PROPOSAL

The Correlation between Students’ Listening Habit and Listening

Interest toward their Listening Achievement

MONICA TASTI PATTIWAEL

2018-36-031

ENGLISH EDUCATION STUDY PROGRAM

LANGUAGE AND ART DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

PATTIMURA UNIVERSITY

AMBON

2023

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 Table of Contents
CHAPTER I.......................................................................................................................1
1.1. Background of the Study..........................................................................................1
1.2. Problem statement.....................................................................................................4
1.3. Research Questions...................................................................................................5
1.4. Hypothesis of the Research.......................................................................................6
1.5. Research Purposes....................................................................................................6
1.6. Scope and Limitation of the Research......................................................................7
1.7. Significance of the Study..........................................................................................7
1.8. Definition of Key Terms...........................................................................................7
CHAPTER II......................................................................................................................8
2.1. Listening...................................................................................................................8
2.1.1 Listening in a Foreign Language........................................................................9
2.2. Listening Habit........................................................................................................10
2.3 Listening Interest.....................................................................................................12
2.4 Listening Achievement............................................................................................13
2.6. Conceptual Review.................................................................................................14
2.5. Empirical Review....................................................................................................16
CHAPTER III..................................................................................................................18
3.1. Research Methodology...........................................................................................18
3.2. Time and Place of the Research..............................................................................18
3.3 Population and Sample of Research........................................................................19
3.3.1 Population.........................................................................................................19
3.2.2 Sample...............................................................................................................19
3.4. Variables of the Study.............................................................................................20
3.5 Data Collection........................................................................................................21
3.5.1 Technique of Collecting Data...........................................................................21
3.5.1.1 Questionnaire.............................................................................................21
3.5.1.2 Grade Documentation................................................................................22
3.5.2 Validity and Reliability of the Questionnaire...................................................23

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 3.5.2.1 Validity of the Questionnaire.....................................................................23
3.5.2.2 Reliability of the Questionnaire.................................................................23
3.6 Technique and Data Analysis..................................................................................24
3.6.1 Descriptive Statistical Analysis........................................................................24
3.6.2 Inferential Statistic Analysis.............................................................................25
References.........................................................................................................................28

iii
 CHAPTER I
INTRODUCTION

This chapter consisted of eight major underlying sections, namely The

Background of the Study, Research Questions, Hypothesis of the Study, Purpose

of the Study, Significance of the Study, Scope and Limitation, and Definition of

Key Terms.

1.1. Background of the Study

English has been the primary language to be learned in this current time

and age (Noor, 2011). This is why English lesson has been integrated into the

Indonesian curriculum so that students can learn English. In the newest curricula,

students hoped to be able to listen, listen, speak, and write. The hurdle in learning

usually starts from the first stage which is listening (Zhou, 2021).

In reality students that have Listening interest showing result of having

Listening habit as well ( Musa & Fojkar, 2019; Nurjanah et al., 2018; Putri &

Surlitasari Dewi, 2019; Suharja, 2020; Yunita & Jumiyanti, 2021) , Listening interest is

defined as listening done when students are outside the school environment.

Additionally, the US Department of Education (2005) defined Listening interests

as whether or not students like to listen in their spare time or at home. In this case,

it can be said simply that Listening habits synergize well with Listening interest.

As indicated that students with Listening habit involuntarily listen because of their

habit, while students with Listening interest can be simply defined as the fact that

they like Listening so they just simply listen.

1
 In line with what has been discussed above, Listening habit and Listening

interest play an important role in Listening achievement. According to the

Wigfield & Cambria (2010) achievement is a threshold of certain level that which

is valuable to the one who pursue it. In other words, there is a measure of level

that should be passed by the students. When their Listening performance is higher

than the standard that has been decided, the result can be called as an

achievement. On the other hand when the Listening performance is below from

the expected level it could be referred as under-achievement. As a consequence,

students who listen and have achievement in their Listening will more likely to

develop Listening habit because they feel rewarded by their activity (Rositasari &

Larasati, 2019).

