THE EFFECTS OF READING HABIT AND VOCABULARY MASTERY
TOWARDS STUDENTS’ LISTENING SKILL
AT STATE SENIOR HIGH SCHOOLS IN EAST JAKARTA
Nurul Frijuniarsi1; Noni Marlianingsih2
1, 2 Department of English Education, Faculty of Language and Art of Indraprasta PGRI University
frijuniarsinurul@gmail.com, marleeanee@yahoo.co.id
Received: 27th November 2015/ Revised: 1st April 2015/ Accepted: 15th April 2016
How to Cite: Frijuniarsi, N., Marlianingsih, N. (2016). The Effects of Reading Habit and Vocubulary Mastery
Towards Students’ Listening Skill as State Senior High Schools in East Jakarta. Lingua Cultura, 10(1), 19-24.
http://dx.doi.org/10.21512/lc.v10i1.828
ABSTRACT
This research was aimed to get empirical data and analyze the effects of reading habit and vocabulary mastery towards
student’s speaking skill at private vocational schools in East Jakarta. This research used data analysis technique, those were
descriptive statistic, requirement analysis, normality test, linearity test, and test of hypothesis (analysis of inferential). The
research was held at State Senior High Schools in East Jakarta. Data collection was done by giving a test for reading habit,
vocabulary mastery and listening skill to tenth-grade students at SMA 105 Ciracas and SMA 98 Cijantung. Due to the result,
it can be inferred that there is an effect of reading habit towards student’s speaking skill.
Keywords: reading habit, vocabulary mastery, listening skill
INTRODUCTION
Learning English consists of four aspects of skill
that the students are required to master. They are listening,
speaking, reading, and writing, but the priority of what skill
should be mastered first is dependent on the background of
English in a country. For example, in Indonesia, English
is the first foreign language learned in formal education.
Due to this condition, the priority of English skill mastery
in Indonesia is to prepare the students to be able to absorb
information either written or spoken in English. That is why
the most priority skill that the student should master are
reading and listening. To be able to listen well, there are
some factors that someone must pay attention to, such as the
context and the participant.
It is clear that learners, especially senior high
school students should master vocabulary. Most Indonesian
universities require their students to take English courses
focusing on improving students’ English competence to
comprehend academic disciplinary texts. Non-English
department students usually take a subject called English
for Academic Purposes (e.g., English for Law, English for
Economics, and English for Medicine) once or twice a week
for two semesters (Cahyono & Widiati, 2008). Classes
typically involve text discussion with the most focus on
reading. Seken and Artini (2013) claim that three teachers
applied teaching speaking and reading comprehension skills
strategies in three stages; Pre-stages, Whilst-stages, and
Post-Stages.
Based on the above explanation, the writer would
like to find out the effect of vocabulary mastery and reading
habit towards students’ listening skill in state senior high
school in East Jakarta. Therefore, the researchers can
formulate the problems into students need to understand
that there are effects of vocabulary mastery and reading
habit towards students’ listening skill. Vocabulary mastery
of the students will make the students improve their
listening skill. The reading habit that the students have
will improve their listening skill. And the objectives of this
research are to know: the effects of vocabulary mastery and
reading habit towards student’s listening skill, the effect of
vocabulary mastery towards student’s listening skill, the
effect of reading habit towards student’s listening skill. This
research is hoped to be useful for: teachers and lecturers in
recognizing the vocabulary mastery and reading habit of the
students to improve their listening skill; for the students to
know that to improve their listening skill they need to have
vocabulary mastery and reading habit; for the upcoming
researchers to do their relevant research, and the library of
University of Indraprasta PGRI.
Reading is one of the several ways to increase
vocabulary and knowledge. If students are aware of the
benefit of reading, they will be more interested in learning
English, especially the skills that should be mastered by the
students. By reading, the students will have more knowledge
in understanding many kinds of themes and also achieve the
good impacts of vocabulary mastery towards listening skill.
The vocabulary mastery will enable students to learn the
Lingua Cultura, 10(1), May 2016, 19-24
DOI: 10.21512/lc.v10i1.828
19Copyright©2016
P-ISSN: 1978-8118
E-ISSN: 2460-710X
20 LINGUA CULTURA, Vol.10 No.1, May 2016, 19-24
language more easily if students are aware of the benefit
of mastering the vocabulary, so they are more interested
in learning English especially the skills that should be
mastered by the students. By mastering the vocabulary, the
students will also be able to express their ideas easily and
can understand what the speaker is saying.
