The Using Of Media And Its Influence To
It may be one of the
Students’ English Proficiency: A Meta-Analysis
Abstract: The learning process in country which
used English as a foreign language is quite hard. One
of the problems faced by teachers is linking the
meaning. Some experts stated that teachers need to
utilize media in order to make students easier in
learning English. 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
some criteria which was used in this study namely
article written in English, using media in learning
process, and correlational study. 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.
Keyword: Correlational Study, Media, English
proficiency, Meta-analysis
Introoduction
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.
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
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
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.
Methodology
Inclusion criteria, literature search, and study
coding
of
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
in 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.
 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
Figure 1. Flow Diagram for the search and inclusion .
of studies

Meta-Analytic Procedures Results

Correlations between the main target In this study, there were 175 articles related
constructs and indicators for each of the constructs, to the correlation of media and English proficiency.
sample and correlation value or t or F were coded However, after screening process there were only 31
from the studies and entered into a predefined data articles left. Object study of each articles were
sheet in the computer program. 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
0.24038 Figure 2. Funnel Plot
p-value (1-tailed) p*1 2
0.48076
p-value (2-tailed) p*2 4
Figure 2 is funnel plot using random-effect model.
Conclusion for regression method is in line with
Both funnel plot and regression method were
funnel plot. Funnel plot method tends to be subjective
used to detect bias. Funnel plot indicate the bias on
because it only visual measurement. People just can
research when the plot in the study distributed
say it is symmetric or asymmetric. Thus, we need
asymmetrically. Regression method was aimed to
another method to detect publication bias. One of the
emphasize interpretation result of the funnel plot.
methods is regression method. Table 3 is regression
Funnel plot of this study can be said as distribution of
method of this study. From table 3 we know that this
research is asymmetrical. It means that there is
study is detected as publication bias. It can be known
publication bias in this study. The impact of
from the p-value which is less than 0.05 so that it can
publication bias is information or result become
be indicated as publication bias.
inaccurate (Retnawati et al., 2018).

Table 3. Regression Method

Regression Method

P-value Regression Coefficient

<
3.5181
0.001

Forest plot
Discussion
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.
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.
ACKNOWLEDGEMENTS
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