The Effect of Motivation, Concentration and Vocabulary Mastery on
Students’ Listening Skill in Japanese Classroom
Merri Silvia Basri, Zainal Rafli, Fathiaty Murtadho
Language Education Study Program University of Jakarta, Indonesia
Keywords: Concentration, Japanese Class, Learning Motivation, Listening Skill, Vocabulary Mastery
Abstract: The purpose of this research is to investigate whether there is direct correlation between learning
motivation, concentration and vocabulary variables and listening comprehension skill in Japanese language.
The research was conducted at Riau University to students majoring in Japanese language. The research
makes use of path analysis. Data collection was carried out by using three instruments and one Japanese
listening comprehension test; (1) test instrument of learning motivation, (2) test instrument of learning
concentration, and (3) test instrument of vocabulary acquisition or mastery and Japanese listening
comprehension test. As the sampling technique used was total sampling, population in this study was the
whole 52 fourth semester students at Riau University. The hipothesis test shows -0.311 for correlation
coefficient between learning motivation and listening comprehension skill, 0,309 for correlation coefficient
between concentration and listening comprehension skill, 0.281 for correlation coefficient between
vocabulary mastery and listening comprehension skill, 0.287 for correlation coefficient between learning
motivation and vocablary mastery. Whereas correlation coefficient between concentration and vocabulary is
0.410, and correlation coefficient between motivation and concentration is 0.451. The findings can be used
as theoretical basis to do another research at Japanese Language Department throughout Indonesia. The
findings can also be used as a refrence to develop similar resarch in another place, especially when it has
similar problems and conditions.
1 INTRODUCTION
In Indonesia, teaching Japanese is more complex
than teaching another foreign language. This is
especially because students have to deal with Kanji
writing system, which is completely different from
Latin alphabet adapted by Indonesian people.
Like other languages, listening is the very basic
language skill as it is frequently integrated with
other skills, such as speaking, reading and writing
skills. Apparently, most communication requires
human interaction envolving listening, and this also
takes place in a classroom. When a teacher writes on
the board, she must explain it to her students, and
the students have to listen carefully to understand
the explanation, and then the students may speak or
ask for clarification. In this case, the teacher must
listen carefully too, in order to respond her students
properly. Therefore, it might be impossible to find
human interaction without listening. Listening is
crucial not only in language learning but also in
learning other subjects. Listeners can use both
bottom-up process (linguistic knowledge) and top-
down process (prior knowledge) to comprehend a
message. When students fail to use their listening
comprehension effectively, they will not be able
comprehend a message, and they will not get the
knowledge they need from their teacher.
Learning is one of classroom activities requiring
motivation, which can be an internal factor in
learning. A teacher needs to motivate students, so
that they will be interested in their learning.
Unfortunately, motivating student does not always
succeed. Instead of listening carefully, students do
not show their interest or enthusiasm, and they
become lazy. This was an example of a situation that
happened to students majoring in Japanese
Language of Teacher’s Training Program at Riau
University.
In spite of their Japanese Language major, the
students at Riau University was lack of motivation
in learning Japanese. Students did not pay attention
to their teacher and could not maximize their
Basri, M., Rafli, Z. and Murtadho, F.
The Effect of Motivation, Concentration and Vocabulary Mastery on Students’ Listening Skill in Japanese Classroom.
DOI: 10.5220/0008998203070317
In Proceedings of the International Conference on Education, Language and Society (ICELS 2019), pages 307-317
ISBN: 978-989-758-405-3
Copyright
c
 2020 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
307

learning because the teacher herself was unable to
motivate them although she had tried hard.
Ideally, during classroom practices, in order to
comprehend what the students hear, students must
be able to concentrate, so that their focus is on the
information needed to answer questions. It is highy
likely that students need more vocabulary too.
In learning Japanese, vocabulary is called goi,
which is a collection of words related to certain
topics discussed in a chapter. It is true that mastering
vocabulary is essential in learning Japanese.
However, as in Indonesia learning English is more
prioritized, mastering vocabulary can be challanging
because the number of Japanese students are not as
many as English students. It means that they do not
have enough exposure to use Japanese vocabulary
more frequently on daily basis.
Based on the observation of 4th semester
students from Japanese Language major at Riau
University, it was obvious that students did not have
enough motivation and concentration in their
learning. In addition, they were not able to acquire
the vocabulary. For instance, a teacher had been
trying hard to explain a lesson, and then she asked
the students some questions, but they failed to give
correct answers due to lack of attention. Even
students were not able to comprehend anything
although the teacher had been playing the recording
many times. They also had difficulties repeating the
vocabulary after their teacher. Worst of all, they
could not correctly write the new vocabulary they
had just learnt.
Besides lacking motivation, probably students
only relied their learning on the language program
organized by the university, and they did not have
any intention to improve their language outside
class. Being lack of vocabulary and concentration
made students fail to understand most parts in a
conversation, and being lack of motivation made
them unable to understand a normal pace
conversation (they thought it was too fast), and a
long passage. Unable to identify what the speaker
meant while producing high and low intonation was
also another problem for them.
