CORRELATION BETWEEN SELF-EFFICACY

AND
THE LISTENING COMPREHENSION OF THE
EIGHTH SEMESTER STUDENTS OF ENGLISH
STUDY PROGRAM
FKIP-UR
By:
Rizka Amelia Isty
NIM. 1305115080

Consultant I Consultant II

Dr. H. Fadly Azhar, Dipl., M. Ed Dr. Fakhri Ras, M.Ed

NIP. 1957081819831003 NIP. 195510051981031009
Background
The Importance of Listening Skill

Listening skill often causes anxiety for the language

learners due to its complexity (Mendelsohn, 1994)

The Teaching of Listening Skill in English Study Program

FKIP-UR

The Result of Informal Interview

The Definition of Self-efficacy

The Role of Self-efficacy

Formulation of the Problem
• Is there any significant correlation between self-efficacy
and the listening comprehension of the eighth semester
students of English Study Program FKIP-UR?

The Objective of the Research

• The objective of this research is to discover whether there
is a significant correlation between self-efficacy and the
listening comprehension of the eighth semester students
of English Study Program FKIP-UR.
The Needs for the Research
• The finding of this research is expected to give valuable
contribution to the researcher herself, the students of
English Study Program FKIP-UR, the other interested
readers, the lecturers, teachers and the other researchers.

Hypothesis
• Null Hypothesis (H0) = There is no significant correlation
between self-efficacy and the listening comprehension of the
eighth semester students of English Study Program FKIP-UR.
Time and Place of the Research
• The research was conducted in February and March 2017. It
took place in English Study Program of FKIP Universitas Riau
which is located at Kampus Binawidya, KM 12,5 Simpang
Baru, Pekanbaru.

Research Design
• The research design used in this study is a correlational
research design.
• Variable x= Self-efficacy (Independent variable)
• Variable y= Listening comprehension (Dependent
variable)
 Population and Sample

• The eighth semester students

Population of English Study Program FKIP-
UR.

• 35 eighth semester students of

Sample English Study Program FKIP-UR.
• Purposive Sampling Technique

Creswell (2012)= minimum 30 participants in correlation research

 Data and Instrument
Overall, the data used in this research is in the form of
quantitative data.

DATA

Secondary Data
Primary Data
(Students’ listening
(Students’ self-efficacy level)
Comprehension level)

Documentation of TOEFL Listening

Self-efficacy
Scores provided by the Language
Questionnaire
Centre of Universitas Riau
Self-efficacy Questionnaire
The Respondents’ TOEFL Listening
Comprehension Scores
Technique of Analyzing Data

•Descriptive
Statistical Analysis
Statistical
•Cross-tabulation
Analysis
Technique
Analysis
•Correlation
Statistical Analysis
 Table 3.6 The Interpretation of Correlation

rxy Interpretation
0,00-0,10 There is a weak correlation between the two variables
0,11-0,30 There is a modest correlation between the two variables
0,31-0,50 There is a moderate correlation between the two variables
0,51-0,80 There is a strong correlation between the two variables
0,81-1,00 There is a very strong correlation between the two variables
(Muijs, 2004)

At the end of the analysis, the hypothesis of the research was tested based on the
Sig.value as the result of the Pearson correlation analysis.
If Sig. value<α, so H0 is rejected, H1 is accepted
If Sig.value>α, so H0 is accepted, H1 is rejected
(Siregar, 2014)
Validity and Reliability
Test

Try out • 20 Respondents

test • The questionnaire
consisted of 56 items

Validity
• Pearson Product Moment
Formula SPSS 22
• r table= 0.444

Test • r value>r table= valid

• 5 items are invalid (9,22,31,33,34)
 Reliability Statistics

Cronbach's Alpha N of Items

.983 56

Reliability Statistics

Cronbach's Alpha N of Items

.984 51

Based on the table of the interpretation of reliability developed by

Cohen et al (2007), the questionnaire’s reliability is considered very
high.
 The Result of Descriptive Analysis
Table 4.1 Descriptive Statistic Analysis of Students’ Self-efficacy

Std.
N Minimum Maximum Sum Mean Deviation
SELF EFFICACY 35 136 220 6321 180.60 23.432

Valid N (listwise) 35
Table 4.3 Descriptive Statistic Analysis of the Students’ Listening Comprehension

Std.
N Minimum Maximum Sum Mean Deviation

Listening 35 26 78 1744 49.83 13.594

Comprehension

Valid N (listwise) 35
 The Result of Cross Tabulation
Analysis
LISTENING COMPREHENSION

