ABSTRACT
This thesis is intended to verify (1) whether there is a positive and significant correlation between habit in listening to English songs and listening comprehension, (2) there is a positive and significant correlation between learning motivation and listening comprehension and (3) there is a positive and significant correlation between habit in listening to English songs, learning motivation simultaneously and listening comprehension of the tenth grade students of SMA. PangudiLuhur St. Yosef Surakarta in the academic year 2014/2015.
This research was carried out at SMA. PangudiLuhur St. Yosef  Surakarta, in September 2014. The population of this study is all the tenth grade students of SMA.PangudiLuhur St. Yosef Surakarta in the academic years         2014/2015. By using random sampling, the writers took 32 students as the sample. To collect the data, the writer used questionnaireand objective test. The questionnaire is used to get the data of habit in listening to English songs and learning motivation, while the objective test is used to get the data of listening comprehension.
The result of the research is that:(1)there is no significant correlation between habit in listening to English songs (X1) and listening comprehension (Y).The result of the computation of data on habit in listening to English songs (X1) and listening comprehension(Y) shows that the coefficient of correlation is rx1y = 0.50 and this value is compared to r table at significance level (α) = 0.05 for N = 32 is 0.349. It is found that r observation is greater than r table (rx1y 0.50 >rt 0.349) it means there is correlation between habit in listening to English songs (X1) toward listening comprehension (Y). Meanwhile the coefficient of correlation between habit in listening to English songs (X1) and listening comprehension (Y) is t0 = 0.370. It is compared with N-2 = 30 and α = 0.05; because t0 is lower than tt(t0 0.370<tt 1.697), r is not significant. It means that habit in listening to English songs (X1) does not give significant influence on listening comprehension (Y).
(2) There is no correlation between learning motivation (X2) and listening comprehension (Y).From the computation of data on learning motivation (X2) and listening comprehension (Y) it shows that rx2y = -0.077 and this value will be compared to r table at significance level (α) = 0.05 for N = 32 is 0.349.Itis found that r observation is lower than r table (rx2y-0.077<rt 0.349) (appendix 17). From the computation it is known that coefficient correlation between learning motivation (X2) and listening comprehension (Y) is t0 = 0.297. Itis compared with N-2 = 30 and α = 0.05; because t0 is lower than tt(t0 0.297 <tt 1.697), r is not significant. It means that listening comprehension (Y) was not influence by learning motivation (X2).
(3) There is no correlation between student’s habit in listening to English songs (X1), learning motivation (X2), and listening comprehension (Y).The calculation result shows the coefficient of a1, a2 and a0 as 0.014, 0.011 and 6.733, so the multiple regression equation of Y on X1 and X2 becomes: Y = 6.733 + 0.014X1 +0.011X2. The multiple correlation analysis of X1 and X2 with Y, the writer finds that the coefficient of correlation (Ry.12) is -0.061 (appendix 17), while the result of testing significance shows that the coefficient for F observation is 0.105. This value is compared to F table at (α) = 5 % significance level and degree of (df) 2 to 29 is 3.33. It shows that Fobservation is lower than F table (F0 0.105 < Ft 3.33) and (Ry.12) -0.061 is lower thanr table at significance level (α) = 0.05 for N = 32 is 0.349 (-0.061<0.349) (appendix 17). The explanation above shows that F observation (0.105) is not significant, so that Ry.12 (-0.061) is not significant either. F observation is not significant; and therefore, it can be stated that the regression equation is not significant either. It means that listening comprehension (Y) was not influence by habit in listening to English songs (X1) and learning motivation (X2).
Regarding the result of the research, the writer concludes that habit in listening to English songs and learning motivation do not give significant contribution to listening comprehension. In other words, these variables do not improve students’ listening comprehension.