To highlight relevant studies related to the
current studies at Riau University, some differences
and similarities between the previous studies and the
research conducted in Riau are presented. The
following are previous studies by some researchers
related to learning motivation, concentration,
vocabulary acquisition or mastery, and listening
comprehension skill in Japanese language:
A journal published by Kong Bee Leng (2011),
“The Relationship between Self-Concept, Intrinsic
Motivation, Self- Determination and Academic
Achievement among Chinese Primary School
Students” concludes that there is significant and
weak correlation between self-concept and academic
achievement. There is negative and weak correlation
between students’ internal motivation and their
academic achievement. What makes this research
different from the current study at Riau University is
that the variables contain self-concept, determining
students’ own fate and academic achievement
conducted at an elementary school in China. The
similarity between this research and the current
study is caused by X1 variable about students’
motivation in learning process.
A finding from a journal published by Rafiul
Islam Shazu (2014) “Use of Literature in Language
Teaching and Learning: A Critical Assessment”
suggests that for some people, vocabulary is a
refrence for language learning. However, for some
students, vocabulary acquisition is a key to improve
their motivation while learning English. The
difference between the research in this article and
the research at Riau University is because English
literature is used as medium of instruction during
learning process, but it is similar with the current
research in Riau because there are variables X2 and
X1 about vocabulary acquisition and motivation in
foreign language learning.
Maizatul Haizan Mahbob & Arina Anis Azlan in
a journal published by Wan Idros Wan Sulaiman
(2011), “Learning outside the Classroom: Effects on
Student Concentration and Interest” suggest that
most of respondents in their research seem to be
happy adapting their learning outside classroom. It
can be an indication that out-of-class learning is an
important factor to improve students’ satisfaction
and concentration. While this research focuses on
learning quality and satisfaction variables, variable
X2 about students’ concentration in learning process
is relevant with the research in Riau.
A journal published by Arono (2014) “Improving
Students Listening Skill through Interactive
Multimedia in Indonesia” states that PMAI Model
can make students listen more critically. It is
regarded as a refrence for a teacher to develop a
model in teaching listening comprehension. This
research is relevant to the research in Riau because
the Y variable is about teaching listening
comprension skill.
From a journal published by Yo Hamada (2011)
“Improvement of Listening Comprehension Skills
through Shadowing with Difficult Materials” can be
concluded that a text that is one level above
students’ ability helps students to improve listening
ICELS 2019 - International Conference on Education, Language, and Society
308

comprehension skill, and tackle students’ problems
during short term listening comprehension practice.
The research in this article uses training and
comprehension variables. This article is similar to
the current research in Riau because Y variable in
this article is about teaching listening
comprehension skill.
Research through path analysis on listening
comprehension in Japanese language related to
learning motivation, concentration, and vocabulary
mastery or acquisition has not been conducted
thoroughly before. For this reason, the current study
is presented. The researcher is concerned about
students’ low motivation and lack of effort to
improve their language without relying heavily on
the language program run by Riau University.
Apparently, unability to acquire vocabulary could be
troublesome. With limited vocabulary and lack of
concentration, students were unable to comprehend a
conversation they heard. Low mativation made
students unable to do listening comprehension
practices successfully too. As a result, they could not
understand anything when they thought a
conversation they heard was too fast. Moreover, it
was difficult for them to comprehend a long passage.
Furthermore, students were unable to identify the
right meaning when it came to listening to high and
low intonation during conversation.
2 RESEARCH METHODOLOGY
The subject in this research was the whole 52
students from semester 4 taking Japanese language
major at Riau university. The research made use of
path analysis, and the data collection was done by
using 3 instruments and a listening comprehension
test: (1) test instrument of learning motivation, (2)
test instrument of learning concentration, and (3) test
instrument of vocabulary mastery and Japanese
listening comprehension test. A test booklet was
distributed to each student to measure Japanese
listening comprehension skill, and students’ progress
sheet was used to see their ability. Data collection
was done through research instruments as follow: (a)
organizing variable indicators in this research, (b)
organizing description of instrument, (c) testing the
instruments, (d) doing validity test and reliability
test of instruments.
As types of variable have been selected
according to the research being carried out, data
was collected and analysed by using instruments: (1)
Japanese listening comprehension test (Y) students’
progress sheet to see their listening comprehension
skill, (2) learning motivation instrument (X1) sheets
of questionnaire, and Likert scale to organize the
questionnaires (3) measuring concentration (X2)
using sheets of questionnaire, and organize them
into Likert scale (4) measuring vocabulary
acquisition (X3) using sheets of questionnaire, and
organize them into Likert scale.
3 RESULTS
The description of the results in this research is
intended to give general pictures of data
destribution, including the frequency. The data is
analyzed by using descriptive statistic method, such
as minimum and maximum scores, range, average,
standard deviation, and variants.
The data about students’ results in the research is
summarized in table 1.
Table 1: students’ results summary
Statistic
Variable
X
1
X
2
X
3
Y
Number of
Samples (n)
52
52
52
52
Maximum
scores
120
90
150
100
Minimum
scores
85
45
85
30
Range
35
45
65
70
Average (X)
105.08
71.98
120.58
79.23
Standard
deviation (s)
10.299
9.803
15.689
17.360
Variant (s
2
)
106.072
96.098
246.131
301.357
Notes:
X
1
: Learning motivation
X
2
: Concentration
X
3
: Vocabulary mastery or acquisition
Y: Japanese listening comprehension skill (Y)
3.1 Japanese Listening Comprehension
Skill (Y)
Based on the results from Japanese listening
comprehension skill (Y), the minimum score is 30,
the maximum score is 100, and the score range is 70.
