, Class A consists of 36
students, Class B consists of 39 students and Class C consists of 35
students. So, the total population is 110 students.

b. Sample
According to Gay (2000), sampling is the process of selecting a
number of individual for study in such a way that represents the
larger group. In this research, the sample will be all of the students
of the second year of English Department Universitas Riau.

8. Data Collection Technique

In collecting the data, the researcher will use a questionnaire and test as the
instruments of the research. Questionnaires have many uses, most notably to
discover what the masses are thinking. These include market research, political
polling, customer service feedback, evaluations, opinion polls, and social science
research (O’Leary, 2014). According to Jenn (2006), a questionnaire is a very
convenient way of collecting information from a large number of people within a
period of time. In line with the statement of the experts above the authors also

18
 assume that questionnaires provide a relatively cheap, quick and efficient way of
obtaining large amounts of information from a large sample of people. Data can
be collected relatively quickly because the researcher would not need to be
present when the questionnaires were completed. This is useful for large
populations when interviews would be impractical.

Furthermore, Sugiyono (2009) stated that there are two types of questions or
statements in a questionnaire, namely open question and closed question. Open
questions are questions that expect respondents to provide answers in the form of
a description. Meanwhile, closed questions are questions that expect respondents
to give a short answer or choose one alternative answer to the question that
available. The answer to a closed question can take the form of ordinal data,
nominal data, and interval data. In this case, the researcher will use closed
question. The researcher will provide questionnaires via the Google Forms link,
and students will access them online. The questionnaire is adapted from
Dhamarullah (2015). The research instruments that will use are questionnaire and
vocabulary test. There will be two sections. The first section is the main
questionnaire that aimed to measure the students’ habit in watching English
movie. The questionnaire consists of 20 questions. The second section is the
vocabulary test that aimed to measure the students’ vocabulary mastery because
the test is one of the techniques to get objective data. In this research, the author
adapted the vocabulary test from Jones (2000). The test consists of 25 questions,
and the form of questions divided into three categories that are true-false,
confusing word, and word similar. The students will get possible score 0-100,
where 0 is the minimum score, and 100 is the maximum score.

Table 4.1. The Blueprint of the Questionnaire

NO. QUESTIONS RESPONSES

19
1. How often do you watch English movies? AA F S R AN

2. How often do you watch English movies per month? AA F S R AN

Referring to question number 2, are you consistent

3. AA F S R AN
with that number every month?

4. AA F S R AN
You watch movies without using subtitles
5. AA F S R AN
You watch a movie with English subtitles
You watch a movie with Indonesian-language
6. AA F S R AN
subtitles or your first language.
Movies play a major role in improving your English
7. AA F S R AN
skills.
Movies play a major role in improving your English
8. AA F S R AN
vocabulary skills.
Movies improve your English skills without you
9. AA F S R AN
knowing it.
The movie you watch uses language which its level
10. AA F S R AN
you can understand.
You understand the storyline of the movie you are
11. AA F S R AN
watching.
You can explain back the storyline of the movie you
12. AA F S R AN
are watching.
You can understand English sentences spoken by the
13. AA F S R AN
characters in the movie you watch.
You can understand the vocabulary used in the
14. AA F S R AN
movies you watch.
You can understand idiomatic expressions in movie
dialogues. *Phrases with connotation meanings such
15. AA F S R AN
as: The test was a piece of cake (easy), I feel under
the weather (unhealthy).
You can identify the meaning of slang language in
film dialogue. Such as: Nice ride (car), or I am so
16. AA F S R AN
bummed (upset; disappointed), A weirdo (weird
person).
17. You watch movies of your own free will or desire. AA F S R AN
18. You watch movies in comfortable conditions. AA F S R AN
The movie you watch keeps you happy and
19. AA F S R AN
entertained.
20. The movie you watch gives you motivation. AA F S R AN

20
 Table 4.2. The Blueprint of Vocabulary Mastery Test.

Odd one out. Choose one of four choices which are different from the other
three and mark the appropriate column!

NO. Words
1. use take come long
2. day never week year
3. often quiet best ever
4. purpose behind together already
5. avoid sight refuse admit
6. effort able actual recent
7. young move old good
8. best far big active
9. true necessary determine better
10. slow visit enter rest
11. effective immediate opportunity various
12. basic sudden surface recently
13. light power try name
14. old question report result
15. play try think case

Table 4.3. The Blueprint of Vocabulary Mastery Test.