According to Murcia and Freeman (1999)
comprehension describes comprehension of speaker’s
messages at the internal reproduction of that message in the
listener’s mind. What ‘listening’ really means is ‘Listening
and understanding what people hear at the same time.’
So, two concurrent actions are demanded to take place in
this process. Besides, according to Rost (1990) listening
comprises some component skills which are: discriminating
between sounds, recognizing words, identifying
grammatical groupings of words, identifying expressions
and sets of utterances that act to create meaning, connecting
linguistic cues to non-linguistic and paralinguistic cues,
using background knowledge to predict and later to confirm
meaning and recalling important words and ideas.
As mentioned by Brown (2007), listening skill
consists of several techniques. First, it is reactive. Teachers
sometimes want their students simply to listen to the surface
structure of an utterance for the sole purpose of repeating
it back to us. While this kind of listening performance
requires little meaningful processing, it nevertheless may be
a legitimate, even though a minor, aspects of an interactive,
communicative classroom. In the classroom, the students
will become merely as the tape recorder and be very limited
because it is not generating meaning.
Second, it is intensive. This technique purpose is
to focus on components (phonemes, words, intonation,
discourse markers, etc.). Examples of intensive listening
performance include students listen for cues in individual
drills, the teacher repeats a word or sentence several times,
and the teacher asks students to listen to a sentence or a longer
stretch of discourse and to notice a specified element, such
as intonation, stress, contraction, grammatical structure, etc.
Third, responsive is another technique that can
be done. The students’ task in such listening is to process
the teacher talk immediately and to make an appropriate
reply. Examples include asking questions (“Are you
okay?”, “What’s going on?”), giving commands (“Draw a
conclusion.”), seeking clarification (“What did you say?”),
checking comprehension (“How many people were in the
class after the class began?”).
Fourth, selective is listening to a monolog for
a couple of minutes or a little bit longer. The task of the
student is not to process everything that is said, but rather
to scan the material selectively for certain information. The
purpose is to find important information. Examples of such
discourse include speeches, media broadcast, stories and
anecdotes, and conversations.
Techniques promoting selective listening skills can
be done by asking students to listen for many things. They
can be people names, dates, certain facts or event, location,
situation, context, main ideas, and conclusion.
Fifth, there is extensive technique. It can range from
listening to lengthy lectures to listening to a conversation
and deriving comprehensive message or purpose.
Extensive listening may require the student to invoke other
interactive skills (e.g., note taking, and discussion) for full
comprehension.
Finally, there is interactive technique. It is listening
performance that can include all five of the above types
of learners actively participate in the discussion, debates,
conversations, role plays, and another pair of group work.
The most important thing in listening in learning
foreign language as what has been brought up by Helgesen,
Brown, and Nunan (2007) are: listening is vital in the
language classroom because it provides input for the
learner. Without understanding input at the right level, any
learning simply cannot begin. While, spoken language
provides a means of interaction for the learners because
they must interact to achieve essential understanding and
access to speakers of the language. Moreover, learners’
failure to understand the language they hear is an impetus,
not an obstacle, to interact and learn. Then, authentic
spoken language presents a challenge for the learner to try
to understand language as a native speaker use it.
Listening exercises provide teachers with a means
for drawing learners’ attention to new forms. It can be
vocabulary, grammar, new interaction, patterns in the
language. Based on that statement, listening to the foreign
language means listening to English as the foreign language
with full attention and understanding about what have been
said by the speaker.
Vocabulary varies in the four skills of language;
listening, writing, reading and listening. A student will absorb
listening and listening activities before coming to reading
and writing vocabulary. In the real situation, the process may
change, especially in foreign language teaching. Reading
may become the first stage before processing the listening
and listening. In function, vocabulary has generally been
classified into active or productive and passive or receptive
vocabulary.
According to Oxford Advanced Learner’s Dictionary
by Hornby (2010), Vocabulary is divided into two types.