After the data has been statistically processed, it
turns out that the average score is 79.23, the standard
deviation is 17.360 and the variant is 301.357.
Results from total sampling of 52 students based
on listening comprehension skill in Japanese
language (Y) within the group above the average is
21 students (82.69%), the group below average is 4
The Effect of Motivation, Concentration and Vocabulary Mastery on Students’ Listening Skill in Japanese Classroom
309

students (7.69%), and 5 students (9.62%) is the
group with average scores.
3.2 Students’ motivation (X1)
The results of learning motivation (X1) show that
the lowest score is 85, and the highest score is 120,
so the score range is 35. After the data has been
statistically processed, the average score is 105.08,
the standard deviation is10.299 and the variant is
106.072.
Results from total sampling of 52 students based
on learning motivation (X1) within the group above
average scores is 29 students (55.77%), the group
below average is 6 students (11.54%), and 17
students (32.69%) belong to average group.
3.3 Concentration (X2)
The results on students’ concentration (X2) indicate
that the lowest scores is 45, and the highest scores is
90, so the range is 45. After the data has been
statistically processed, the average score is 71,98,
the standard deviation is 9.803 and the variant is
96.098.
Results from total sampling of 52 students based
on concentration (X2) within the group above
average scores is 31 students (59.62%), the group
below average is 14 students (26.92%), and 7
students (13.46%) belong to average group.
3.4 Vocabulary Acquisition (X3)
The results on students’ vocabulary (X3) indicate
that the lowest scores is 85, and the highest scores is
150, so the range is 65. After the data has been
statistically processed, the average score is 120.58,
the standard deviation is 15,689 and the variant is
246.131.
Results from total sampling of 52 students based
on vocabulary (X3) within the group above average
scores is 37 students (71.16%), the group below
average is 8 students (15.38%), and 7 students
(13.46%) belong to average group.
3.5 Tests requirement before doing
analysis
In order to see whether the data obtained in each
variable is normal or not, a normality test must be
carried out by using Liliefors test. If the value of
(L0) is higher than the value of variables in a group
(Lt), the data is considered as the one with normal.
distribution
On the other hand, (L0) is the gap between the
highest absolute value with the probability from the
whole proportion of raw data. The result of
normality test can be presented conveniently after
being processed by liliefors with significance a =
0.05.
3.5.1 Normality test
Normality test of X
1
Based on results of liliefors normailty test, the
value of L
0
is 0.0823. The critical value of L
0
in the
liliefors table for sampling (n) =52 with a=0.05
results in value of 0.122. When it is compared with
L
0
after calculation, in fact it is lower than L
0
in the
table, so that it can be concluded that X
1
normality
test results in normal distribution.
Normality test of X
2
Based on results of liliefors normailty test, the
value of L
0
is 0.1002. The critical value of L
0
in the
liliefors table for sampling (n) =52 with a=0.05
results in value of 0.122. When it is compared with
L
0
after calculation, in fact it is lower than L
0
in the
table, so that it can be concluded that X
2
normality
test results in normal distribution.
Normality test of X
3
Based on results of liliefors normailty test, the
value of L
0
is 0.0754. The critical value of L
0
in the
liliefors table for sampling (n) =52 with a=0.05
results in value of 0.122. When it is compared with
L
0
after calculation, in fact it is lower than L
0
in the
table, so that it can be concluded that X
3
normality
test results in normal distribution.
Normality test of Y
Based on results of liliefors normailty test, the
value of L
0
is 0.1171. The critical value of L
0
in the
liliefors table for sampling (n) =52 with a=0.05
results in value of 0.122. When it is compared with
L
0
after calculation, in fact it is lower than L
0
in the
table, so that it can be concluded that Y normality
test results in normal distribution.
3.5.2 Linearity of regression test significance
of regression test
The requirement of linearity is met if F value
calculated < F value table. However, significance of
regression meets the requirement if F value
calculated > F value table. Correlation coefficient
value is the calculation of scores stating how strong
the degree of correlation is. A correlation is
considered strong enough if the degree of
significance from t value > t table.
Test of (X
1
) to (Y)
ICELS 2019 - International Conference on Education, Language, and Society
310

Based on the result of linear regression test, F value is
0.981, by which the value from the table is 2.8024.
Compared with F value calculated, in fact it is lower than
F table, so it can be concluded that linear regression test of
X
1
to Y indicates normal distribution.
Whereas from significance of regression test, F value
is 4.03. If we compare F value calculated with F value
table, the F value calculated is higher than with F value
table. It can be concluded that significance of regression
test X1 to Y shows normal distribution.
Test of (X
2
) to (Y)
Based on the result of linear regression test, F value is
-13.158, by which the value from the table is 2.8024.
Compared with F value calculated, in fact it is lower than
F table, so it can be concluded that linear regression test of
X
2
to Y indicates normal distribution.
