A Survey Study Of EFL Senior High School Students’ Beliefs On English Listening Comprehension Problem
Abstract
For students learning English as a foreign language (EFL), listening
comprehension is important. It is uncommon that many students struggle with listening
comprehension during class listening activities. This study aims to investigate the
beliefs of senior high school EFL students towards English listening comprehension
problems. The respondents of this study were 11th and 12th grade senior high school
students in one of the public senior high schools in Turi, Sleman. This study used a
questionnaire as a data collection instrument adopted from Lotfi (2012). Based on this
type of research, namely quantitative research, the questionnaire was adopted from the
Belief Questionnaire on English Language Listening Problems (Q-BELLP). This
questionnaire contains six factors, namely process, input, listener, task, affect, and
context. The questionnaire consisted of 40 items and used Likert scale points from 1-6
as the main instrument in data retrieval. The results show that the context factor (M =
4.49; SD = 1.393), which is followed by the input factor (M = 4.03; SD = 1.386), is the
main factor, which suggests that senior high school EFL students experience
difficulties with listening comprehension when performing listening activities in class.