In English Education Study Program, it is important for students to

establish a good Listening habit. Almost every material taught in the Study

Program is spoken in English, hence students are familiar with Listening materials

spoken in English. However, to improve Listening habit, listeners need to listen

frequently and repeated this activity. If Listening activity repeated by students

regularly coupled with a genuine interest in Listening, it will become part of their

being; a habit so to speak. One of the problems that students have in Listening is

not because the inability in Listening, but the lack of interest in Listening besides

music (Nurjanah et al., 2018; Rositasari & Larasati, 2019) . If students have an interest

in Listening, it will be easy for them to gain Listening habit. Listening habit can

be achieved when students have good Listening experiences and build an

optimistic attitude concerning Listening. Students will eventually find joy in

Listening and they will develop Listening habit later on. Nevertheless, this

2
attitude should be reinforced in order to make this attitude remain positive and for

the cycle to continue.

There are previous studies regarding college students’ Listening habit in

correlation with Listening achievement. One of them was conducted by (Nurjanah

et al., 2018). The result shows that there is a positive relationship between those

two variables albeit small. The small positive relationship is caused by most of her

research participants have little to no Listening habit. Still, her research implies

that students with good Listening habit are more likely to have good Listening

achievement. The second one was conducted by (Rositasari & Larasati, 2019) in

Muhammadiyah University-Palembang. In the study they found that there is a

small positive relationship between Listening habit and Listening achievement.

Again, in this study, most of the participants have little to no Listening habit due

to a small interest in Listening.

Besides the participants have little to no Listening habit, the most glaring

weakness of previous studies is the administering of Listening test by the

researchers (Nurjanah et al., 2018; Rositasari & Larasati, 2019). The researcher

thought that conducting such test is questionable in both reliability and accuracy

of the data obtained. The researcher thought that Listening achievement can be

seen accurately from the Listening class scores because the lecturer in Listening

class have more experience and knowledge regarding testing Listening

achievement.

Additionally, based on preliminary study, the student's approach to

listening to English audio content reveals a notably positive attitude. Their habit

of listening regularly to various English audio materials, coupled with the use of

3
aids like transcripts and subtitles, signifies a genuine fondness for the activity.

Moreover, their evident interest in the content is highlighted by active

engagement, regular questioning, and a strong desire to understand new words

and grammar rules. Beyond just listening, the student not only comprehends and

remembers information effectively but also skilfully applies learned language and

concepts in their own speaking and writing. Overall, the student displays a solid

listening habit and interest, achieving a commendable 4 on the scale of 1 to 5 for

both categories. This paints a picture of an individual deeply involved and

positively committed to the ongoing process of learning the English language

through audio content. This result make the researcher is quite positive that

students in English Education Study Program at Pattimura University have better

Listening habit and Listening interest based on her observation.

Therefore, in this research the researcher wishes to conduct a study

focused with correlation between college students’ Listening habit and Listening

interest toward their Listening achievement in English Study Program. The

researcher hoped that this research can add more to previous research by

(Latupono & Nikijuluw, 2022; Lewier & Nendissa, 2020) on Listening strategies. This

research hopefully can shed some light into students’ Listening habit and

Listening interest toward their Listening achievement of English Education Study

Program at Pattimura University.

1.2. Problem statement

Listening is one of the four essential language skills that students need to

develop in order to communicate effectively in English. However, many students

struggle with listening, and their achievement in this skill often falls below their

4
potential. One factor that may affect students listening achievement is

their listening habit.

A listening habit refers to the frequency, duration, and type of listening

activities that students engage in outside of the classroom. Students who have a

regular habit of listening to English content, such as music, movies, TV shows, or

podcasts, may be more likely to develop strong listening skills.

In addition to listening habit, another factor that may affect students listening

achievement is their interest in listening Students who are interested in Testening

to English are more likely to be motivated to engage in listening activities and to

pay attention to the details of what they are hearing

The findings of this study will provide valuable insights into the factors that

contribute to students listening achievement. This information can be used by

teachers and curriculum developers to design more effective listening instruction

and to help students develop strong listening skills.

1.3. Research Questions

The questions of this research are:
1. Is there a correlation between students listening habit and their
listening achievement?

2. Is there a correlation between students interest in listening and their

listening achievement?

3. Does students listening habit mediate the relationship between their interest
in listening and their listening achievement?

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1.4. Hypothesis of the Research
In this research, there were three hypotheses based on the research
question number 4, 5, and 6 that stated above before. These were;
1. There is a positive and significance relationship between students’
Listening habit and Listening achievement.
2. There is a positive and significance relationship between students’
Listening interest and Listening achievement.
3. There is a positive and significance relationship between students’
Listening habit and Listening interest toward their Listening
achievement.

