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meaning. Some experts stated that teachers need to stated that the problem of learning language is
utilize media in order to make students easier in basically a problem of linking the meaning with the
learning English. This study aims to analyze appropriate language form. It may be one of the
correlation between using media and English problems for teachers. Teachers should bear in mind
proficiency through meta-analysis. There are some that their main task is to develop four language
media which can be used in learning process. Some abilities (Tiwari, 2008). In order to make learning
scholars stated that the using of media can increase English successful, teachers should pay more
English proficiency. Thus, this study analyzed some attention to the method used in the process of
articles related to the use of media and English learning. It is in line with Arumsari (2015) who
proficiency. There were some criteria which was stated that a success of teaching and learning process
used in this study namely article written in English, is influenced by method used in class.
using media in learning process, and correlational
Teachers play an important role in teaching
study. There were 31 articles of 175 which were
analyzed. The result showed that the correlation of English. Kusumawati (2018) mentioned that English
using media and English proficiency is not teachers should provide teaching materials to develop
significant. Need more articles both published and English skills. It means that teachers have
Bayuk Nusantara Karaeng Jannang Tompong et al (2018) said that, it is in Foreign Language
Bayuknusantara.2018@student.uny.ac.id context, effective material plays a fundamental role
1 in its teaching method. Find material to teach English
Yogyakarta State University, Graduate as foreign language will not that easy. Teachers
School, Yogyakarta, Indonesia
should twist the brain in finding the material which
2
Yogyakarta State University, Lecturer of students cannot be bored of. There should be media
Graduate School, Yogyakarta, Indonesia
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 provide background information that activates
appropriate media. foremost knowledge, which is important in
stimulating the four skills’ activities in the classroom.
There are many media which can be used in
Szyszka (2014) reported that films, music, TV
the classroom. Laraswati & Suhartono (2016)
programs most affect the development of English
mentioned that successful teaching and learning is
pronunciation. These media find comparatively
influenced by teachers, students, and material and
strongly affected rather than another media like
media use in the classroom. It is line with Yurdean & skype.
Syafei (2016) who stated that interactive activity and To summarize, the study seeks to
materials such as watching movie can increase empirically review the correlational findings of the
students’ interest while learning English. It means using of media and English proficiency.
that media plays an important role for the successful
of teaching and learning. Media is divided by three Methodology
namely visual, audio, and audiovisual (Laraswati &
Inclusion criteria, literature search, and study
Suhartono, 2016). From the research written by
coding
Laraswati and Suhartono, students pay more attention
when teachers teach writing by using picture series. The inclusion search and coding procedure
Vocabulary and creativity became two of are detailed in Figure 1. When selecting studies, there
proficiencies which increase then it affects their are some required criteria. For the first, article should
writing skills. They get idea easily while writing be written in English. It is aimed to ease people in
narrative text for example. understanding the article. For the second, media
selected for this study was defined as any kind of
There are four skills that should be
media such as audio, video, and audiovisual. It could
mastered by language learner namely writing,
be film, YouTube video, any kind of text, picture
listening, speaking, and writing. In teaching four
series, games, and others. For the third, article which
English skills, teachers should choose appropriate
was used should be a correlational study.
materials and also media. As mentioned by Chan, Correlational study was chosen to avoid bias. It can
Cin, & Nagami (2011) audio and video are very be known from Retnawati, et al (2018) who stated
important media for the acquisition of oral that as wider the criteria, it tends to bias. Thus, the
proficiency. Ebrahimi, Kargar, & Zareian (2018) criteria for this study should be devoted. English
reported that movies used in classroom become an proficiency is indirectly associated with academic
essential part of the courses. It is based on the fact performance (Martirosyan, Hwang, & Wanjohi,
that movies give exposures to “real language” used
2015). English skills which related to the academic
in authentic settings and in the cultural context which
performance were included.
the language is spoken. Watching movies serve as a
bridge between learning skills and language A search of articles were conducted in the
objectives (output) and using them in ESL classroom computerized databases for publications from 2009 to
2019 with the descriptors written text, games, music,
video, film, book, picture series, listening, speaking,
Meta-Analytic Procedures
reading, writing, English GPA, and pronunciation.
Abstracts of articles related to the term from Correlations between the main target
computerized databases were all examined. The final constructs and indicators for each of the constructs,
sample of studies was based on correlations between sample and correlation value or t or F were coded
media used and English proficiency reported in 31 from the studies and entered into a predefined data
studies. sheet in the computer program.
Q 41310.22
df 30
Sig
Figure 1. Flow Diagram for the search and inclusion 0.000
.
of studies
Results
Mahmudah, D. R. (2014). The correlation between Retnawati, H., Apino, E., Kartianom, Djidu, H., &
students’ writing ability and their vocabulary Anazifa, R. D. (2018). Pengantar Analisis
mastery. EXPOSURE, 192–206. Meta. Yogyakarta.
Marina, L., Husna, L., & Tanjung, F. (2016). The Rumainah. (2018). Undergraduate Students’ Reading
correlation between listening habit and Interest And Reading Comprehension
vocabulary mastery of the first year students of Achievement In A State Islamic University.
bung hatta university. Padang. Retrieved from Journal of Islamic Education, 54–64.
http://ejurnal.bunghatta.ac.id/index.php?
journal=JFKIP&page=article&op=view&path Szyszka, M. (2014). New Media and Perennial
%5B%5D=8722 Problems in Foreign Language Learning and
Teaching. London: Speinger.
Martirosyan, N. M., Hwang, E., & Wanjohi, R.
(2015). Impact of English Proficiency on Talebong, A. P. (2016). The correlation between
Academic Performance of International reading comprehension ability and reading
Students. Journal of International Students, habit of the seventh semester students of
60–71. STIENAS Samarinda. In TEFLIN International
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Correlation Between Interest In Listening To
English Songs And English Pronunciation of Yurdean, P., & Syafei, A. F. R. (2016). Using Rosetta
The Students of English Education Study Stone As Learning Media To Increase
Program, Sriwijaya University Indralaya. In Speaking Skill For Junior High School
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