Tugas Ujian Akhir Semester

MATA KULIAH ANALISIS META

Dosen Pengampu: Dr. Heri Retnawati, M.Pd.

Bayuk Nusantara
18701261006

PROGRAM STUDI S3 PENELITIAN DAN EVALUASI PENDIDIKAN

PASCASARJANA
UNIVERSITAS NEGERI YOGYAKARTA
2019
 THE USING OF MEDIA AND ITS INFLUENCE TO STUDENTS’ ENGLISH
PROFICIENCY: A META-ANALYSIS ON THE CORRELATION OF USING
MEDIA AND ENGLISH PROFICIENCY

Abstract

This study aims to analyze correlation between using media and English proficiency.
There are some media which can be used in learning process. Some scholars stated that the
using of media can increase English proficiency. Thus, this study analyzed some articles
related to the use of media and English proficiency. There were 31 articles of 175 which were
analyzed. The result showed that the correlation of using media and English proficiency is
not significant. Need more articles both published and non-published so that it avoids
publication bias.
 The process of teaching and learning English is quite complex especially in a place
where English is not used as a first language. There will be some problems in the process of
learning English especially for foreign language learner. Ediger (2010) stated that the
problem of learning language is basically a problem of linking the meaning with the
appropriate language form. It may be one of the problems for teachers. Teachers should bear
in mind that their main task is to develop four language abilities (Tiwari, 2008). In order to
make learning English successful, teachers should pay more attention to the method used in
the process of learning. It is in line with Arumsari (2015) who stated that a success of
teaching and learning process is influenced by method used in class.
Teachers play an important role in teaching English. Kusumawati (2018) mentioned
that English teachers should provide teaching materials to develop English skills. It means
that teachers have responsibility in giving appropriate materials by considering students’
need, interest, English proficiency level and also cultural aspect (Kamarullah, Asnawi, &
Manan, 2018). Kamarullah, et al (2018) said that, it is in Foreign Language context, effective
material plays a fundamental role in its teaching method. Find material to teach English as
foreign language will not that easy. Teachers should twist the brain in finding the material
which students cannot be bored of. There should be media where it can ease students’
comprehension then their English skill will improve. Media which can be used in the
classroom is not only one. Teachers can use more than one media. Teachers just need to
choose appropriate media.
There are many media which can be used in the classroom. Laraswati & Suhartono
(2016) mentioned that successful teaching and learning is influenced by teachers, students,
and material and media use in the classroom. It is line with Yurdean & Syafei (2016) who
stated that interactive activity and materials such as watching movie can increase students’
interest while learning English. It means that media plays an important role for the successful
of teaching and learning. Media is divided by three namely visual, audio, and audiovisual
(Laraswati & Suhartono, 2016). From the research written by Laraswati and Suhartono,
students pay more attention when teachers teach writing by using picture series. Vocabulary
and creativity became two of proficiencies which increase then it affects their writing skills.
They get idea easily while writing narrative text for example.
There are four skills that should be mastered by language learner namely writing,
listening, speaking, and writing. In teaching four English skills, teachers should choose
appropriate materials and also media. As mentioned by Chan, Cin, & Nagami (2011) audio
and video are very important media for the acquisition of oral proficiency. Ebrahimi, Kargar,
& Zareian (2018) reported that movies used in classroom become an essential part of the
courses. It is based on the fact that movies give exposures to “real language” used in
authentic settings and in the cultural context which the language is spoken. Watching movies
serve as a bridge between learning skills and language objectives (output) and using them in
ESL classroom provide background information that activates foremost knowledge, which is
important in stimulating the four skills’ activities in the classroom. Szyszka (2014) reported
that films, music, TV programs most affect the development of English pronunciation. These
media find comparatively strongly affected rather than another media like skype.
To summarize, the study seeks to empirically review the correlational findings of the
using of media and English proficiency.
 METHOD