1.5. Research Purposes

The purposes of this research are as follows:
1. To find out about students’ Listening habit among the third semester
students of English Education Study Program students at Pattimura
University.
2. To find out about students’ Listening interest among the third semester
students of English Education Study Program students at Pattimura
University.
3. To find out about students’ Listening achievement among the third
semester students of English Education Study Program students at
Pattimura University.
4. To assess the correlation between students’ Listening habit toward their
Listening achievement in English Education Study Program.
5. To assess the correlation between students’ Listening interest toward their
Listening achievement in English Education Study Program.
6. To assess the correlation between students’ Listening habit and Listening
interest toward their Listening achievement in English Education Study
Program.

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1.6. Scope and Limitation of the Research
In order to avoid misunderstanding and clarify the problem, the researcher will
limit the research on:
1. The participants are third semester English Study Program students’ at
Pattimura University.
2. Researcher would collect the data about the correlation between students’
Listening habit, Listening interest, and Listening achievement.
3. The aspects that include on Listening habit are Listening materials,
frequency of Listening, time spent in Listening and purpose of Listening.
4. The aspects that include in Listening interest are the preferences of
Listening and appeal factors when it comes to Listening,
5. The place for this research is in Pattimura University.

1.7. Significance of the Study

The research might be used as a reference for the Lecturers at English

Education Study Program, Pattimura University. Because the new batch of

students using new Curriculum, this study can be used as a feedback in Listening

Class. The result of this study is also expected to encourage college students’

awareness about the role of Listening habit toward their Listening achievement.

1.8. Definition of Key Terms

In order to avoid misunderstanding of several terms that are used in this
study, some operational terms are presented.
Listening Habit:
Listening habit refers to the way people organize their Listening
unconsciously. For example, it can be about how many hours they spent in
Listening and what kind of Listening materials they prefer.
Listening Interest:
Listening interest here means when students genuinely like Listening and
willingly look for their own materials to listen.
Listening Achievement:
Listening achievement here means when students achieve a good score in
Professional Listening Class.

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 CHAPTER II
REVIEW OF RELATED LITERATURE

In this chapter, the researcher would like to discuss theories related to the

study. The main focuses in this chapter includes the explanation of several aspects

in Listening Habit, Listening Interest, Empirical Review, and Conceptual Review.

2.1. Listening
In Indonesia, teaching English is a way to cope with the current trend of

21st century skills. In which learning English is mandatory for applying for jobs

and schools. That is why Listening English materials has grown to be a popular

method to learn. As (Zhou, 2021) said that Listening is a key to a valuable

experience that connects people in a way far beyond space or time. Listening

deliver experience to the individual so that he may expand his perspectives in so

many ways.

Listening according to Bormuth (1972) may be defined broadly as being

able to respond appropriately to spoken language. Additionally, Baker & Brown

(1984) stated that Listening is a process of constructing meaning by interacting

with audio; as individuals listen, they use their background knowledge along with

clues from the audio to construct meaning. This way Listening process go deeper

8
than just relies on surface information. In this Listening process, the brain will

construct new ideas by going through related information inside the brain;

recollecting past ideas to create a more complete information based on the

materials listen.

2.1.1 Listening in a Foreign Language

(Zhou, 2021) stated that Listening is valued as the most important

academic language skill for all second and foreign language learners. Through

Listening, students can get and learn new information and become more

competent in their subject. Listening also influencing EFL students’ academic

achievement because from Listening students can acquire other skills such as

Listening skills, writing skills, and adding their vocabulary knowledge.

Students should have a lot of opportunities to listen, they can continuously

Listening a simple audio first, after that they can listen a complex audio and they

can take their time to listen and relisten the audio (Pikulski, 2005). This should be

done in order to have good Listening skills and improving Listening fluency as an

important aspect for students. If students have Listening fluency, they will easily

listen without any difficulties, such as losing idea in the middle of Listening.

Listening fluency can students get when students practice Listening day by day.

That is also why the amount of Listening material can influence their Listening

fluency. It means in Listening, fluency grows when there are opportunities,

encourages and supports to listen a wide range of Listening materials especially in

the EFL conaudio.

