The particular dialect or language that a person chooses to use on any occasion is called a code 103 Copyright © 2021 The Author IDEAS is licensed under CC-BY-SA 4.0 License Issued by English study program of IAIN Palopo IDEAS Journal of Language Teaching and Learning, Linguistics and Literature ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) Volume 9, Number 2, December 2021 pp. 103 - 111 Exploring Students’ Perception on Learning Pronunciation through Podcast-Assisted in EFL Classroom Sunita Aprilia Dewi*1, Yousef Bani Ahmad2 *nitaapriliad@gmail.com yousef.baniahmad@fkip.unsika.ac.id 1 FKIP, Universitas Singaperbangsa Karawang, Karawang, Indonesia 2 FKIP, Universitas Singaperbangsa Karawang, Karawang, Indonesia Received: 23 July 2020 Accepted: 15 December 2021 DOI: 10.24256/ideas.v9i2.1992 Abstract 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. Keywords: Students’ perception; Pronunciation; Podcast Introduction Podcast is the digital records of a broadcast that is typically made available on the web for downloading to a computer or personal audio player. Then it is belong to Web 2.0 tool to used in any considered ways such in dynamic, collaborative, and interactive (Simpson, 2009) as cited at (“Acad. Pod. Mob. Assist. Lang. Learn.,” 2011). http://u.lipi.go.id/1457703302 mailto:nitaapriliad@gmail.com mailto:yousef.baniahmad@fkip.unsika.ac.id Sunita Aprilia Dewi & Yousef Bani Ahmad Exploring Students’ Perception on Learning Pronunciation through Podcast-Assisted In EFL Classroom 104 In factual, the podcasting is linked with any audio or video file, so the listener podcasting is linked with any audio or video file in dynamic nature (Barsky & Lindstrom, 2008) as cited at (“Acad. Pod. Mob. Assist. Lang. Learn.,” 2011). According to Mc. Carry, (2005) as cited at in the past, Osaka Jogakuin College in Japan is the first institution that has podcasting in language classrooms was, also they are using iPods on their English study for podcasting. A podcast stands for “play-on-demand” and “broadcast”, then it was adopted by Apple corporation on iPods and Apple podcast products (Hammersley, 2004) as cited at (Flecknoe, 2002). On the previous research, podcasting study is only convenient for listening skills, to enhance student's ability in listening skill. To podcast production and talk shows, podcasting has capitalized on authentic materials and has promoted listening comprehension (McBride, 2009; McQuillan, 2006; Schmidt, 2008; Sze, 2006) as cited at (“Acad. Pod. Mob. Assist. Lang. Learn.,” 2011). Although pronunciation is the one of the language crucial identity for sending the oral massage to the listener and the key of spoken language, since it is must represented with sound articulated in order to make a good communication also for achieving the speaker’s purpose to the listener (Pennington & Rogerson-Revell, 2019) Also Pennington & Rogerson stated that in EFL the teacher should pay attention with their teaching confident to deliver the materials about the knowledge skill in pronunciation and lacks of teaching materials, because of these aspects reflected a native speaker sound in language identity. Further, pronunciation is needed for gain student who want to encourage their skill for future proficiency. Richard and Schmidt (2002) as cite at (Szyszka, n.d.) stated that pronunciation defined as the method of a producing certain sounds. Also the other definition of pronunciation is a learnt by repeating sounds and correcting them when produced inaccurately (Gilakjani, 2016). However, the students who want to learn pronunciation they must to try practice a lot with teacher guides in order to be able in English pronounce. Despite pronunciation have the important components such as phonetics and phonology, it is the basic ways for the learners who want to master pronunciation at the beginning. It is accordance to Derwing dan Munro (1997) as cited at (Pennington & Rogerson-Revell, 2019), they said that for increasing students’ pronunciation in English spoken, the teachers must have to made a contribution for phonetics and phonology taught in the classroom. To make a good communication with the other people in the whole world, people should have a special skill on English speaking, since it is the most crucial things to master. Further, with a good communication, the people can influence the others and make a good relationship with people around the world. Also the English pronunciation must have to cynosure aspect, the fluently and easily pronounce must be understanding by the listener. In EFL classroom, pronunciation is the substantial IDEAS, Vol. 9, No. 2, December 2021 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 105 aspect of English speaking skill for foreign students. Howatt (2004: 189) as cited at (Pedrazzini, 2016) said that spoken language in English Foreign Language (EFL) teaching is more prominent for teaching because it is supported by phonetics. Many people perceive that the teacher in EFL not mastering well of English pronunciation skill as a native speaker