Inclusion criteria, literature search, and study coding

The inclusion search and coding procedure are detailed in Figure 1. When selecting
studies, there are some required criteria. For the first, article should be written in English. It is
aimed to ease people in understanding the article. For the second, media selected for this
study was defined as any kind of media such as audio, video, and audiovisual. It could be
film, YouTube video, any kind of text, picture series, games, and others. For the third, article
which was used should be a correlational study. Correlational study was chosen to avoid bias.
It can be known from Retnawati, et al (2018) who stated that as wider the criteria, it tends to
bias. Thus, the criteria for this study should be devoted. English proficiency is indirectly
associated with academic performance (Martirosyan, Hwang, & Wanjohi, 2015). English
skills which related to the academic performance were included.
A search of articles were conducted in the computerized databases for publications
from 2009 to 2019 with the descriptors written text, games, music, video, film, book, picture
series, listening, speaking, reading, writing, English GPA, and pronunciation. Abstracts of
articles related to the term from computerized databases were all examined. The final sample
of studies was based on correlations between media used and English proficiency reported in
31 studies.
 Search Features
Electronic Databases
Citation search and scanning reference of list

Search
Records after duplicate removed
(n=175)

Screening

Included Studies Must:

Written in English
Any kind of media (audio, video, and audiovisual)
Correlational study
Inclusion Criteria

Abstract Screened
(n=175)
Abstract excluded
Included

(n=143)

Full-text article assessed for

eligibility
Full-text article excluded
(n=31)
(n=143)
Reasons:
Did not contain empirical
data on any target
Studies included in Meta-
measures
Eligibility

Analysis
(n-31) Did not report appropriate
data with the design

Figure 1. Flow Diagram for the search and inclusion of studies

Meta-Analytic Procedures
Correlations between the main target constructs and indicators for each of the
constructs, sample and correlation value or t or F were coded from the studies and entered
into a predefined data sheet in the computer program.
This study utilizes the correlation coefficient to calculate the effect size. The articles
that have been collected are then recorded the correlation coefficient (r). Research that did
not include the correlation coefficient inside the article, then the F value or t value taken from
the study is used to calculate the correlation coefficient. After all research has a correlation
coefficient then the coefficient r is transformed to the z (fisher) value to calculate the effect
size and summary effect of the study.
This study used a random effect model assuming that the true effect size between
studies no longer occurs due to systematic sampling. To prove this, the heterogeneous testing
of the study was carried out. Heterogeneity testing used the Q test. Based on the table below
it can be seen that there is heterogeneity in this study (0.000 <0.05).

Table 1. Heterogeneity Testing

Q 41310.22
df 30
Sig
0.000
.

RESULT AND DISCUSSION

In this study, there were 175 articles related to the correlation of media and English
proficiency. However, after screening process there were only 31 articles left. Object study of
each articles were different started from junior high students until adult learner. P-value was
calculated to test whether H0 is accepted or rejected. P-value then compared to the α (0,05).
If p-value is less than α, H0 is rejected so, it can be concluded that correlation both variable is
significant. Based on the table below, it can be known that there is no p-value which is less
than 0.05. Then, it can be concluded that correlation between media and English proficiency
variable is not significant.

Table 2. p-value

0.70507
Z for test of null Z* 4
p-value (1- 0.24038
tailed) p*1 2
p-value (2- 0.48076
tailed) p*2 4
 Since some scholars reported that the using of media give significant effect for
English proficiency, this study is in different side. It means that based on the meta-analysis of
31 articles, media did not give significant effect to students’ English proficiency. This study
is supported by Leong & Ahmadi (2017) who reported that factors influence students’
speaking skill is not only media. The most important factor is good knowledge of spoken
English. It is in line with Rumainah (2018) who reported that there is no significant
correlation between reading interest and reading achievement. Most students’ reading interest
is in moderate level while the others are in high category. This means that their reading
interest is good but it did not affect their reading achievement. Kamarullah et all (2018) then
find that effective material plays a fundamental role in teaching foreign language learner.
This can be concluded that this study is in different side. It means that media did not give
significant effect after a meta-analysis who has done.
Both funnel plot and regression method were used to detect bias. Funnel plot indicate
the bias on research when the plot in the study distributed asymmetrically. Regression
method was aimed to emphasize interpretation result of the funnel plot. Funnel plot of this
study can be said as distribution of research is asymmetrical. It means that there is publication
bias in this study. The impact of publication bias is information or result become inaccurate
(Retnawati et al., 2018).

