The Correlation among Students' Perceptions on TikTok Content, Self-Efficacy and Listening Comprehension of English Department Students at IAIN Kediri

Kurniasari, Ulfa (2025) The Correlation among Students' Perceptions on TikTok Content, Self-Efficacy and Listening Comprehension of English Department Students at IAIN Kediri. Masters (S2) thesis, UIN Syekh Wasil Kediri.

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Abstract

Listening is one of the most important basic skills in learning a new language, especially for EFL students. With the development of communicative language teaching methods, listening not only involves listening activities from teachers or friends, but also the ability to obtain existing information. However, the main challenge in learning a foreign language is the lack of listening comprehension, which can be influenced by various factors, one of which is the student's self-afficacy in their abilities. In addition, technological developments also play a role in language learning, especially the use of social media such as TikTok. This can have positive and negative impacts. The breadth of TikTok content will broaden students' horizons, so it is necessary to know students' perceptions about using the TikTok application. Thus, students' perceptions about using TikTok when learning English listening are worth studying. Finally, this study aims to correlate students' listening comprehension, their perceptions of TikTok content, and their self-efficacy. To reach the aim, this study used quantitative approach by employing correlational design. To collect the data, this study was used questionnaires and test. To examine the correlation, 15 items was used on students' perceptions on TikTok content questionnaire was adapted from Aldosari (2024), 20 items was used on self-efficacy questionnaire adapted from Hidayah, (2021), and 25 items on listening comprehension test was developed by researcher that was adapted from the current semester's IC course material. The population of this study consisted of first semester students of the English Language Education Department at IAIN Kediri in the academic field in 2024/2025. The sample of this study was 60 students from 3 classes which are chosen by using cluster random sampling technique. Then, after all the data was successfully filled in, the answer was checked and tabulated by using Microsoft Excel. Next, SPPS software version 22 was used as a window to analyze the correlation of all data. Due to the non-normal distribution of the data, Kendall’s Tau non-parametric correlation was employed to analyze the relationships among the variables. The results showed that there was no significant correlation between students' perceptions on TikTok content and listening comprehension with a significance value of 0.152, which is higher than 0.05. One factor that is not correlated could be that students' perceptions on TikTok content they consume do not seem to directly affect how well they understand the English material they encounter. Likewise, there was no significant correlation between self-efficacy and listening comprehension with a significance value of 0.908. This means that students with a high level of self-efficacy in learning English do not automatically have better listening comprehension, and vice versa. The results of the last correlation test also showed that there was no significant correlation among students' perceptions on TikTok content, self-efficacy, and listening comprehension, the Sig is greater than 0.05. This meaning that H0 is accepted and Ha is rejected. These results confirm that the combination of these two independent variables also does no significantly predict students' listening comprehension. Overall, these findings imply that in the context of this study and the population studied, students' perceptions on TikTok content and self-efficacy are not strong predictors of students' listening comprehension in English language learning. The results of this study indicate the need for further examination of other factors that may play a more significant role in influencing students' listening comprehension. This study also proposes the development of a more complex model that considers mediating or moderating variables, such as learning strategies, intrinsic motivation, and individual learning styles.

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