9
2.2. Listening Habit
Listening habit can be acquired by listeners if they are frequently listen a

music with any reasons that they have. When they get used to listen and search for

a music to listen, Listening can become their habit. Listening habit can naturally

achieved by someone in younger age. As a consequence, listening habit can last

for a lifetime for children (Paping et al., 2021). It is also the reason why Listening

habit is conversely harder to form with older people like college students.

Sometimes, some students consider Listening as a boring activity. It happened

because the first music that they listen did not catch their interest. It is important

for the listener to find a music that draw their interest, so they will listen and

finish it. When the listener hooked into a music, they will try to find similar

musics or genres to listen and if it happens, Listening will instantly become their

habit.

Listening habit can be identified by Listening materials that students

listen, frequency of Listening, time spent in Listening and the purpose of

Listening (Dewi et al., 2020; Nurjanah et al., 2018; Rindiyanti & Widyaningrum, 2022;

Zulianti, 2009). The frequency of Listening refers to the number of times that they

spent Listening in a week, while as time of Listening refers to how many hours

students spent when they are Listening. Types of Listening materials refer to

musics, magazines, newspapers, journals, comics, and articles. These Listening

materials motivated students to listen.

Listening materials determine students’ Listening habits. Students that

have good Listening habits usually listen a variety of Listening materials. When

students listen a variety of Listening materials habitually, it will develop their

10
Listening and speaking skills in both native and foreign language (Pinem, 2020;

Sinta et al., 2021; Suharja, 2020). In Listening habits, frequency of Listening or

how many times students listen in one week is determined by their Listening

habits. When students have good Listening habits, they tend to listen a lot in a

week. It is because when it comes to habits, students do it frequently to keep up

with current events.

Good Listening habit can be a strong weapon for people to excel in their

life (Paping et al., 2021). When students listen a variety of musics, they spend

more time to listen, listen more than 5 times a week and find enjoyment in

Listening, it is considered a good Listening habit. Students’ purpose of Listening

is also considered to know students' Listening habits. When students listen for

pleasure and enjoyment, they tend to listen more and continue to listen because of

their willingness. This behaviour indicate a good Listening habit.

The early experience of EFL students’ determine their attitude toward

Listening (Zulianti, 2009). This Listening attitude will lead them to Listening

habit. Assuming that students form a positive attitude toward Listening EFL, they

will have good Listening habit. Conversely, when they have negative attitudes

toward Listening it is hard for them to acquire Listening habit. It will give a

negative impact if EFL students do not like to listen Listening materials in their

second language because from Listening EFL students will gain a lot of

vocabulary knowledge, grammar structure and information that important for EFL

students.

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2.3 Listening Interest
Listening interest is Listening activity that students do outside of school

(Atmaja et al., 2017; Tsang, 2022). Students who have an interest in Listening do

this activity in their spare time. They tend to go to the library or just Listening in

their home. When someone has a Listening interest, it will show by the amount of

the musics that they listen and the frequency of Listening time. For English as

Foreign Language (EFL) students, the amount of materials that are spoken in their

second language is very important to determine their Listening interest. The early

experience of EFL students’ Listening activities determine their attitude toward

Listening in their second language (Muttaqin; Hambali, Muslih; Hayati, 2016;

Tsang, 2022). This early Listening activity experience will develop students’

interest in Listening in their second language. Due to this Listening activity,

students will gain confidence to listen more Listening materials in English and it

will lead them to have Listening interest as well. If students have poor Listening

experience in their earlier stages of Listening, they will lose interest to listen audio

that spoken in English Listening materials. They will find Listening is a boring

activity, difficult to develop and it will influence their academic achievement.

Students who have lost interest in Listening their second language will feel

frustrated if they should listen it and they will listen it because they have to, not

because they want to.

Listening interest has a positive relationship toward the success of

students’ Listening achievement. When students listen, they will gain more

information and it will widen their knowledge and broaden their perspective on

certain issues. Listening interest also has been linked to vocabulary development,

12
comprehension, fluency and intellectual development (Tsang, 2022). For EFL

students, vocabulary knowledge is very important to them to learn their second

language, because when students acquire vocabulary knowledge, it will be easy

for them to acquire their second language skills. Students who have Listening

interest and love to listen will be able to write well and have more ideas which

makes them more creative and innovative (Tsang, 2022).