Figure 2. Funnel Plot

Figure 2 is funnel plot using random-effect model. Conclusion for regression method is in
line with funnel plot. Funnel plot method tends to be subjective because it only visual
measurement. People just can say it is symmetric or asymmetric. Thus, we need another
method to detect publication bias. One of the methods is regression method. Table 3 is
regression method of this study. From table 3 we know that this study is detected as
publication bias. It can be known from the p-value which is less than 0.05 so that it can be
indicated as publication bias.
 Table 3. Regression Method

Regression Method

P-value Regression Coefficient

< 0.001 3.5181

Forest plot
No. Study r N ES SE
1. (Abdullah & Rahman, 2017) 30 0.477 0.19245
0.444
2. (Zulfa, 2018) 0.753 31 0.980 0.188982
3. (Marina, Husna, & Tanjung, 2016) 38 0.908 0.169031
0.72
4. (Muttaqin, Hambali, & Hayati, 2016) 85 0.292 0.110432
0.284
5. (Nurjanah, Miranti, & Dwiastuty, 2018) 20 0.893 0.242536
0.713
6. (Meutia, Asib, & Rais, 2014) 30 1.086 0.19245
0.7955
7. (Harlyn, Sudarsono, & Suhartono, 2016) 54 1.018 0.140028
0.769
8. (Zulianti, 2009) 0.466 75 0.505 0.117851
9. (M. Zainuddin, 2016) 0.766 34 1.011 0.179605
10. (Faliyanti, 2018) 0.798 39 1.093 0.166667
11. (Alaga, 2016) 0.306 40 0.316 0.164399
12. (Putra, 2014) 0.687 30 0.842 0.19245
13. (Faliyanti & Sari, 2018) 0.073042 38 0.073 0.169031
14. (A. Zainuddin, Nurhafifah, & Wijaya, 30 1.090 0.19245
2016) 0.797
15. (Rahemi, Jufri, & Ardi, 2013) 31 0.824 0.188982
0.677
16. (Ershadi, Syarfi, & Sumbayak, n.d.) 30 0.678 0.19245
0.59
17. (Negara, 2016) 0.97 41 2.092 0.162221
18. (Kartika, 2018) 0.202 91 0.205 0.1066
19. (Dea, Sukirlan, Hasan, & Suparman, 2013) 30 0.946 0.19245
0.738
20. (Khatimah, Rahman, & Salija, 2018) 82 0.229 0.112509
0.225
21. (Baihaqi, 2014) 0.176 127 0.178 0.089803
22. (Maghsoudi & Golshan, 2017) 90 0.080 0.107211
0.08
23 (Ariyanti & Qomar, 2016) 38 0.667 0.169031
0.583
24. (Mahmudah, 2014) 0.696 28 0.860 0.2
25. (Anova, Antoni, & Kasyulita, 2015) 22 0.631 0.229416
0.559
26. (Furqon, 2013) 0.7205 34 0.909 0.179605
 27. (Kim, Nam, & Lee, 2016) 130 0.631 0.088736
0.559
28. (Anggeriyanti, 2017) 0.47 44 0.510 0.156174
29. (Wright, 2011) 0.005484 198 0.005 0.071611
30. (Afriani, 2017) -0.84 86 -1.221 0.109764
31. (Talebong, 2016) 0.92 30 1.589 0.19245

CONCLUSION

In this meta-analysis, there are some correlational studies that look at the use of media
and English proficiency which have been examined. Main finding of this study was
correlation between the use of media and English proficiency is not significant. It means that
the use of media did not affect students’ English proficiency. This finding contrasts with
some scholars who reported that the use of media has significant correlation to students’
English proficiency. Besides, this study is detected as publication bias. Thus, we need to
explore more articles, both published and non-published for further research.
 REFERENCES