First, active vocabulary refers to items which the learner
can use appropriately in listening or writing but in fact, it
is more difficult to put into practice. It means that to use
the productive vocabulary; the student must know how
to pronounce it well, they must know and be able to use
the grammar of the target language, and they also must be
familiar with collocation meaning of the word. Second,
passive vocabulary is all of the words that students hear and
read. It refers to language items that can be recognized and
understood in the context of reading or listening.
Based on Intelligence United (2012), it said that
reading can be summarized by explaining some processes.
From infancy perceptual processes, these include the
ability to transform sound, light waves, and sound waves
into meaningful chunks of information. These abilities will
be affected by the development of the visual and auditory
systems.
Then, there will be word recognition. Words are
recognized at two levels: the letter level and the word
level. At the letter level, individual graphemes (letters) are
identified and transformed into their phonemic equivalent
(their sound). The early reader (4-5 yrs) uses the only
grapheme to correspond and have to sound out words to
string the individual sounds into a meaningful word.
Next, syntactic processing will involve the ability
to identify clauses, noun phrases (NP), verb phrases (VP),
prepositional phrases, adjective (Adj), articles (Art), nouns
(N), and verbs (V), and assemble them in syntactically
acceptable sentence (S). Syntactic development is measured
by the mean length of utterance (MLU), which is based
on the average length of a child’s sentences scored on
transcripts of spontaneous speech.
Then, Semantic processing is developing even before
an infant begins to use words. Words initially start with a
21The Effects of Reading Habit and Vocabulary .... (Nurul Frijuniarsi; Noni Marlianingsih)
single meaning then become richer as the child is exposed
to a wide range of words and experiences, some of which
may be the same but used in different contexts, and some
are related to each other. Meaning is assembled in semantic
networks in which words are inserted in classes.
After that, metalinguistic awareness makes it
possible for children to think about language, understand
what words are, and define them, or know the language as
an object. It begins to develop gradually at a young age,
through the middle school years and continues to develop
well into adulthood. It involves the ability to use humour,
metaphor, and irony, for example.
Last, comprehension will involve the use of all of the
above processes, especially semantic processing. The act of
comprehension is the essential linking of new knowledge
to old knowledge, adding new links and modifying the
strength of connections between nodes. In the early stages
of learning to read, comprehension is hampered by limited:
the capacity of processing space, attention, prior knowledge,
and atomization of processes (procedures) -- all part of
skilled reading.
METHODS
The population of this study or object of this research
is obtained from class XI. The total numbers of the students
from two schools that are being surveyed are 300 students.
They came from SMAN 98 Cijantung consisting of 144
students and SMAN 105 Ciracas consist of 156 students.
To make the research easier, in collecting the data
the researchers need to make a limitation to the population
by taking the sample. In collecting the data, according to
Arikunto (2002) if the subject is less than 100, it is better to
take them all. Then the researchers can name it as population
research. Also, if the object is more than 100, the researchers
can take 10 - 15 % or 20 - 25% or more of the objects. Based
on that, from 150 students, the researchers can take 10 % of
the whole population. 0,10 x 300 is 30 students, taken from
45 students. The researchers are going to take it randomly
from 2 different schools of 300 students.
The Data Collection Technique that has been done
to get the data of vocabulary mastery and Reading Habit
and listening skill variables is by asking the respondents to
answer the question that has been asked by the researchers.
The respondents’ answers are being scored based on the
scoring rule.
To analyze the data, descriptive statistic will be used.
In this descriptive analysis, the data technique in distribution
table, graphic, the histogram for each variable will be done.
Besides that, each variable will be tabulated and analyzed
regarding the center measurement and the mean, mode,
and median and the deviation such as the range, variant,
standard deviation, the deviate, and kurtosis.
Besides, there is the requirement analysis such as
normality test, linearity test, and hypothesis test will be
performed. The normality test is aimed to know whether the
data collection result is normal or not. This will affect the
next process of the statistic analysis, continued by using the
parametric statistic. If the data are not distributed normally,
then the analysis is done by nonparametric statistic.
Normality test in this research is done by Kolmogorov-
Smirnov analysis in computer application program for the
statistic, SPSS 15.0. The result of calculation and testing
by SPSS 15.0 is shown by the table Tests of Normality in
column Sig for the testing technique Kolmogorov-Smirnov.