Whereas from significance of regression test, F value
is 5.2668. If we compare F value calculated with F value
table 4.03, the F value calculated is higher than with F
value table. It can be concluded that significance of
regression test X
2
to Y shows normal distribution.
Test of (X
3
) to (Y)
Based on the result of linear regression test, F value is
-0.525, by which the value from the table is 2.8024.
Compared with F value calculated, in fact it is lower than
F table, so it can be concluded that linear regression test of
X
3
to Y indicates normal distribution.
Whereas from significance of regression test, F value
is 4.2867. If we compare F value calculated with F value
table 4.03, the F value calculated is higher than with F
value table. It can be concluded that significance of
regression test X
3
to Y shows normal distribution.
Test of (X
1
) to (X
3
)
Based on the result of linear regression test, F value is
-15.904, by which the value from the table is 2.8024.
Compared with F value calculated, in fact it is lower than
F table, so it can be concluded that linear regression test of
X
1
to X
3
indicates normal distribution.
Whereas from significance of regression test, F value
is 4.4743. If we compare F value calculated with F value
table 4.03, the F value calculated is higher than with F
value table. It can be concluded that significance of
regression test X
1
to X
3
shows normal distribution.
Test of (X
2
) to (X
3
)
Based on the result of linear regression test, F value is
-15.928, by which the value from the table is 2.8024.
Compared with F value calculated, in fact it is lower than
F table, so it can be concluded that linear regression test of
X
2
to X
3
indicates normal distribution.
Whereas from significance of regression test, F value
is 10.1014. If we compare F value calculated with F value
table 4.03, the F value calculated is higher than with F
value table. It can be concluded that significance of
regression test X
2
to X
3
shows normal distribution.
Test of (X
2
) to (X
3
)
Based on the result of linear regression test, F value is
-15.928, by which the value from the table is 2.8024.
Compared with F value calculated, in fact it is lower than
F table, so it can be concluded that linear regression test of
X
2
to X
3
indicates normal distribution.
Whereas from significance of regression test, F value
is 10.1014. If we compare F value calculated with F value
table 4.03, the F value calculated is higher than with F
value table. It can be concluded that significance of
regression test X
2
to X
3
shows normal distribution.
Test of (X
1
) to (X
2
)
Based on the result of linear regression test, F value is
-15.893, by which the value from the table is 2.8024.
Compared with F value calculated, in fact it is lower than
F table, so it can be concluded that linear regression test of
X
1
to X
2
indicates normal distribution.
Whereas from significance of regression test, F value
is 12.7510. If we compare F value calculated with F value
table 4.03, the F value calculated is higher than with F
value table. It can be concluded that significance of
regression test X
1
to X
2
shows normal distribution.
3.6 Hipothesis Test
3.6.1 Hipothesis Formula and Model-1 of
Structural Equation
Model-1 Hypothesis states that learning motivation,
concentration, and vocabulary acquisition simultaneously
contribute to Japanese listening comprehension skill.
Structure of Model-1:
Y = p
yx1
X
1
+ p
yz2
X
2
+ p
yx3
X
3
+ p
y
ɛ
1
(1)
Diagram of Model-1 coefficient path
Figure 1: Correlation structure between X
1
, X
2
, X
3
and Y
Model-1
Diagram of Model-2 coefficient path
Model-2 Hypothesis states that learning motivation and
concentration simultaneously contribute to vocabulary
acquisition.
Structur of Model-2 :
Y = p
x3x1
X
1
+ p
x3z2
X
2
+ p
x3
ɛ
2
(2)
Figure 2: Correlation structure between X1, X2 and X
3
Model-2
The Effect of Motivation, Concentration and Vocabulary Mastery on Students’ Listening Skill in Japanese Classroom
311

3.6.2 Calculation of Model-1 coefficient path
The overall test is represented by Table Anova
b
table.
Table 2: overall test represented by Table Anova
b
table
ANOVA
b
Model
Sum of
Squares
Df
Mean
Square
F
Sig.
1
Regression
6218.763
3
2072.921
10.87
4
.000
a
Residual
9150.468
48
190.635
Total
15369.231
51
a. Predictors: (Constant),
Vocabulary acquisition (X3),
Learning motivation (X1),
Concentration (X2)
b. Dependent Variable: Japanese Listening
Comprehension Skill (Y)
Statistic hyphothesis is formulated as follows:
Ha:p
yx1
= p
yx2
= p
yx3
≠ 0
(3)
Ho:p
yx1
= p
yx2
= p
yx3
= 0
(4)
Decription of the hyphothesis:
Ha: learning motivation, concentration and vocabulary
acquisition simultaneously contribute to Japanese listening
comprehension skill.
Ho: learning motivation, concentration and vocabulary
acquisition do not simultaneously contribute to Japanese
listening comprehension skill.
The rule of significance test: SPSS Program version
17.0 as shown in Model Summary
b
Table 3: Table. Model Summary
b
X3, X1 and X2 to Y
Model Summary
b
Mode
l
R
R
Squar
e
Adjuste
d R
Square
Std.