Lack of interest in Listening is therefore implied to be the cause of failure

to learn (Tsang, 2022). When students lack interest in Listening they do not have a

willingness to engage and to persist in Listening. There is a positive link between

a positive attitude toward Listening and scoring well on Listening assessment

(Safitri et al., 2021). So, when students show interest in Listening it is possible for

them to have a good score in Listening assessment.

2.4 Listening Achievement

According to the American Heritage dictionary (2000), achievement is an

act of accomplishing and finishing something. Something accomplished

successfully, especially by means of exertion, skill, practice or perseverance.

Meanwhile, (Kortisarom, 2020) defined Listening achievement as a breakthrough

that students do in their Listening class. In other words, there is a measure of level

that should be passed by students, if their Listening performance is below from

expected level, it could be dubbed as underachievement.

Engage Listening in daily activities for students will influence their

studying skills and elevate Listening performance (Kortisarom, 2020; Musadiq et

al., 2021; Safitri et al., 2021). So, in general, it shows that when students have

good Listening habits they will have good Listening achievement. Listening in

13
everyday activity that students do sometimes have different purposes, they can

listen for relaxation or for information. These activities will affect their academic

performance.

Inefficiency in Listening will cause educational problem (Zhou, 2021).

The result of educational problem is students will often fail their examination and

they will have low scores. It will be hard for them to obtain good scores and past

the standard especially for students that learn English particularly students that

expected to be English teachers in the future. Additionally, the observation by

(Zhou, 2021) shows that students who have poor Listening habit will have poor

Listening achievement too. Thus, it is indispensable to keep in mind that Listening

habit is important to reach Listening achievement.

2.6. Conceptual Review

In this research, the researcher focuses on students’ Listening habit and

Listening interest and their effect toward Listening achievement. Generally,

listening habit and interest not only affect students in Listening but also in the

other skills like writing, reading, or speaking. The researcher conducts this study

with students’ Listening achievement because there an interest to know how their

Listening habit and interest affect their Listening achievement. Listening habit

and interest is utterly needed for students in any situations. For Listening habit

and interest will shape the way they think about the materials given by the

lecturers, increase their knowledge, increase their capability of critical thinking as

well.

14
 Figure 2.1
Conceptual Framework of the study

Listening Habit and Listening Listening Achievement

Interest

Questionnaire (Survey of Students’ Score Documentation

Listening Habit and Interest)

The Correlation between Students’ Listening

Habit and Interest toward their Listening
Achievement

15
2.5. Empirical Review
There are previous studies regarding college students’ Listening habit in

correlation with Listening achievement. One of them was conducted by Nurjanah

et al. (2018). The result shows that there is a positive relationship between those

two variables albeit small. The small positive relationship is caused by most of her

research participants have little to no Listening habit. Still, her research implies

that students with good Listening habit are more likely to have good Listening

achievement. The second one was conducted by Rositasari & Larasati (2018). In

the study they found that there is a small positive relationship between Listening

habit and Listening comprehension achievement. Again, in this study most of the

participants have little to no Listening habit due to small interest in Listening

beside music. +

Besides the participants have little to no Listening habit, the most glaring

weakness of previous studies is the administering of Listening test by the

researchers (Nurjanah et al., 2018; Rositasari & Larasati, 2018). The researcher

thought that conducting such test is questionable in both reliability and accuracy

of the data obtained. The researcher thought that Listening achievement can be

seen accurately from the Listening class scores because the lecturer in Listening

class have more experience and knowledge regarding testing Listening

achievement.

Additionally, the researcher was considering the experts (Musa et al.,

2022; Tsang, 2022) who stated that Listening interest was also a strong factor

when it comes to Listening habit. That was why in this study the Listening interest

16
was added as a variable alongside Listening habit to determine their relationship

toward Listening achievement of English Education Study Program students.

Moreover, the researcher is positive about students in English Education

Study Program in Pattimura University have better Listening habit based on his

observation. Additionally, this research is also seeking to enhance previous study

in English Education Study Program about reading habit conducted by Aritonang

(2020), because his research was more concerned with reading, not listening.

17
 CHAPTER III
METHODOLOGY

This chapter discusses all about the compositions of the research. It includes

Research Methodology, Time and Place of the Research, Population and Sample

of the Research, Variables of the Research, Data Collection, and Technique of

Analyzing the Data.