The criteria of the normality is if the score of sig KS is more
than 0,05, the data will be stated as a normal distribution.
Next, there is linearity test. The regression line
of linearity test in this research is by using the F test, the
formula is based on Sudjana (2005):
(1)
In practice, the researchers will use SPSS 15.00
program to calculate the linearity test. It is done by seeing
the quantity of the score of sig coefficient at Deviation from
Linearity.
Last, hypothesis test (Analysis of Inferential) will
also be used. After, the entire hypothesis test has been
known. Then, the data is tabulated and tested properly by
using the hypothesis that has been proposed. The hypothesis
will be analyzed using the partial correlation technique,
double correlation, and also a simple linear regression and
double linear regression. In practice, the researchers will
do the calculation and test the correlation and regression
partially.
RESULTS AND DISCUSSIONS
Table 1 The Calculation Result of Coefficients Correlation
about the Effect of Variable X1 and X2 towards Variable Y
Model Summaryb
Model R R Square
Adjusted R
Square
Std. Error of
the Estimate
1 .845a .713 .698 1.30093
a. Predictors: (Constant), X2, X1
b. Dependent Variable: Y
Table 1 shows that the effect of the double correlation
coefficient of independent variable reading habit (X1) and
vocabulary mastery (X2) towards speaking skill (Y) is
0,845. From the calculation, it is obtained that correlation
coefficient is significant. In other words, there are significant
effects of the independent variable of vocabulary mastery
(X1) and reading habit (X2) towards listening skill (Y).
While, the coefficient determination is 71.3%. It shows
that the quantity of the effects of vocabulary mastery and
reading habit towards listening skill is 71.3%. The residue
(28.7%) is because of the effects of other factors. Whereas
for the hypothesis test through the regression analysis, it is
obtained that the regression line equation that represents the
effects of variable X1 and X2 towards variable Y, that Ŷ is
0.154 + 0.631X1 + 0.083X2.
Then, the significance of regression line test is
done by paying attention to the result of calculation
in Table 2. Based on the existing rule, the criteria for
significance regression is “if Sig < 0.05, H0 is rejected” or
“if Ftest is more than Ftable, H0 is rejected”. It means that the
regression coefficient is significant. In other words, there
is a significant effect of independent variables X1 and X2
toward dependent variable Y. The score of Sig is the number
printed in Sig column, and the score of Ftest is in Fcolumn, in
Table 2. Whereas, the score Ftable is the score of distribution
22 LINGUA CULTURA, Vol.10 No.1, May 2016, 19-24
of Table F, which the real standard is 5% with 2 as the
numerator degree (k) and denominator degree (n – k – 1)
equals 37 where n is the number of respondents, and k is the
number of independent variables.
Table 2 The Calculation of Result of Regression
Coefficient Significance Test about the Effect
of Variable X1 and X2 towards Variable Y
ANOVAb
Model Sum of Squares df
Mean
Square F Sig.
1 Regression 155.781 2 77.890 46.023 .000a
Residual 62.619 37 1.692
Total 218.400 39
a. Predictors: (Constant), X2, X1
b. Dependent Variable: Y
Table 2 presents that the score of Sig is 0.000 and
Ftest is 46.023; while Ftable is 3.25. Because the score of Sig
is less than 0,05 and Ftest is more than Ftable, H0 is rejected.
That means the regression coefficient is significant, or it can
be concluded as there are significant effects of independent
variables of vocabulary mastery (X1) and reading habit (X2)
towards listening skill (Y).
From the descriptive data, after the correlation
analysis which has been carried out, it is obtained that
the correlation coefficient is 0.845, and the coefficient
determination is 71.3%. After the test has been carried out
by SPSS program, it proves that the correlation coefficient
is significant. This means that there are significant effects of
the independent variable of X1 (vocabulary mastery) and X2
(reading habit) towards the dependent variable Y (listening
skill).
From the regression analysis, it is obtained that
the equation of the regression line is 0.154 + 0.631X1 +
0.083X2. The constant score is 0.154 showing that with the
lowest reading habit and vocabulary mastery, it is difficult
for students to obtain a good speaking skill score. While,
the score of coefficient regression is 0.631 and 0.083. It
shows there are positive effects of independent variable
X1 (vocabulary mastery) and X2 (reading habit) towards
dependent variable Y (listening skill). With every increase
of one score of vocabulary mastery, there will be an increase
of listening skill score of 0.631. Then, every increase of one
score reading habit will be an increase of listening skill
score of 0.083.