Abdullah, U., & Rahman, I. F. (2017). The Correlation Between Students’ Habit in Watching
Movie And Listening Skill. ETERNAL, 97–107.
Afriani, E. P. (2017). The Relationship between Learning Style and Listening
Comprehension Achievement of Twelfth Grade Students of SMA Pusri Palembang
(2017). Edukasi, 111–124.
Alaga, N. A. C. (2016). Media Exposure for an Enhanced Communicative ESL Instruction.
Research Journal of English Language and Literature, 144–153.
Anggeriyanti, W. (2017). The correlation between students’ reading habit and their writing
skill. In ICoTE (pp. 205–214).
Anova, C., Antoni, R., & Kasyulita, E. (2015). The correlation between students’ vocabulary
mastery and speaking skill at fifth semester of english study program in pasir pengaraian
university. E-Journal UPP, 1–9.
Ariyanti, S., & Qomar, A. H. (2016). The correlation between students’ reading motivation,
vocabulary mastery and writing ability in recount text. PREMISE, 21–32.
Arumsari, F. A. (2015). Teaching Vocabulary by Using Hypnoteaching to Second Semester
Students of Bandar Lampung University. In The 3rd International Multidiciplinary
Conference on Social Studies (pp. 58–64). Bandar Lampung.
Baihaqi, Y. (2014). The influence of vocabulary mastery toward english speaking ability of
the fourth semester students of english education study program muhammadiyah
university. PREMISE, 78–82.
Chan, W. M., Cin, K. N., & Nagami, M. (2011). Media In Foreign Language Teaching and
Learning. Boston: Waiter De Gruyter.
Dea, S. M., Sukirlan, M., Hasan, H., & Suparman, U. (2013). Correlation between students’
frequency of listening to english songs and their vocabulary achievement. Jurnal FKIP
UNILA.
Ebrahimi, R., Kargar, A. A., & Zareian, A. (2018). The Effect of Input-flood through
Watching English Movies on Language Productive Skills. Journal of Applied
Linguistics and Language Research, 94–111.
Ediger, M. (2010). Teaching English Successfully. New Delhi: Discovery Publishing House.
Ershadi, R., Syarfi, M., & Sumbayak, D. M. (n.d.). The Correlation between Reading
Comprehension and Writing Narrative Text Ability of the Third Semester Students of
English Study Program Teachers Training and Education Faculty of University of Riau.
Rpository UNSRI, 1–10.
Faliyanti, E. (2018). The correlation between students’ habit in watching english movie and
vocabulary mastery at the sixth semester at english education study program in
 muhammadiyah university of metro. Intensive Journal, 13–21.
Faliyanti, E., & Sari, E. P. (2018). The Influence of Using Hangaroo Game Towards
Students’ Vocabulary Mastery. Intensive Journal, 9–16.
Furqon, F. (2013). Correlation between students’ vocabulary mastery and their reading
comprehension. Journal of English Education, 68–80.
Harlyn, H. N., Sudarsono, & Suhartono, L. (2016). Correlation Study Of Interest in Listening
to English Songs and Listening Achievement. Jurnal Untan, 1–12.
Kamarullah, Asnawi, & Manan, A. (2018). Applying English Video Learning Materials in
Teaching Listening. English Education Journal, 527–539.
Kartika, D. (2018). The Correlation between Reading English Novel Habit and English
Sentence Structure Mastery of English Language Education Department Students in a
Private University of Yogyakarta. Repository UMY.
Khatimah, N. H., Rahman, A. Q., & Salija, K. (2018). The Correlation between Students’
Vocabulary Learning Strategies and Their Vocabulary Size, 1–12.
Kim, Y., Nam, J., & Lee, S.-Y. (2016). Correlation of Proficiency with Complexity,
Accuracy, and Fluency in Spoken and Written Production: Evidence from L2 Korean.
Journal of the National Council of Less Commonly Taught Languages, 147–181.
Kusumawati, E. (2018). The Effect of Watching English Movie With Subtitiles on ESP
Students’ Content and Vocabulary Comprehension. In SEEDs Conference (pp. 139–
150). Solo.
Laraswati, I., & Suhartono. (2016). The Use of Visual Media In Teaching Writing. Journal of
English Teaching and Research, 37–43.
Leong, L.-M., & Ahmadi, S. M. (2017). An Analysis of Factors Influencing Learners’
English Speaking Skill. International Journal of Research in English Education, 34–41.
Maghsoudi, N., & Golshan, M. (2017). The Relationship between Vocabulary Learning
Strategy Preferences and VocabularySize among Iranian EFL Learners. International
