Students Lived Experiences in Autonomous English Listening Learning Through Digital Media: A Narrative Inquiry
DOI:
https://doi.org/10.1234/prosiding.v2i1.4943Keywords:
Autonomous Learning, Digital Media, English Listening, Lived Experience, Narrative InquiryAbstract
abstrak— Penelitian ini mengeksplorasi pengalaman hidup mahasiswa dalam pembelajaran listening bahasa Inggris secara mandiri melalui media digital. Dengan menggunakan pendekatan narrative inquiry, penelitian ini mendalami perjalanan pribadi lima mahasiswa sarjana ketika mereka beralih dari pembelajaran yang bergantung pada guru menuju praktik belajar mandiri berbasis digital. Data dikumpulkan melalui wawancara mendalam dan dianalisis menggunakan analisis naratif tematik. Hasil penelitian menunjukkan adanya transformasi identitas yang signifikan pada para partisipan, dari awalnya mengalami kecemasan dan stres dalam listening di lingkungan kelas formal menjadi memiliki rasa percaya diri dan kebanggaan melalui pembelajaran mandiri. Para partisipan memanfaatkan berbagai platform digital, seperti YouTube, film, dan Spotify, serta mengembangkan strategi bertahan yang bersifat personal, termasuk pengulangan audio dan penggunaan subtitle, untuk mengatasi tantangan linguistik seperti kecepatan bicara penutur asli dan keberagaman aksen. Penelitian ini menyimpulkan bahwa media digital menyediakan ruang yang aman yang dapat mendorong kemandirian belajar dan kenyamanan emosional, yang sangat penting bagi perkembangan kemampuan bahasa dalam jangka panjang. Penelitian ini juga mengimplikasikan bahwa integrasi pembelajaran mandiri berbasis digital dapat menjadi alternatif yang efektif terhadap metode pembelajaran tradisional yang berpusat pada guru.
Kata kunci—Pembelajaran Mandiri, Media Digital, Kemampuan Mendengarkan Bahasa Inggris, Pengalaman Langsung, Naratif Inquiry
Abstract— This study explores students lived experiences in autonomous English listening learning through digital media. Using a narrative inquiry approach, the research delves into the personal journeys of five undergraduate students as they transitioned from teacher-dependent learning to autonomous digital practice. Data were collected through in-depth interviews and analyzed using thematic narrative analysis. The findings reveal a significant identity transformation among participants, moving from initial listening anxiety and stress in formal classroom settings to a sense of self-efficacy and pride through self-directed learning. Participants utilized various digital platforms, such as YouTube, film and Spotify, and developed personalized survival strategies, including audio repetition and subtitle usage, to overcome linguistic challenges like native speakers' speed and diverse accents. The study concludes that digital media provides a safe space that fosters learner autonomy and emotional comfort, which are crucial for long-term language proficiency. This research implies that integrating digital-based autonomous learning can be a powerful alternative to traditional teacher-centered methods.
Keywords— Autonomous Learning, Digital Media, English Listening, Lived Experience, Narrative Inquiry
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