After the regression line linearity has been tested
using SPSS program, it is obtained that the regression line
is linear. From the significance test of regression coefficient
also using SPSS program, it is obtained that the regression
coefficient is significant. It really means that there are
positive effects of independent variable X1 (vocabulary
mastery) and X2 (reading habit) towards dependent variable
Y (listening skill).
The researchers believe that the biggest component
of the language course is vocabulary. Good mastery
of vocabulary helps the learners to express their ideas
precisely. By having many stocks of words, learners will be
able to comprehend the reading materials, catch someone’s
talk, give a response, speak fluently, and write some kinds
of topics. The perception of reading habit is someone’s
behavior to read which does not need much thinking process
or repeated reading activity done regularly by him then does
continuously as a result it becomes a habit. If reading is
a habit, the students will realize that they can understand
and grasp information from what they read, and of course,
it will make them easier to discuss about certain topics
since they have understood and gotten the information
from the reading materials. As a result, the researchers can
conclude that vocabulary mastery and reading habit have
significant effects towards the students’ listening skill from
the quantitative information and theoretical aspects.
Second, the effect of vocabulary mastery (X1)
towards listening skill (Y) will be analyzed. This uses
hypothesis as following:
H0 : βy1 = 0 ;
H1 : βy1 ≠ 0
It means :
H0 : there are no significant effects of vocabulary mastery
towards students’ listening skill
H1 : there are significant effects of vocabulary mastery
towards students’ listening skill
Paying attention to the score of t column or at Sig
column for line reading (Variable X1) in Table 3 is done
to prove the hypothesis. According to the existing rule, the
criteria of significance regression is “if ttest is more than ttable,
H0 is rejected” or “if Sig is less than 0,05, H0 is rejected”.
It means that there is a significant effect of independent
variable X1 towards dependent variable Y. The score of
Sig is the number printed in Sig column, and the score
of ttest is shown in t column, for vocabulary mastery line
(Variable X1) in Table 3. While the score of ttable is the score
of distribution of table t that the real standard is 5% with the
degree of the trustee (df = n – 2) equals 38, where n is the
number of respondents.
Tabel 3 The Calculation of Result of Regression Line
Equation Test about the Effect of Variable X1 and X2
towards Variable Y
Coefficientsa
Model
Unstandardized
Coefficients
Standardized
Coefficients
t Sig.B Std. Error Beta
1 (Constant) .154 2.038 .075 .940
X1 .631 .104 .682 6.043 .000
X2 .083 .040 .230 2.038 .049
a. Dependent Variable: Y
Table 3 illustrates that the score of Sig is 0.000 and
ttest is 6.043; while ttable is 1.68. Because the score of Sig
is less than 0,05 and ttest is more than ttable, H0 is rejected.
This means there are significant effects of independent
variable X1 (vocabulary mastery) towards dependent
variable Y (listening skill). From the result of correlation
test, regression test or by looking at the line model, it can be
concluded that there are significant effects of independent
variable X1 (vocabulary mastery) towards dependent
variable Y (listening skill).
The Effect of Vocabulary Mastery towards Student’s
Listening Skill can be seen from the hypothesis test, it is
obtained that the score of Sig is 0.000 and ttest is 6.043; while
23The Effects of Reading Habit and Vocabulary .... (Nurul Frijuniarsi; Noni Marlianingsih)
ttable is 1,68. Because the score of Sig is less than 0,05 and
ttest is more than ttable so H0 is rejected. It means that there are
significant effects of independent variable X1 (vocabulary
mastery) towards dependent variable Y (listening skill).
According to theoretical assumptions from above, the
perception of Vocabulary Mastery is someone’s proficiency
in using words and their meaning appropriately in language.
From the definition, the researchers can say that the biggest
component of the language course is vocabulary. Good
mastery of vocabulary helps the learners express their ideas
precisely. By having many stocks of words, learners will be
able to comprehend the reading materials, catch someone’s
talk, give a response, speak fluently, and write some kinds of
topics.Then, the researchers can conclude that vocabulary
mastery has significant effect towards the students’ listening
skill from the quantitative information and theoretical
aspects.
