STUDENTS’ PERCEPTION TOWARDS AUTONOMOUS LISTENING ACTIVITY TO SUPPORT THEIR INTERPRETIVE LISTENING COURSE

Abstract

This study aims to describe students' perceptions and improvement in Interpretive Listening courses using autonomous listening activities. The research uses a qualitative method with a case study as a research design, collecting data through questionnaires and interviews. The findings indicate that most students are satisfied with autonomous listening in Interpretive Listening classes. Autonomous listening allows students to learn independently based on their preferences, exploring a wide range of material. It also helps students achieve high test scores and enhance their comprehension of interpretive listening material.
In conclusion, autonomous listening activity has a significant impact on Interpretive Listening classes. Students with high and medium final scores respond positively to improvements in their comprehension of listening material, while those with low scores are less satisfied. This study serves as a reference for teachers to consider the use of autonomous listening in interpretive listening courses.