POOR MEDIOCRE GOOD Total

SELF_EFFICACY LOW Count 9 0 0 9
% within 100.0
100.0% 0.0% 0.0%
SELF_EFFICACY %
AVERAGE Count 9 6 1 16
% within 100.0
56.3% 37.5% 6.3%
SELF_EFFICACY %
HIGH Count 1 2 7 10
% within 100.0
10.0% 20.0% 70.0%
SELF_EFFICACY %
Total Count 19 8 8 35
% within 100.0
54.3% 22.9% 22.9%
SELF_EFFICACY %
 The Result of Normality
and Linearity Test
Table 4.6 Test of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
SELF EFFICACY .124 35 .193 .962 35 .269
LISTENING
.108 35 .200* .964 35 .306
COMPREHENSION

Sig. value>α = The data are normally distributed

 Table 4.7 ANOVA Table

Sum of Mean
Model df F Sig.
Squares Square
Regression 3880.747 1 3880.747 53.311 .000b
1 Residual 2402.225 33 72.795
Total 6282.971 34

a. Dependent Variable: Listening Comprehension

b. Predictors: (Constant), Self-efficacy

Sig. value<α = The data are linear

 The Result of Correlation Analysis

Table 4.8 Correlations

LISTENING
SELF-EFFICACY COMPREHENSION
SELF-EFFICACY Pearson
1 .786**
Correlation
Sig. (2-tailed) .000
N 35 35
LISTENING Pearson
.786** 1
COMPREHENSION Correlation
Sig. (2-tailed) .000
N 35 35
**. Correlation is significant at the 0.01 level (2-tailed).

Sig. value<α = There is a significant correlation between the students’

self-efficacy and their listening comprehension.
As a result, H0 is rejected
Figure 4.5 Scatterplot of the Correlation
The Discussion of the Research Findings
The self-efficacy of the eighth semester students of English Study Program FKIP-UR
was classified in the average level (180.60).
The percentage of the average level group (45.71%) is the most dominant compared
to the percentages of the other groups.

The listening comprehension of the eighth semester students of English Study

Program FKIP-UR was considered in mediocre level (49.83).
The percentage of students who have poor listening comprehension (54.29%)
dominate the overall percentages.

The result of cross-tabulation analysis indicate a linear categorical relationship

between the self-efficacy level and the listening comprehension level of the eighth
semester students of English Study Program FKIP-UR.

The result of Pearson correlation analysis reveals that there is a significant correlation
between self-efficacy and the listening comprehension due to r=0.786 and Sig.value
=0.000. Null hypothesis is rejected . The value of correlation coefficient (r=0.786) also
indicates that there is a strong positive correlation between the two variables.

It can be inferred that the students who have higher self-efficacy have a high
tendency to have better listening comprehension level.
The scatterplot of the correlation indicates that as the students’ self-
efficacy level increases, there is a high tendency that their listening
comprehension can increase too.

The finding of this study is also supported by the previous research

findings (e.g. Chen (2007); Rahimi and Abedini (2009); Dodds
(2011); Kazemi, Khobandehlou and Jahandar (2013); and Tabrizi
and Zaedi (2015).

Overall, it can be stated that the findings of this research strengthen

the self-efficacy theories provided by Dornyei and Ushioda (2011),
Bandura and Adams (1977), and Vandergrift and Goh (2012).
Conclusion
Firstly, it can be concluded that the self-efficacy of the eighth semester
students of English Study Program FKIP-UR was in the average level
(180.60), while their listening comprehension was in the mediocre level
(49.83).

Secondly, the result of the cross tabulation analysis shows that the students
who belong to low self-efficacy group tend to have poor listening
comprehension level, while those who belong to high self-efficacy group
tend to have good listening comprehension level.

Thirdly, it can be concluded that there is a statistically significant

correlation between self-efficacy and the listening comprehension of the
eighth semester students of English Study Program FKIP-UR due to the fact
that the correlation coefficient that is obtained by Pearson correlation
coefficient analysis is 0.786 with the Sig. value= . 0.000.
Null hypothesis is rejected.
Recommendations
It is recommended for the students to increase their own self-
efficacy level due to the fact that self-efficacy is one of the
important factors that may significantly influence the listening
comprehension.

Since self-efficacy is one of the most influential factors for language

learning, it appears to be very important for the teacher and
lecturer to help students to develop their listening self-efficacy.

It is recommended for the other researcher to conduct further

research about the correlation between self-efficacy and the
listening comprehension, or the correlation between self-efficacy
and the other important language skills to get more holistic view
about the role of self-efficacy in language learning.
Thank You 