Automatic Speech Recognition Enhanced Self-Instructional Learning Material to Improve English Pronunciation for Indonesian Primary School Students
Keywords:
self-instructional material; Automatic Speech Recognition; English Pronunciation; Young Learner; Primary SchoolAbstract
English pronunciation of young learners is often limited due to insufficient exposure to the target language, and this affects their self-confidence and communication skills. This study aimed to analyze teacher needs in teaching pronunciation and to develop interactive, systematic, and child-specific self-instructional material based on Automatic Speech Recognition (ASR) to improve pronunciation mastery. The research applied Research and Development with the ADDIE model consisting of analysis, design, development, implementation, and evaluation. However, this study was limited to the analysis, design, and prototype development stages without field testing. Validation was conducted by two English language education experts through a 1–4 scale questionnaire and open-ended comments, assessing aspects of material content, language suitability, visual design, ASR function, illustrations and audio recordings, and repeated practice. The validation results showed that the material was of good to excellent quality, with ASR integration enabling repeated independent practice, real-time feedback, and increased motivation and learning independence. These findings confirm that the material effectively supports pronunciation systematically, although the study was limited to a prototype and a small number of validators. The contribution of this research lies in providing valid, practical, and adaptive ASR-based interactive learning media, offering a solution to the limitations of teachers and media in supporting pronunciation practice in elementary schools. The research can help both teachers and students in the learning process and self-learning with the ASR feature.
https://doi.org/10.26803/ijlter.25.2.37
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