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.