3.1. Research Methodology

In this research, the researcher used quantitative approach and the design of this

research is correlation. Correlation research design is the study to determine the

relations among two or more variables (Lomax & Li, 2011). Additionally, Sukardi

(2003) stated that correlational study is used to conduct the research toward several

variables that have been judged to have an important role in achieving success in the

learning process, especially in the field of education.

Furthermore, as this study was designed to identify the relationship between 3rd

semester students’ Listening habit and Listening interest toward their Listening

achievement in English Education Study Program, Pattimura University; Quantitative

design was used to examine the relationship between those three variables.

3.2. Time and Place of the Research

This research will be conducted at English Education Study Program at

Pattimura University. It is located in Campus B FKIP, Pattimura University in

Nusaniwe Regency, Ambon City.

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3.3 Population and Sample of Research

3.3.1 Population
Population is an individual group that has one characteristic that

distinguish them from other groups Casteel and Bridier (2021). Population is

defined as all members of any well-defined class of people, event or

subject. In this case, the population of this study is the third semester

students in English Education Study Program at Pattimura University.

Researcher utilized this population for this study because based on

researcher's observation clearly indicates that third semester students are

still in the process of adjusting to listen various materials in regards to

their study in English Education Study Program. The total populations of

third semester students were 80 students which divided into 2 classes

(Class A and B). Their age range is from 19-21 years old.

3.2.2 Sample
A sample can be defined as a subset of the individuals in a

population; there is typically data available for individuals in samples

(Hanlon & Larget, 2011) To make it short sample is a smaller part of

population taken as their representative. In correlational study, Fraenkel

and Wallen (1993) asserted that more than 30 sample sizes are eligible for

conducting a correlational study. Additionally, in determining sample size

Noya (2016, p. 41) used Taro Yamane sampling technique with the

formula:

19
 𝑁
𝑛=
𝑁. 𝑑2 + 1
Explanation:
n : total sample
N : total
population d2 :
Precision level

With the total Population (N) is 80 with the precision level decided (d2) is

10%, then the sample (n) will be 47 participants as calculated below:

𝑁 80 80
𝑛= = = = 44,44 = 44
𝑁. 𝑑2 + 1 (80). (0, 01) + 1 1,8

Based on the formula above, the sample in this study was 44

participants in which more than 30 participants to reach the validity of the

sample in the correlational study.

3.4. Variables of the Study

Research variables are usually labelled as independent variable and

dependent variable. To show the research variables in this study, it is crucial to

define the variables. Creswell (2012) distinguished independent variable as the

one that influences the dependent variable, as opposed to dependent variable

which is influenced by the dependent variable. This research investigated the

relationship between students’ Listening habit and their Listening interest toward

their Listening achievement. Therefore, in this research, students’ Listening habit

and Listening interest is put under the independent variable while as students’

Listening achievement is put under the dependent variable.

20
 Graphic 3.3 Constellation relationship between Listening habit and
Listening achievement.

rx1y
X1

rx1x2
Y

X2 rx2y

Where:
x1 : Listening Habit
x2 : Listening Interest
y : Listening Achievement

3.5 Data Collection

In this research, the researcher used two kinds of instruments. They are

questionnaire and students’ Listening score record. In the questionnaire it covers

several questions for students’ Listening habit and Listening interest.

3.5.1 Technique of Collecting Data

The technique in collecting the data was explained as follows:

3.5.1.1 Questionnaire
Survey of Listening Habit and Listening Interest

will be adapted from (Musa et al., 2022) with the details as

follows:

Listening Habit
1. How often do you listen to English audio content (e.g.,
songs, podcasts, movies, TV shows, etc.)?
2. What types of English audio content do you typically
listen to?
3. Where do you typically listen to English audio content?
4. How long do you typically listen to English audio
content at a time?