Journal of English Language and Translation Studies, 103–110.
Mahmudah, D. R. (2014). The correlation between students’ writing ability and their
vocabulary mastery. EXPOSURE, 192–206.
Marina, L., Husna, L., & Tanjung, F. (2016). The correlation between listening habit and
vocabulary mastery of the first year students of bung hatta university. Padang. Retrieved
from http://ejurnal.bunghatta.ac.id/index.php?
journal=JFKIP&page=article&op=view&path%5B%5D=8722
Martirosyan, N. M., Hwang, E., & Wanjohi, R. (2015). Impact of English Proficiency on
Academic Performance of International Students. Journal of International Students, 60–
71.
Meutia, Z. F., Asib, A., & Rais, A. D. (2014). A Correlational Study Between Habit In
Listening To English Songs, Vocabulary Mastery, And Listening Skill. Jurnal
Pendidikan Bahasa Inggris Universitas Sebelas Maret, 341–346.
Muttaqin, Hambali, M., & Hayati, R. (2016). The Correlation Between Interest In Listening
To English Songs And English Pronunciation of The Students of English Education
Study Program, Sriwijaya University Indralaya. In Sriwijaya University Learning and
Education International Conference (pp. 741–754). Palembang. Retrieved from
http://conference.unsri.ac.id/index.php/sule/article/view/61/pdf
Negara, I. M. (2016). Correlation between grammar mastery and reading comprehension of
the students in stie indonesia pontianak. Jurnal Pendidikan Bahasa.
Nurjanah, Miranti, I., & Dwiastuty, N. (2018). The Correlation Between Students’ Habit In
Listening Song And Students’ English Listening Skill. DEIKSIS, 43–48.
Putra, P. (2014). The Correlation Of Playing Role-Playing Games and Students’ Reading
Comprehension Of Narrative Text. Journal of English and Education, 56–67.
Rahemi, E. F., Jufri, & Ardi, H. (2013). The correlation between reading comprehension and
translation ability: A correlational study on Fourth Year Students at English department
of UNP. Journal of English Language Teaching, 278–186.
Retnawati, H., Apino, E., Kartianom, Djidu, H., & Anazifa, R. D. (2018). Pengantar Analisis
Meta. Yogyakarta.
Rumainah. (2018). Undergraduate Students’ Reading Interest And Reading Comprehension
Achievement In A State Islamic University. Journal of Islamic Education, 54–64.
Szyszka, M. (2014). New Media and Perennial Problems in Foreign Language Learning and
Teaching. London: Speinger.
Talebong, A. P. (2016). The correlation between reading comprehension ability and reading
habit of the seventh semester students of STIENAS Samarinda. In TEFLIN
International Conference (pp. 68–75).
Tiwari, S. R. (2008). Teaching of English. New Delhi: APH Publishing Corporation.
Wright, J. (2011). The Effects of Video Game Play On Academic Performance. Modern
Psychological Studies, 37–44.
Yurdean, P., & Syafei, A. F. R. (2016). Using Rosetta Stone As Learning Media To Increase
Speaking Skill For Junior High School Students. Journal of English Language
Teaching, 357–361.
Zainuddin, A., Nurhafifah, G., & Wijaya, A. (2016). A correlation between student’s mastery
of past tense and their Achievement in writing narrative text. Tell Journal, 91–98.
Zainuddin, M. (2016). The correlation between student’s habit in watching english movie and
vocabulary mastery at the second year of sman 1 anggeraja. ETERNAL, 110–121.
Zulfa, R. (2018). Correlation between frequency of watching english movies and vocabulary
mastery of the eleventh grade students of riyadhul jannah kuala tungkal. Jambi.
Zulianti. (2009). The Influence Of Listening Habits Of English Songs Toward Vocabulary
Mastery. REGISTER, 63–80.
 APPENDIXES

Fixed and Random Effects

Q df p
Omnibus test of Model Coefficients 68.11 1 < .001
2
Test of Residual Heterogeneity 319.97 < .001
9
Note.   p -values are approximate.

Coefficients
Estimat
  Standard Error z p
e
intrcp
0.7070 0.0857 8.2530 < .001
t
Note.  Wald test.

Residual Heterogeneity Estimates

  Estimate
τ² 0.1929
τ 0.4392
I² (%) 90.5963
H² 10.6341

Rank correlation test for Funnel plot

asymmetry
  Kendall's τ p
Rank test 0.3343 0.011

Regression test for Funnel plot asymmetry ("Egger's test")

  z p
sei 3.5181 < .001

File Drawer Analysis

  Fail-safe N Target Significance Observed Significance
Rosentha
6054 0.0500 1.2663e -121
l
Forest plot
Funnel plot

Trim-Fill Analysis