Students’ perception towards autonomous listening activity to support their interpretive listening course

Aulia, Hida Nurul (2023) Students’ perception towards autonomous listening activity to support their interpretive listening course. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

In Interpretive listening classes, there is an implementation of autonomous listening as a weekly activity. The use of autonomous listening activity are be able to help students to more actively in learning activities. Students can choose the material and listening sources based on their preferences. From this situation, autonomous listening activity could facilitate students to gain an improvement in Interpretive Listening course. Therefore, this study aims to: (a) describe the students’ perception towards the use of autonomous listening activity. (b) describe students’ improvement in Interpretive Listening course supported by autonomous listening activity. This study use qualitative method with a case study as a research design. The data was collected by questionnaire and interview. Questionnaire were distributed to find out the students’ perception toward the use of autonomous listening activity and the students’ improvement in Interpretive Listening course. The findings of this study indicate that the majority of students are satisfied with Interpretive Listening classes by using autonomous listening. Autonomous listening enables students to learn independently based on their individual preferences. Using a variety of learning resources enables students to explore on their own a wide range of material. In addition, autonomous listening activities help students achieve high test scores and enhance their comprehension of interpretive listening material. In conclusion, autonomous listening activity has a significant impact in Interpretive listening classes. Most students are pleased and content with the outcomes of their interpretive listening test scores when they utilize autonomous listening activities. Students with high and medium final scores responded positively to improvements in their comprehension of listening material, whereas those with low scores were less pleased. This study can be used as a reference for teachers to consider the use of autonomous listening in interpretive listening course.

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