21
 5. How do you typically find English audio content to
listen to?
6. Do you have any favorite English audio content
creators or sources?
7. Do you listen to English audio content with others, or
do you usually listen by yourself?
8. Do you use any tools or resources to help you
understand English audio content (e.g., transcripts,
subtitles, dictionaries, etc.)?
9. How much do you enjoy listening to English audio
content on a scale of 1 to 5, with 1 being "not at all"
and 5 being "very much"?
10. How would you rate your English listening
comprehension skills on a scale of 1 to 5, with 1 being
"poor" and 5 being "excellent"?
Listening Interest
1. How interested are you in listening to English audio
content overall?
2. How interested are you in listening to English audio
content as a way to improve your English language
skills?
3. How interested are you in listening to English audio
content that features native English speakers?
4. How interested are you in listening to English audio
content that features topics that are relevant to your
academic or professional interests?
5. How interested are you in listening to English audio
content that is challenging and thought-provoking?
6. How interested are you in listening to English audio
content that is lighthearted and entertaining?
7. How interested are you in listening to English audio
content that is focused on a specific topic or genre
(e.g., news, current events, comedy, music, etc.)?
8. How interested are you in listening to English audio
content that is interactive or participatory (e.g., live
podcasts, radio shows, etc.)?
9. How interested are you in listening to English audio
content that is produced by professional organizations
or individuals?
10. How interested are you in listening to English audio
content that is produced by amateurs or hobbyists?

3.5.1.2 Grade Documentation

To accurately measure students’ Listening

achievement, tests have to deploy by a capable person who

22
 have actual experience and expertise in Listening class.

This way, the researcher can avoid the mistake of previous

researchers who conducted similar study (Nurjanah et al.,

2018; Rositasari & Larasati, 2018). Therefore, it was

appropriate to obtain students’ score results from the

Listening class lecturer.

3.5.2 Validity and Reliability of the Questionnaire

3.5.2.1 Validity of the Questionnaire

The validity is important to determine whether these instruments

can help the researcher to collect data to answer the research questions.(

Furber et al., Roberts & Roberts, M. G. (2017) defined validity as how an

instrument accurately assesses what it intended to assess. Therefore, in this

study, the validity of the questionnaires was tested to measure how

accurate it was. There was one questionnaire tested which contained

students Listening interest and Listening habit. Hale (2017, p.56) proposed

that correlation technique can be used as evidence of validity when the

score of two different categories which measure the same content or skill

is correlated. Therefore, the correlation between the total score of each

category in the questionnaire was calculated with SPSS version 25. The

formula used was Pearson Product Moment Formula.

3.5.2.2 Reliability of the Questionnaire

The final step in the field test to get a standardized instrument was

to test reliability. Clark and Watson (2019) define reliability as the

consistency of the instrument. The Alpha Cronbach formula was used to

23
 test the consistency of the questionnaire as Gliem & Gliem (2003) stated

that Alpha Cronbach formula give a simple and concise estimate of

reliability of instrument with only one trial administration. Most experts

estimated alpha coefficient higher than 0.5 is valid.

3.6 Technique and Data Analysis

The data was analyzed using SPSS version 25 (the Statistical Package for

Social Science) which is a computer software program with comprehensive

statistical analysis. The method of data analysis in this study was divided into

two: Descriptive Statistics Analysis used to identify the students’ Listening habit

(research question 1), to reveal students’ Listening interest (research question 2)

and to portray students’ Listening achievement. While Inferential Statistics

Analysis used to test the hypothesis (Research Question 3, Research Question 4,

and Research Question 5). The data analyses were explained as follows:

3.6.1 Descriptive Statistical Analysis

Myers and Well (2013) proposed descriptive statistical analysis

help the researcher describe the characteristics of the variables

investigated without making assumptions from the data of the population

and sample. Therefore, descriptive analysis was used to describe and

portray the English study program students’ Listening habit and Listening

interest.

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 3.6.2 Inferential Statistic Analysis
Myers and Well (2013) stated that Inferential Statistical Analysis

used by the researchers to generate the result of the study from the data of

the sample to the population of the research. Inferential statistical was used

to answer hypothesis made before by the researcher, in this case to test the

hypothesis regarding the relationship between students’ Listening habit

and Listening interest toward Listening achievement. The inferential

statistics used for this study were Pearson Product Moment Formula and

Multiple Correlation Formula. Pearson Product Moment Formula used to

test the 1st and 2nd hypotheses while as Multiple Correlation Formula used

to answer research question number 1,2,3.