without any assistance. As reported by Aprianoto and Haerazi (2019) as cited at (Isda et al., 2021), pronunciation is a crucial aspect of speaking and it gives a significant effect on determining the utterance meaning. Meanwhile when the speaker wants to able in English pronunciation, they must pay attention with the crucial categories such as stress and intonation. Much of them are only guessing with those components. Further the mispronounce of English language can make the misinterpreted too to the English listener. In the other hand, the EFL students should be taught with the basic one of pronunciation for avoiding the incorrect practice on it. Although in EFL classroom the interaction between teacher-students and student-student are the important things for create the better atmosphere for encourage students knowledge, ability, and feeling. These several aspects are needed to be attention especially by the teacher in educational term for gain the active learning at the classroom. According to Fredericks et al (2004) as cited at (Silvola et al., 2021) if the students compare to group work, they can able to enlarge their critical thinking on learning with discuss to the others. Also to improve that skill, the teacher must have the reclamation of learning, for the example use thee media as a helper for teaching-learning. Then the students’ creativity, critical thinking, collaborative, communicative, and literacy will be increase by itself. So the teacher is suggested to use it for more innovative teaching- learning and honing teacher’s analysis skill. Further the students has their own opportunity to express their perception about learning to satisfy students’ need at class. According to Cambridge dictionary, perception is a belief or opinion, often held by many people and based on how things seem. Also perception is the interpreting of people’s information by their experience, knowledge, and mind through sensory sense. Although perception in another definition is a process which a person determines, arranges, and translates information to create a picture of his own world (Kotler, 2013) as cited at . On the previous research conducted by (Almaqrn & Alshabeb, 2017) with entitled “EFL Learners’ Attitudes towards the Proper Pronunciation of English and Podcasts as a Facilitator of Proper Pronunciation”, the researcher found the research gap on it. Further on that research, the participants are from one of the vocational High School in Karawang and carried out 23 level 3 Saudi EFL learners from the department of English at Imam University as the volunteers in research participated. Using questionnaire for gains the data and using five podcasts related to students Sunita Aprilia Dewi & Yousef Bani Ahmad Exploring Students’ Perception on Learning Pronunciation through Podcast-Assisted In EFL Classroom 106 speaking and listening textbook for use over an eight period. So the researcher found the research reclamation on the podcast implication by students perception if applied at Islamic High School as EFL classroom. In this era, the use of technology for supporting learning activities for EFL learners are the beneficial one to expand Speaking, Listening, Writing, and Reading in English skill. Now the technology or called by MALL (Mobile Assisted Learning Language) for supporting the teaching-learning activities in educational domain. The popularity of MALL is integrated with carefully and thoughtfully into the foreign language curriculum, because of the tools is available for the “Net generation”. Principally in pronunciation aspect on speaking skill, the students are taught as the spoken of English Native Speaker. According to Celce-Murcia, et.al. (2010) as cited at (Pennington & Rogerson-Revell, 2019) the teachers of English as a Foreign Language (EFL) who are not a native speaker of English and who expect to serve as the major model and source of input in English for their students, need to gain their level of intelligibility and comprehensibility of pronunciation. Then with achieving that skill, the learning processes of pronunciation instructor can help students’ English pronunciation ability. Furthermore, this research aim is for seek how does the podcast can affect students, especially in their pronunciation in speaking performances based on the students’ perception at EFL classroom. Method The research design is belong to Qualitative and use Narrative inquiry. The subject of the research from three students in the differences categories in English courses, such as the higher-level student, medium-level student, and low-level student at one of the Islamic High School in Karawang. The data collection techniques and instrument used by the researcher through observation and interview (open-ended questions). Also the thematic analysis was conducted for interpreted the research data. Results Observation Data This research was conducted when the researcher did the Teacher Training Program at the target school while to found the validity of Podcast uses on that school. Afterthat the