Choose the correct answer in each of the following sentences by choosing the
appropriate column!

NO. QUESTIONS ANSWERS

Which of the following words does
1. single lonely divorced married
NOT describe marital status?
Which of the following words is
2. opposite in meaning to the gorgeous beautiful ugly handsome
remaining three?
Emily’s very ___. She understands
3. relax sensible sensitive reliable
how other people feel.
Lenny’s rather ___. Sometimes he
4. immature impatient sensible shy
behaves like a little child.
I like Chris. He’s got a great _ of
5. feeling understanding sense feel
humor.
If you go jogging you usually wear
6. suit tracksuit swimsuit uniform
trainers and a ___.
Which of the following is not a
7. high heels shorts trainers sandals
kind of shoes?

21
 Which of the following words is
8. opposite in meaning to the fat skinny thin plump
remaining three?
Which of the following words is
9. hostile generous reliable brave
negative in meaning?
Chris is quite ___. He doesn’t talk
10. gentle reserved polite stubborn
about his personal life much.

Table 4.5. The Blueprint of Vocabulary Mastery Test.

Choose the correct word in each of the following sentences by choosing the
appropriate column!

NO. STATEMENTS ANSWERS

Do you think the new tax changes will (affect/effect) you
1. affect effect
very much?
His behaviour at the party was (contemptuous
2. contemptuous contemptible
/contemptible).
3. I've always wanted to drive big (luxurious/luxuriant) cars. luxurious luxuriant
It is most (regretful/regrettable) that Mr. Brown has
4. regretful regrettable
decided to resign.
How do you expect me to get the work finished when I'm
5. continually continuously
(continually/ continuously) being interrupted?
She was a very (intensive/intense) person, who seemed to
6. intensive intense
care deeply about everyone and everything.
7. He spent three years in (goal/gaol) for embezzlement. goal gaol
Do you enjoy (urban/urbane) life, or would you prefer to
8. urban urbane
live in the country?
The government is under no (illusions/delusions) about
9. illusions delusions
the difficulties facing the country.
What can be (implied / inferred) from the Prime
10. implied inferred
Minister's remarks?

9. Data Analysis Technique

The data of students’ habit in watching English movie with English subtitles will
collect by questionnaires. The researcher will send Google Forms links to
representatives of each class. The responses from the questionnaire will be
analyzed by looking at the most checked items on a scale. It will be rate using

22
Likert-Scale starting from Almost Always = 5 point, Frequently = 4 point,
Sometimes = 3, Rarely = 2, Almost Never = 1. And data for students’ vocabulary
mastery the researcher provides the questions along with the answer column. The
data will be automatically collected through Spreadsheets of the questionnaire and
vocabulary test in the Google Forms. The researcher will use the formula to obtain
the students’ score:

R
S= x 100%
N

In which:

S = Score of the test

R = Number of the correct answer

N = Number of the test items

The researcher used product moment correlation to find out the correlation
between students’ habit in watching English movie with English subtitle and their
vocabulary mastery. The formula is:

N . ∑ xy −( ∑ x ) ( ∑ y)
r xy =
√¿ ¿¿

Where:

r = coefficient correlation

N = the number of students

∑XY = the number X variable and Y variable

∑X = the number of X variable

∑Y = the number of Y variable

∑X 2 = the square of X variable

23
∑Y 2 = the square of Y variable

BIBLIOGRAPHY

24
Abdullah, Usman. 2017. The Correlation Between Students’ Habit in Watching
Movie and Listening Skill. Makassar: Universitas Islam Negeri Alauddin
Makassar.

Azhar, A. 2011. Media Pembelajaran. Jakarta: Rajawali Pers.

Aziz, Firman., & Fithry Fathiyyaturrizqi. 2017. Using Movie to Improve Students’
Narrative Writing Skill. Advances in Social Science, Education and
Humanities Research (ASSEHR), volume 82. Published by Atlantis Press.

Blasco et al.. 2015. Education through Movies: Improving teaching skills and
fostering reflection among students and teachers. Journal for Learning
through the Arts. University of California. Permalink:
http://escholarship.org/uc/item/2dt7s0zk

Chayati, Selvi Nur. 2019. The Correlation Between Habit of Watching English
Movie and Vocabulary Mastery Towards Listening Comprehension at The
Eleventh Grade Students of SMKN 6 Surakarta in Academic Year
2018/2019. Surakarta: IAIN Surakarta.