The data analysis formula would be explained as follows:

a. To answer the research question number 1, the formula would be

where:
r : pearson r correlation coefficient
N : number of value in each data set
𝛴𝑥𝑦 : sum of the products of paired scores
𝛴𝑥 : sum of students’ Listening habit
𝛴𝑦 : sum of students’ Listening achievement
𝛴 𝑥2 : sum of squared students’ Listening habit
𝛴 𝑦2 : sum of squared students’ Listening achievement

b. To answer the research question number 2, the formula would be

25
 where:
r : pearson r correlation coefficient
N : number of value in each data set
𝛴𝑥𝑦 : sum of the products of paired scores
𝛴𝑥 : sum of students’ Listening interest
𝛴𝑦 : sum of students’ Listening achievement
𝛴 𝑥2 : sum of squared students’ Listening interest
2
𝛴𝑦 : sum of squared students’ Listening achievement

c. To answer the research question number 6, the formula would be

where:
R : multiple correlation coefficients
ry.x1 : correlation between Listening habit with Listening interest
ry.x2 : correlation between Listening habit with Listening achievement
rx1.x2 : correlation between interest with Listening achievement

Moreover, Sudarsono and Sarwono and (2019) explained the

characteristics for correlation study. Correlation coefficient ranged from -1

to +1. The correlation +1 means that both variables have a positive linear

relationship (form a straight line). This signifies that the increase of x

variables is followed by y variable. On the other hand, the correlation -1

means that both variables have a negative linear relationship (form a

straight line). This implies that the increase of x variable will be followed

by the decrease of y variable.

26
 Furthermore, the criteria of correlation coefficient were also

explained as the guideline to interpret the strength of correlation. These

criteria were proposed by Sarwono (2009, p.59) as follows:

Correlation Coefficient (r) Criteria

0 No correlation
> 0 - 0.25 Very weak correlation
> 0.25 - 0.5 Moderate correlation
> 0.5 - 0.75 Strong Correlation
> 0.75 - 0.99 Very strong correlation
1 Perfect Correlation

To test the significance of the hypotheses, the level of significance value

was calculated in SPSS version 25 based on the criteria (Sarwono, 2009) which

are: the H0 is rejected if the significant value is < 0.05 while the H0 is accepted if

the significance value is > 0.05, then if in SPSS output has two asterisk (**) the

significance value is 0.01, not 0.05.

Before analyzing the data, the normality and linearity of the data must be

tested by SPSS version 25. The distribution of the data must be done first to make

sure that the data was normally distributed. The normality test was calculated with

Kolmogorov-Smirnov test (or called Lilliefors test) with the standard significant

value must be higher than 0.05 indicating normal distribution and the linearity

was tested using Test for Linearity with the standard of significant value must be

higher than 0.05 indicating linear relationship of the data.

27
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 APPENDIX

Observation checklist for preliminary study

No Category Checklist

1 Listening Habit

 Does the student listen to English audio content on a Yes

regular basis?
 What types of English audio content does the Audio, Song, Music At home,
student typically listen to?
 Where does the student typically listen to English Campus More than 30 Minutes
audio content?
 How long does the student typically listen to Yes
English audio content at a time?
 Does the student use any tools or resources to help
them understand English audio content (e.g., Yes
transcripts, subtitles, dictionaries, etc.)?
 Does the student appear to enjoy listening to
English audio content?

2 Listening Interest

 Does the student seem interested in the content of the Yes

English audio content they are listening to?
 Does the student ask questions about the English
Yes
audio content they are listening to?
 Does the student try to understand new vocabulary
and grammar concepts from the English audio content Yes
they are listening to?
 Does the student participate in discussions about the Yes
English audio content they are listening to?
 Does the student seek out new English audio content to Yes
listen to?

Additional Observations

 Does the student have any difficulty understanding the Not Really
English audio content?
 Does the student become distracted when listening to

32
3 English audio content? No
 Does the student seem to learn and retain information
from the English audio content they are listening to? Yes
 Does the student use the language and concepts they learn
from English audio content in their own speaking and Yes
writing?
 What are some things that would make the student more Content of the music,
likely to listen to English audio content?
movie or and audio
Overall Observation

 How would you rate the student's listening habit on a

scale of 1 to 5, with 1 being "poor" and 5 being 4
"excellent"?
 How would you rate the student's listening interest on a 4
scale of 1 to 5, with 1 being "poor" and 5 being
"excellent"?

33