Students’ Perception of Audio Assisted Learning Use in Pronunciation Learning at SMAN 2 Sungai Limau
DOI:
https://doi.org/10.24036/jelt.v15i1.8Keywords:
Audio-Assisted Learning, students’ pronunciation, perception, and learning difficulties.Abstract
This study aimed to investigate students’ perceptions of the use of Audio-Assisted Learning (AAL) in pronunciation section learning and to identify students’ level of difficulties in using AAL. This research employed a quantitative descriptive design. The sample consisted of 35 tenth-grade students of class E1 at SMAN 2 Sungai Limau, selected through purposive sampling, with the criterion that students had experienced pronunciation learning using AAL. A questionnaire containing 30 items was used as the research instrument, covering two variables: students’ perception and students’ level of difficulties. The data were analyzed using mean scores and percentages. The findings revealed that students’ perception of AAL was generally positive, with an overall mean score of 2.84, indicating that AAL was perceived as effective, engaging, and suitable for auditory learners. However, the results also showed a moderate level of difficulty (49%) in using AAL. The main difficulties included unclear pronunciation, rapid speech, overlapping sounds, listening fatigue, and decreased attention. In conclusion, AAL is beneficial for pronunciation learning, but improvements in audio quality and instructional support are needed to optimize its implementation.
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