teacher gave the recommendation and choose based on students English course cognitive, for seeking the implication of Podcast-assisted learning in pronunciation aspect on speaking ability by every students’ perceive. Hereafter the interview section was conducted with record it. IDEAS, Vol. 9, No. 2, December 2021 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 107 Table 1. The Students in the Different Categories Name Level Years Ahmad Uzi Oman High Medium Low 17 std 1 17 std 2 18 std 3 Discussion Podcasts are acceptable for English learning pronunciation in EFL classroom Applied podcast media is defined successfully for pronunciation learning at one of the Islamic High School in Karawang, it proves by the student's affirmation on podcast utilization. All of them agree that the matchs of podcast media is suitable for English speaking skills, especially in pronunciation. According to every students stated that the beneficial effect on podcast uses in EFL classroom: ‘Indeed suitable, because from podcasts it can fix if something goes wrong’ (std. 1) ‘Offcourse, it is very suitable because learn through podcasts or audio, we can eee... Can replay it, so how to read the correct sentence or pronunciation and can correct the wrong one’ (std. 2) ‘I think it is suitable because the podcast if there is an error can be repeated again, and can be heard again and it can image the material’ (std 3) The use of media for teaching and learning is the most affordable ways to gais the best learning experience and getting a new knowledge for the students, especially in this millenial era. The better effectiveness on learning Pronunciation through Podcast-assisted based on the students statement is the features of podcast are easier to understand, since the use of technology is not the odd ways to applied now. On the EFL classroom, the learning atmosphere is implied the ease of learning too. Also based on the research data, a comfortable learning through podcast media is help the students cognitive in pronunciation, because if they wants to try pronounce an English words, they could not feel hesitate and feel confuse too speak up. Moreover, the podcast audio are flexible to use based on the all participants statements that podcast is easily to get if we have the internet connection to connect to the podcast web, so that in every situation and condition the features of podcast Sunita Aprilia Dewi & Yousef Bani Ahmad Exploring Students’ Perception on Learning Pronunciation through Podcast-Assisted In EFL Classroom 108 can get it. Then the audio in podcast can replay in many times. In the other hand, the learning positivity can build at the EFL classroom: ‘Offcourse, according to my opinion, it's pretty good by using this podcast, so we can be more innovative. For example, learning better by using podcasts, so we can improve what we say when we study. If we pronounce it in right ways, so it became more and more correctly, then there will be improvements in pronunciation wrong’ (std. 2) In educational field, a particular web applications and digital resources on the Internet allow the creation of innovative and useful spaces for the (Cavanaugh, hargis & Mayberry, 2016; herna ndez & Jua rez, 2018; niekerk & Webb, 2016) as cited at (Salas-Rueda, 2020). Afterwards the students’ anxiety of English pronunciation can be solved by using podcast media, because of podcast of English pronunciation is directly spoken by English native speaker and then the students’ English pronunciation could be improving and upgrading. ‘podcast is more clearly, because of the speakers are from the native’ (std. 1) Students’ motivation can increase when learning English Pronunciation through Podcasts at EFL classroom The most beneficial effect on podcast-assisted learning has can made the whole of students at the EFL classroom motivated to learn pronunciation because of it can use as the helper guide for them. ‘sure I feel eee... learn throgh audios or podcast I feel like nervous, also feel motivated so our learning be more energetic and we are able to repeat or we can correct on it’ (std. 2) The motivation can be effected by the several aspect such as the learning atmosphere, what media uses in the class, the ways of teacher guidance, and etc. (smbngqn dgn jurnal motvas1). However the media of podcast is interesting for learning. The features of podcast can make an exceptional attraction for students, they are argue that the most interesting feature is the part of content: ‘The part most interesting is the content, for example the comedy content and that is appealing’ (std. 1) ‘I think the most interesting part in the podcast is that we don't just learn about the audio or IDEAS, Vol. 9, No. 2, December 2021 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 109 podcast, so we can watch comedy, continue to entertain, continue advertising and many more interesting things on the podcast So we don't just gain knowledge and learn English on the podcast, so we are free to want entertainment, there is comedy like that. So it's good