Error of
the
Estimat
e
Change Statistics
R
Square
Chang
e
F
Chang
e
df
1
df
2
Sig. F
Chang
e
1
.636
a
.405
.367
13.807
.405
10.874
3
48
.000
a. Predictors: (Constant),
Vocabulary acquisition (X3),
Learning motivation (X1),
Concentration (X2)
b.Dependent Variable: Japanese listening
comprehension skill (Y)
Based on table model summary
b
above, R
aquare
= 0.405
and from anova table F value is 10.874 with probability
(sig) =0.000. Because sig < 0.05, Ho is rejected and Ha is
accepted. Therefore, individual test can be done.
Individual test of (X
1
to Y), (X
2
to Y) and (X
3
to Y)]
Model-1
Learning motivation contributes to Japanese listening
comprehension skill. Individual test is presented in the
Coefficients table, which results in coefficient path p
yx1
=0.025
Table 4: Coefficients X1 to Y
Coefficients
a
Model
Unstandardized
Coefficients
Standardized
Coefficients
t
Sig.
B
Std. Error
Beta
1
(Constant)
134.335
23.916
5.617
.000
X1
-.524
.227
-.311
-2.315
.025
a. Dependent Variable: Y
(Japanese listening
comprehension skill)
Test of research hypothesis is formulated into following
statistic hypothesis:
Ha:p
yx1
> 0
(5)
Ho:p
yx1
= 0
(6)
Hypothesis description:
Ha: Learning motivation contributes to Japanese
listening comprehension skill.
Ho: Learning motivation does not contribute to
Japanese listening comprehension skill.
Based on coefficients table, the value of sig. is 0.025.
If sig. 0.025 is lower than probability value 0.05, or 0.05 >
0.025, Ha is accepted and Ho is rejected. It means that
coefficient of path analysis is significant. It indicates that
learning motivation contributes to Japanese listening
comprehension skill.
Concentration to Japanese listening comprehension
skill
Individual test in the Coeficient table shows coefficient
path p
yx2
=0.026
Table 5: Coefficients X1 to Y
Coefficients
a
Model
Unstandardized
Coefficients
Standardized
Coefficients
T
Sig.
B
Std.
Error
Beta
1
(Constant)
39.881
17.301
2.305
.025
X2
.547
.238
.309
2.295
.026
a. Dependent Variable: Y
Japanese listening
comprehension skill
Ha:p
yx2
> 0
(7)
Ho:p
yx2
= 0
(8)
Description of the hypothesis:
Ha: Concentration contributes to Japanese listening
comprehension skill
ICELS 2019 - International Conference on Education, Language, and Society
312

Ho: Concentration does not contribute to Japanese
listening comprehension skill.
Based on Coefficient table value of sig. is 0.026.
Because sig. 0.026 is lower than probability value 0.05 or
0.05 > 0.026, Ha is accepted and Ho is rejected. It means
that coefficient of path analysis is significant. It indicates
that concentration contributes to Japanese listening
comprehension skill.
Vocabulary acquisition contributes to Japanese
listening comprehension skill
Based on individual test in Coeficient table, the result
of path coefficient is p
yx3
=0.044
Table 6: Coefficients X3 to Y
Coefficients
a
Model
Unstandardized
Coefficients
Standardized
Coefficients
T
Sig.
B
Std. Error
Beta
1
(Constant)
41.739
18.258
2.286
.027
X3
.311
.150
.281
2.070
.044
a. Dependent Variable:
Y
(Japanese listening
comprehension skill)
Test of research hypothesis is formulated into following
statistic hypothesis:
Ha:p
yx3
> 0
(9)
Ho:p
yx3
= 0
(10)
Description of the hypothesis:
Ha: Vocabulary acquisition contributes to Japanese
listening comprehension skill
Ho: Vocabulary acquisition does not contribute to
Japanese listening comprehension skill
Based on coefficients table, the value of sig. is 0.044.
If sig. 0.044 is lower than probability value 0.05, or 0.05 >
0.044, Ha is accepted and Ho is rejected. It means that
coefficient of path analysis is significant. It indicates that
vocabulary acquisition contributes to Japanese listening
comprehension skill.
The framework of empirical causal correlation
between X
1
, X
2,
X
3
and Y is equated into structural Model-
1:
Y = p
yx1
X
1
+ p
yz2
X
2
+ p
yx3
X
3
+ p
y
ɛ
1
= 0.025 X
1
+ 0.026 X
2
+ 0.044 X
3
+ 0.595 ɛ
1
(11)
Value of R
2
yx3.x1.x2
or R
square
can be seen in table 9 of
Model Summary
b
. In order to get the value of p
y
ɛ
1
(residual) the following formula is used:
p
y
ɛ
1
= 1 – R
square
= 1 – 0,405 = 0.595
(12)
3.6.3 Calculation of Model-2 coefficient path
The overall test is represented by Table Anovab table.
Table 7: Anova
b
X2 and X1 to X3
ANOVA
b
Model
Sum of
Squares
Df
Mean
Square
F
Sig.
