Exploring Students' Perception on Learning Pronunciation through Podcast-Assisted in EFL Classroom
DOI:
https://doi.org/10.24256/ideas.v9i2.1992Keywords:
Students’ perception, Pronunciation, PodcastAbstract
In this millenial era, the use of learning media as a crucial things to use for gain the students ability based on the learning goals. Podcast is one of the helper tools in English language skills, especially to increasing students’ pronunciation in EFL classroom because of the audio provide a speech of English Native Speaker. Pronunciation is the part of speaking ability which to master by the other people for make a good relation with another person in around the world, because of English is the unifier language. A narrative inquiry design was conducted for obtain the data, observation with interview are necessary. Three students in differents cognitive categories are participated in this researchat one of the Islamic High School in Karawang. Further podcast-assisted learning give the better atmosphere for the students in EFL class, also including motivation factor. As the conclusion all of the students perceive that podcast media is the preeminent and engrossment tools for learning pronunciation.
References
Academic Podcasting and Mobile Assisted Language Learning. (2011). In Academic Podcasting and Mobile Assisted Language Learning. https://doi.org/10.4018/978-1-60960-141-6
Almaqrn, R., & Alshabeb, A. (2017). EFL Learners’ Attitudes towards the Proper Pronunciation of English and Podcasts as a Facilitator of Proper Pronunciation. Arab World English Journal, 8(1), 208–219. https://doi.org/10.24093/awej/vol8no1.15
Flecknoe, M. (2002). Book Review: A teacher’s guide to classroom research (3rd ed). Improving Schools, 5(2), 72–73. https://doi.org/10.1177/136548020200500212
Gilakjani, A. P. (2016). English Pronunciation Instruction: A Literature Review. International Journal of Research in English Education, 1(1), 1–6. http://ijreeonline.com/article-1-21-en.html
Isda, I. D., Purwati, P., & Imran, I. (2021). the Effect of Using Blended Learning Model on Enhancing Students’ Speaking Skill in Senior High Schools. Journal of Languages and Language Teaching, 9(1), 92. https://doi.org/10.33394/jollt.v9i1.2921
Pedrazzini, L. (2016). The Principle of ‘Correct Pronunciation’: Teaching English as a Foreign Language in the Early Twentieth Century. Language and History, 59(1), 63–72. https://doi.org/10.1080/17597536.2016.1176292
Pennington, M. C., & Rogerson-Revell, P. (2019). English Pronunciation Teaching and Research. In English Pronunciation Teaching and Research (Issue 2012). https://doi.org/10.1057/978-1-137-47677-7
Salas-Rueda, R. A. (2020). Perception of students on blended learning considering data science and machine learning. Campus Virtuales, 9(1), 125–135.
Silvola, A., Näykki, P., Kaveri, A., & Muukkonen, H. (2021). Expectations for supporting student engagement with learning analytics: An academic path perspective. Computers & Education, 168(September 2020), 104192. https://doi.org/10.1016/j.compedu.2021.104192
Szyszka, M. (n.d.). Pronunciation learning strategies and language anxiety : in search of an interplay.
Downloads
Published
Issue
Section
Citation Check
License
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)