for us to watch the podcast or the audio' (std. 2) ‘I think the most interesting thing is about the content and audio, it's very useful' (std. 3) Moreover the students’ attraction is the biggest influence for gain the motivational aspect on the students. Not only have the interest content, but also podcast is the productive tool in academic setting with adequate potency (“Acad. Pod. Mob. Assist. Lang. Learn.,” 2011). Encouraging students’ active in EFL class when use Podcast-assisted learning The behavioral aspect is include to what is being students learned at the class. In EFL classroom the student-teacher interaction between the podcast as the helper tools for help the students’ anxiety in prononcing words. So that the teacher give the different treatment for encourage students with using the learning media that is podcast. Based on data interview, the students is more active for developing their own English pronunciation. ‘Yes, I can... my teacher used to explain how to learn, eee, in the class, the teacher explained, so when I listen the audio, the audio was told to the students, we saw an example of learning, eee the podcast is like we try to write, write words, how to learn good and correct word pronunciation, after writing it, we will go forward with the teacher who we learn pronunciation later on, we will let the teacher know that it is justified, so we can fluently say that good and correct pronunciation how do we do it and we can update or fix what we're wrong, that's what we said... ‘ (std. 2) In the other case, the students pronunciation is correctly well with podcast- assisted learning and they can feel confident when pronounce it without feeling hesitate more. Meanwhile, the use of podcast media in academic purpose should must be with help the teacher’s guide as the learning facillitator. Then the teacher’s guidance is more helpful in compare with only podcast uses. Also implied to be better for trained the students at EFL class. ‘at the phase where Teacher corrects the words correctly that we have considered wrong with the help of podcasts ‘ (std. 1) ‘yes, it is directed by the teacher according to what is in the audio, because if it is directed by Sunita Aprilia Dewi & Yousef Bani Ahmad Exploring Students’ Perception on Learning Pronunciation through Podcast-Assisted In EFL Classroom 110 the teacher, the students become obedient and easy to manage’ (std. 3) However podcast uses can make the good relation to the students-teacher interaction in the EFL classroom. Also can created the best learning experience especially for the stdents, becase if the students feel comfortable with learning, the subject of study can impact well to the students. ‘I'm happy... because I can understand that better than other media‘ (std. 1) Conclusion The conclusion is Podcast media has extremely beneficial impact for students in develop their pronunciation skill at the EFL classroom. The suitable of podcast assisted learning made the students could pronounce as the native speaker as well. Afterwards podcast has the interesting content to made students motivated for learn pronunciation skill. Because of learn with podcast is the greatest ways to use, the students never hesitate again when they try to pronounce English words in spoken language, so that stdents are actived study while the teacher’s trained. According to the conclusion result above, the researcher conclude the suggestion s for those who relate the research analysis as follows: a. For students The use of podcast for English pronunciation is really acceptable for students who wants to able in that skill, eventhough a millenialls students are the biggest uses on smartphone and internet user. As a students the use of technology is very crucial aspect as their learning assistance. b. For English teacher Become a facillitator in the classroom, as the teacher should know well about students need, behaviour, and also their interest in learning, to make a comfort atmosphere in study. Using podcast media is recommended because of the interesting content without make the students feel bored in learn. c. For future researcher Hopefully on this research of podcast uses in pronunciation aspect, the next researcher can able to to find the newable of podcast uses in another students skill. Acknowledgement Thanks to Allah SWT who always guide the researcher for conducted this research as well as possible. Also I would like to said gratitude to my beloved mother and father, they always supported me in every situation and condition. Afterwards for my lecturer Mr. Yousef Bani Ahmad and Mr. Sidik Indra Nugraha as the support IDEAS, Vol. 9, No. 2, December 2021 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 111 guiders in my college study. Also for my college partner Sonia who always give me a motivated effect for arranged this article. Next for my other supporting system, my beloved friends Nadhira and Euis as my helper and listener. 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). 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