1
Regression
2273.002
2
1136.501
5.417
.007
a
Residual
10279.691
49
209.790
Total
12552.692
51
a. Predictors: (Constant), Concentration(X2), Learning
motivation (X1)
b. Dependent Variable: Vocabulary acquisition (X3)
Test of research hypothesis is formulated into following
statistic hypothesis:
Ha:p
yx1
= p
yx2
≠ 0
(13)
Ho:p
yx1
= p
yx2
= 0
(14)
Description of the hypothesis:
Ha: Learning motivation and concentration
simultaneously contribute to vocabulary acquisition
Ho: Learning motivation and concentration
simultaneously do not contribute to vocabulary acquisition
The rule of significance test: SPSS Program version 17.0
as shown in Model Summary
b
Table 8: Model Summary
b
X2 dan X1 to X3
Model Summary
b
Model
R
R
Square
Adjusted
R Square
Std. Error
of the
Estimate
Change Statistics
R
Square
Change
F
Change
df1
df2
Sig. F
Change
1
.426
a
.181
.148
14.484
.181
5.417
2
49
.007
a. Predictors: (Constant), Concentration (X2), Learning
motivation (X1)
b. Dependent Variable: Vocabulary acquisition (X3)
Based on model summary
b
above, R
aquare
= 0.181 and
from anova table, F value is 5.417 with probability value
(sig) =0.007. Because the value of sig < 0.05, Ho is
rejected and Ha is accepted. For this reason, individual test
can be done.
Individual test of (X
1
to X
3
), (X
1
to X
2
) and (X
2
to
X
3
) Model-2
Learning motivation contributes to vocabulary
acquisition
Individual test in the Coeficient table shows
coefficient path p
x3x1
=0.039.
The Effect of Motivation, Concentration and Vocabulary Mastery on Students’ Listening Skill in Japanese Classroom
313

Table 9: Coefficients of Learning motivation to
Vocabulary acquisition
Coefficients
a
Model
Unstandardized
Coefficients
Standardized
Coefficients
T
Sig.
B
Std.
Error
Beta
1
(Constant)
74.704
21.789
3.429
.001
Learning
motivation
.437
.206
.287
2.115
.039
a. Dependent
Variable:
Vocabulary
acquisition (X3)
Test of research hypothesis is formulated into following
statistic hypothesis:
Ha:p
x3x1
> 0
(15)
Ho:p
x3x1
= 0
(16)
Description of the hypothesis:
Ha: Learning motivation contributes to vocabulary
acquisition
Ho: Learning motivation does not contribute to
vocabulary acquisition
Based on Coefficient table value of sig. is 0.039.
Because sig. 0.039 is lower than probability value 0.05 or
0.05 > 0.039, Ha is accepted and Ho is rejected. It means
that coefficient of path analysis is significant. It indicates
that learning motivation contributes to vocabulary
acquisition.
Learning motivation contributes to concentration
Individual test in the Coeficient table shows
coefficient path p
x3x1
=0.001.
Table 10: Coefficients of Learning motivation to
Concentration
Coefficients
a
Model
Unstandardized
Coefficients
Standardized
Coefficients
T
Sig.
B
Std.
Error
Beta
1
(Constant)
26.897
12.685
2.120
.039
Learning
motivation
.429
.120
.451
3.571
.001
a. Dependent
Variable:
Concentration (X2)
Test of research hypothesis is formulated into following
statistic hypothesis:
Ha:p
x1x2
> 0
(17)
Ho:p
x1x2
= 0
(18)
Description of the hypothesis:
Ha: Learning motivation contributes to concentration
Ho: Learning motivation does not contribute to
concentration
Based on Coefficient table value of sig. is 0.001.
Because sig. 0.001 is lower than probability value 0.05 or
0.05 > 0.001, Ha is accepted and Ho is rejected. It means
that coefficient of path analysis is significant. It indicates
that learning motivation contributes to concentration.
Concentration contributes to vocabulary
acquisition
Individual test in the Coeficient table shows
coefficient path p
x3x1
=0.003
Table 11: Coefficients of Concentration to Vocabulary
acquisition
Coefficients
a
Model
Unstandardized
Coefficients
Standardized
Coefficients
t
Sig.
B
Std.
Error
Beta
1
(Constant)
73.350
14.994
4.892
.000
Concentration
.656
.206
.410
3.178
.003
a. Dependent Variable:
Vocabulary acquisition
Test of research hypothesis is formulated into following
statistic hypothesis:
Ha:p
x3x2
> 0
(19)
Ho:p
x3x2
= 0
(20)
Description of the hypothesis:
Ha: Concentration contributes to vocabulary
acquisition
Ho: Concentration does not contribute to vocabulary
acquisition
Based on Coefficient table value of sig. is 0.003.
Because sig. 0.003 is lower than probability value 0.05 or
0.05 > 0.003, Ha is accepted and Ho is rejected. It means
that coefficient of path analysis is significant. It indicates
that concentration contributes to vocabulary acquisition.
