Dani Samuel Budiawan1, Ajeng Eno Pratiwi2
Universitas Brawijaya, Indonesia
dani.samuel40@gmail.com1; ajengprtw3@gmail.com2
ABSTRACT
Investigating the relationship between EFL learners’ self-efficacy and language achievement had been done by many researchers. However, the relationship between EFL learners’ self-efficacy and listening achievement is less being examined. By conducting this study, the researchers tried to find whether or not students’ listening self-efficacy correlate significantly with their listening achievement and what level of listening self-efficacy Indonesian EFL learners had. The participants of this study were 35 second-year students who were willing to fulfill the questionnaire. Data were collected through two instruments. ELSEQ (English Listening Self-Efficacy Questionnaire) was utilized to measure the level of Indonesian EFL learners listening self-efficacy. This questionnaire was developed by Renzhi (2012). To find the correlation, the researchers used students’ midterm test result from third-semester students. This study found that students had high listening self-efficacy on each type of listening assessment such as short dialogues with mean 7.40, Long Dialogues 6.79, Short Monologues 7.10, and Long Monologues 7.16. Contrary to expectations, this study did not find a significant difference between students’ listening self-efficacy and their listening achievement because the significant value was more than .05 for each type of listening assessment. It indicated that having high self-efficacy cannot be a factor which contributes to lower students’ because there are other factors which can contribute to lower anxiety such as from the students, the teacher, and learning environment. For the future researcher, it is highly suggested to enlarge number of the participants and add one or more variables to predict the other factors.
KEYWORDS: EFL learners, Listening, Listening Self-Efficacy, Listening Achievement
54 – 63 | ISSN: 2579-437X | Volume 7, 9 October 2021
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