Dahniar. 2016. The Correlation Between Student’s Habit in Watching English

Movie and Vocabulary Mastery at the Second Year SMAN 1 Anggeraja.
Makassar: Universitas Islam Negeri Alauddin Makassar.

Dhamarullah, Imam Achmad. 2015. The Relationship Between Movie Watching

Activity and Listening Skill. Jakarta: Faculty of Tarbiyah and Teachers’
Training UIN Syarif Hidayatullah

Dubray, C. (1910). Habit. In The Catholic Encyclopedia. New York: Robert

Appleton Company. Retrieved March 8, 2020 from New
Advent: http://www.newadvent.org/cathen/07099b.htm

Fraenkel, Jack. R., & Norman E. Wallen. 2012. How to Design and Evaluate
Research in Education 8th Edition. Boston: McGraw-Hill Higher
Education.

25
Gay, L.R and Airasian, P. 2000. Educational Research-Competence
forAnalysisand Application (Sixth Edition). New Jersey: Prentice Hall,
Inc.

Harmer, J. 2003. The practice of English Language Teaching. Available at

http://www.ict.edu.mx/acervo_idiomas_english_The%20practice%20of
%2 0Eng lish%20Language_Jeremy%20Harmer.pdf, accessed 19th June,
2020.

Hornby. 2000. Oxford Advanced Learner’s Dictionary. Great Clarendon Street,

Oxford: Oxford University Press.

Ismaili, Merita. 2013. The Effectiveness of Using Movies in the EFL Classroom –
A Study Conducted at South East European University. Published by
MCSER-CEMAS-Sapienza University of Rome.

Jones, Peter Watcyn. 2000. Test Your Vocabulary 5. Published by Pearson

Education Limited in association with Penguin Books Ltd.

Margono. 2010. The Effectiveness of teaching English Verbs (An Experimental

study at the second grade students of SMP Negeri 18 Semarang in the
Academic Year 2010/2011). Semsrang: IAIN Walisongo Semarang.

Margono.2004.Metodologi Penelitian Pendekatan. Jakarta:RinekaCipta.

Nation, P. 2001. Learning Vocabulary in Another Language. Cambridge:
Cambridge University Press.

Nawayanti, Renny. 2013. The effectiveness of touch and go game in teaching

vocabulary (an experimental research with seventh grade students of SMP
Askhabul Kahfi Semarang in the academic year of 2012/2013). Semarang:
IAIN Walisongo.

O’Leary, Z. (2014). The essential guide to doing your research project (2nd ed.).

London: SAGE.

26
Pratama, Galant Jodhi. 2015. Correlation Between Students’ Habit in Watching
English Movie and Their Vocabulary Size. Lampung: Unviversitas
Lampung.
Riandi. 2016. The effects of reading Habit and Vocabulary Mastery Toward
Student’s Reading Comprehension in Serang City. Serang Banten:
Universitas Mathla’ul Anwar Banten.

Setiawan, Budi.2010. Improving The Students’ Vocabulary Mastery Through

Direct Instruction. Surakarta:Universitas Sebelas Maret.
Sugiyono. 2009. Metode Penelitian Kuantitatif, Kualitatif dan R&D. Bandung :
Alfabeta.

Thornbury, S (2002). How to Teach Vocabulary. Harlow: Pearson Education

Limited.
Timotius. 2013. Improving Students Ability’ In Vocabulary Mastery through
Personal Vocabulary Notes. Unpublished Thesis. Pontianak: Tanjungpura
University.

Ur, P. 1996. A Course in Language Teaching: Practice and Theory. New York:
Cambridge University Press.
Yiwei, W. (2009). The Application of CLT in college English vocabulary
teaching. Journal Of Cambridge Studies, 4 (3). 128-131. Linyi Normal
University.

Zulfa, Radhia. 2018. Correlation Between Student’s Frequency of Watching

English Movie and Their Vocabulary Mastery. Yogyakarta: Universitas
Negeri Yogyakarta.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4797036/. Accessed on 15th

April 2020.

http://www.merriam_webster.com/dictionary/habit.2013.accessed on March, 22nd

2020 at 15.30 pm.

http://simple.wikipedia.org/wiki/Movie.2013.accessed on March, 22nd 2020 at

15.30 pm.

27