The framework of empirical causal correlation
between X
1
, X
2
and X
3
is equated into structural Model-2:
X
3
= p
x3x1
X
1
+ p
x3x2
X
2
+ p
x3
ɛ
1
= 0.039 X
1
+ 0.003 X
2
+ 0.819 ɛ
1
(21)
Value of R
2
yx3.x1.x2
or R
square
can be seen in table 14 of
Model Summary
b
. In order to get the value of p
y
ɛ
1
(residual) the following formula is used:
p
y
ɛ
1
= 1 – R
square
= 1 – 0.181 = 0.819
(21)
ICELS 2019 - International Conference on Education, Language, and Society
314

Based on test results of medel-1 and sub model-2, the
path diagram of all models can be illustrated as follows:
Figure 3: Path Diagram of all medel-1 and sub model-2
3.7 Results of Path Analysis
The results of path analysis structure give objective
information about:
3.7.1 Result of Model-1 contribution
Some direct correlations between learning motivation
(X
1
), concentration (X
2
) and Japanese listening
comprehension skill (Y) are described as follows:
Direct correlations between variable X
1
and Y = -
0.311
Indirect correlations between variable X1 and Y
through X3 = -0.311 (0.287+0.281) = -0.177
Total correlations between X1 and Y = -0.177
Direct correlations between X
2
and Y = 0.309
Indirect correlations between X1 and Y through X3 =
0.309 (0.451+0.281) = 0.226
Total correlations between X1 and Y = 0.226
Contribution of learning motivation (X
1
) indirectly
correlates with Japanese listening comprehension skill (Y)
as much as -0.311
2
= 0.0967 or 09.67 %
Contribution of concentration (X
2
) indirectly
correlates with Japanese listening comprehension skill (Y)
as much as 0.309
2
= 0.0955 or 09.55 %
Contribution of vocabulary acquisition (X
3
) indirectly
correlates with Japanese listening comprehension skill (Y)
as much as 0.281
2
= 0.0789 or 07.89%
Contribution of learning motivation (X
1
),
concentration (X
2
) and vocabulary acquisition (X
3
)
indirectly and simultaneously correlates with Japanese
listening comprehension skill (Y) as much as R
2
square
=
0.405 = 40.5 %. with residual 0.595 = 59.5 %
3.7.2 Result of Model-2 contribution
Contribution of learning motivation (X
1
) directly
correlates with vocabulary acquisition (X
3
) as much as
0.287
2
= 0.0824 or 08.24 %
Contribution of learning motivation (X
1
) directly
correlates with concentration (X
2
) as much as 0.451
2
=
0.2034 or 20.34 %
Contribution of concentration (X
2
) directly correlates
with vocabulary acquisition (X
3
) as much as 0.410
2
=
0.1681 or 16.81 %
Contribution of learning motivation (X
1
) and
concentration (X
2
) directly and simultaneously correlate
with vocabulary acquisition (X
3
) as much as R
2
square
=
0.181 = 18.1 %, with residual 0.819 = 81.9 %.
Table 12: Summary of decomposition from coefficient
path; direct correlation between learning motivation (X1),
concentration (X2), vocabulary acquisition (X3) and
Japanese listening comprehension skill.
Correlation
Variable
Direct
correlation
residual
ɛ
1
dan ɛ
2
Total
X
1
to Y
-0.311
-0.311
X
2
to Y
0.309
0.309
X
3
to Y
0.281
0.281
X
1
, X
2,
X
3
to Y
0.405
0.595
1.00
X
1
to X
2
0.451
0.451
X
1
to X
3
0.287
0.287
X
2
to X
3
0.410
0.410
X
1
, X
2,
X
3
0.181
0.819
1.00
4 DISCUSSION
Based on the results of overall hypothesis tests, we
can come up with the following statements:
The results of the study showed that accent,
pronunciation, speed of speech, insufficient
vocabulary, different accent of speakers, lack of
concentration, anxiety, and bad quality of recording
were the major listening comprehension problems
encountered by EFL Saudi learners. Understanding
students’ learning difficulties may enable EFL
teachers to help students develop effective learning
strategies and ultimately improve their English
listening abilities. Suggestions are made for
addressing problems regarding how teachers can
help their students overcome listening
comprehension problems. (Dr Arafat Hamouda,
2013)
Firstly, the hypothesis indicates significant
correlation between learning motivation,
concentration and vocabulary acquisition. This is
based on hypothesis tests, that the variables are
proven simultaneously or individually correlate with
Japanese listening comprehension skill. Structural
equation of path analysis between learning
motivation, concentration, vocabulary acquisition
and Japanese listening comprehension skill is X3 =
0,039 X
1
+ 0.003 X
2
+ 0.819 ɛ
1
The degree of contribution from learning
motivation and concentration to vocabulary
acquisition is 18.10%. Whereas 81.90% is residual
of other variables apart from variables of learning
motivation and concentration.
The Effect of Motivation, Concentration and Vocabulary Mastery on Students’ Listening Skill in Japanese Classroom
315

Indirect contribution of learning motivation
variable (X
1
) to vocabulary acquisition (X
3
) is 0.287
2
x 100% = 8.24%. Variable of concentration (X
2
)
indirectly contributes as much as 0.451
2
x 100% =
20.34%. The indirect correlation between
concentration and vocabulary acquisition is 0.410 x
100% = 16.81 %. Learning motivation and
concentration correlates with vocabulary acquisition
as much as (0.287 x 0.451 x 0.181) x 100% =
2.34%. Total correlation (both dirrectly and
indirectly) between learning motivation and
vocabulary acquisition is 8.24% + 2.34% = 10.58%.