Last, it is about the effect of reading habit (X2)
towards listening skill (Y). The hypothesis is:
H0 : βy2 = 0 ;
H1 : βy2 ≠ 0
Which means :
H0 : there are no significant effects of reading habit
towards students’ listening skill
H1 : there are significant effects of reading towards
students’ listening skill
To prove the hypothesis, it can be done by paying
attention to the score printed in t column or Sig column for
reading habit line (Variable X2) in Table 3. According to the
existing rule, the significance criteria of regression is “if ttest
is more than ttable, H0 is rejected” or “if Sig is less than 0,05,
H0 is rejected”. It means that there are significant effects
of the independent variable of X2 towards the dependent
variable Y. The score of Sig is in Sig column for reading
habit line, and the score of ttest is in t column, for reading
habit line (Variable X2) in Table 3. While the score of ttable
is the score of distribution of table t with 5% of the real
standard and the degree of freedom (df = n – 2) is 38 where
n is the number of respondents.
Table 3 indicates that the score of Sig is 0.049 and
ttest is 2.038; while ttable is 1.68. Since the score of Sig is
less than 0.05 and ttest is more than ttable, H0 is rejected. It
means, there are significant effects of independent variable
X2 (reading habit) towards dependent variable Y (listening
skill). From the result of correlation test, regression test or
by looking at the line model, it can be concluded that there
is a significant effect of independent variable X2 (reading
habit) towards dependent variable Y (listening skill).
The Effect of Reading Habit towards Student’s
Listening Skill can be seen from the hypothesis test, it is
obtained that the score of Sig is 0.049 and ttest is 2.038 while
ttable is 1,68. Because the score of Sig is less than 0,05 and
ttest is more than ttable so H0 is rejected. This means that there
are significant effects of independent variable X2 (reading
habit) towards dependent variable Y (listening skill).
According to theoretical assumptions, the perception
of reading habit is someone’s behavior to read which does
not need much thinking process or repeated reading activity
which is done regularly by him then does continuously. As a
result, it becomes a habit. If reading is a habit, the students
will realize that they can understand and grasp information
from what they read. By having a good reading habit,
students will be easier to understand and grasp information
from what they read. Then, it will definitely make them easier
to talk or discuss certain topics because they have already
known it before. Therefore, they will have more confidence
in giving information and sharing their ideas. Therefore, it
can be concluded that reading habit has significant effects
towards the students’ listening skill from the quantitative
information and theoretical aspects.
Table 1, 2, and 3 represents the effects of vocabulary
mastery (X1) and reading habit (X2) towards listening skill
(Y) with the hypothesis:
H0 : βy2 = 0 ;
H1 : βy2 ≠ 0
This means:
H0 : there are no significant effects between reading habit
(X1) and vocabulary mastery (X2) towards speaking
skill (Y)
H1 : there are significant effects between reading habit (X1)
and vocabulary mastery (X2) towards speaking skill
(Y)
CONCLUSIONS
From the result, several points can be concluded.
Firstly, there are significant effects of vocabulary mastery
and reading habit towards students’ listening skill. It is
proved by the score of Fobserved is 46.023 and Sig is 0.000.
The score of Fobserved is more than Ftable (> 3.25), and the
score of Sig is less than 0.05 (< 0.05). Based on that, the
researchers can conclude that the better vocabulary mastery
and reading habit are, the better students’ listening ability is.
Secondly, there are significant effects of vocabulary
mastery towards students’ listening skill. It is shown that
the score of t observed is 6.043 and Sig is 0.000. The score of
t observed is more than t table (> 1.68), and the score of Sig is
less than 0.05 (< 0.05). It shows that the score is significant.
Based on that, the researchers can conclude that the higher
students’ vocabulary mastery is, the better their listening
ability is.
Finally, there are significant effects of reading habit
towards student’s listening skill. It can be seen that the score
of t observed is 2.038 and Sig is 0.049. The score of t observed is
more than t table (>1.68), and the score of Sig is less than 0.05
(< 0.05). Based on that, the researchers can conclude that
the better students’ reading habit is, the better their listening
skill is as well.
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