Concentration directly contributes to vocabulary
acquisition as much as 20.34% + 2.34% = 22.68%.
Whereas learning motivation dirrectly and indirectly
contributes to concentration as much as 16.81% +
2.34% = 19.15. %.
The findings show that firstly, in order to
improve vocabulary acquisition, students majoring
in Japanese language should have good learning
motivation and concentration, which contribute
18,10% to increase vocabulary acquisition.
Secondly, it confirms the hypothesis test that there
are significant and simultaneous correlations
between learning motivation, concentration,
vocabulary acquisition and Japanese listening
comprehension skill. The results of hypothesis are
significant, for both simultaneously and individually.
Learning motivation, concentration and vocabulary
acquisition significanty correlate with Japanese
listening comprehension skill. The structural
equation of path analysis of learning motivation,
concentration and vocabulary acquisition to
Japanese listening comprehension skill is Y = 0,025
X
1
+ 0.026 X
2
+ 0.044 X
3
+ 0.595 ɛ
1
The simultaneous contribution degree of learning
motivation, concentration and vocabulary
acquisition to Japanese listening comprehension skill
is 40.50%. While 59.50% is residual resulting from
other variables apart from learning motivation,
concentration and vocabulary acquisition. Other
variables which can correlate with Japanese listening
comprehension skill are some factors influencing the
process of effective and efficient teaching, such as:
physical and physiological factors, experience,
attitudes, and environment.
Indirect contribution of learning motivation (X
1
)
to Japanese listening comprehension skill (Y) is -
0.311
2
x 100% = 9.67%. Variable of concentration
(X
2
) directly contributes 0.309
2
x 100% = 9.55%. On
the other hand, variable of vocabulary acquisition
(X
3
) directly contributes 0.281
2
x 100% = 78.9%.
The correlations between motivation, concentration,
vocabulary acquisition and Japanese listening
comprehension is (-0.311 x 0.309 x 0.405) x 100% =
-3.89%.
The findings show that in order to improve
Japanese listening comprehension skill, students
should have learning motivation, concentration and
vocabulary acquisition as the three of them
contribute 40.50% to increase Japanese listening
comprehension skill.
5 CONCLUSIONS
Based on the findings of research on students
majoring in Japanese language at Riau University,
the exogen variables consist of learning motivation
(X
1
), concentration (X
2
) and vocabulary acquisition
(X
3
). While endogen variables consist of Japanese
listening comprehension skill (Y). It can be
concluded that: (1) There is positif correlation
between learning motivation (X
1
) and Japanese
listening comprehension skill (Y) (2). There is
positif correlation between concentration (X
2
) and
Japanese listening comprehension skill (Y). (3).
There is positif correlation between vocabulary
acquisition (X
3
) and Japanese listening
comprehension skill (Y). (4). There is positif
correlation between learning motivation (X
1
) and
concentration (X
2
). (5). There is positif correlation
between
learning motivation (X
1
) and vocabulary acquisition
(X
3
). (6). There is positif correlation between
learning motivation concentration (X
2
) and
vocabulary acquisition (X
3
).
In summary, Japanese listening comprehension
skill can be improved through learning motivation,
concentration, dan vocabulary acquisition.
ACKNOWLEDGEMENTS
I would like to express my gratitude to LPDP the
sponsor this research.
REFERENCES
Arono, 2014. Improving Students Listening Skill through
Interactive Multimedia in Indonesia, Journal of
Language Teaching and Research. ISSN 1798-4769,
Vol. 5, No. 1. pp. 63-69, doi:10.4304/jltr.5.1.
Leng, K. B., 2011. The Relationship between Self-
Concept, Intrinsic Motivation, Self- Determination and
Academic Achievement Among Chinese Primary
ICELS 2019 - International Conference on Education, Language, and Society
316

School Students, International Journal of
Psychological Studies. Vol. 3. No. 1.
Hamouda, Dr Arafat. (2013). An Investigation of
Listening Comprehension Problems Encountered by
Saudi Students in the EL Listening Classroom.
International Journal of Academic Research in
Progressive Education and Development. Vol. 2. No.
2 ISSN: 2226-6348. [e-mail]
Shazu, R. I., 2014. Use of Literature in Language
Teaching and Learning: A Critical Assessment,
Journal of Education and Practice. Vol.5. No.7.
Riduwan, E. A. K., 2012. Cara Menggunakan dan
Memaknai Analysis Path (path Analysis), Alfabeta.
Bandung.
Sulaiman, W. I. W., Mahbob, M. H., & Azlan, A. A.,
2011. Learning Outside The Classroom: Effects on
Student Concentration and Interest, Procedia Social
and Behavioral Sciences. Vol. 18, pp. 12-17.
www.sciencedirect.com.
Hamada, Y., 2011. Improvement of Listening
Comprehension Skills through Shadowing with
Difficult Materials, The Jour Al Of Asia Tefl. Vol. 8,
No. 1, pp. 139-162. Spring. [e-mail]-
u.ac.jp.
The Effect of Motivation, Concentration and Vocabulary Mastery on Students’ Listening Skill in Japanese Classroom
317