UTILIZING DIGITAL MULTIMODAL TEXT TO INVESTIGATE STUDENTS’ INTELLIGIBILITY IN PRONUNCIATION

Abstract

This study aims to determine the student's intelligibility in pronunciation in learning using digital multimodal text. This research used the case study method, where the data is obtained from observation technique, intelligibility task, record technique, and interview. The participants of this study were 34 students of XI grade. Results indicated that through digital multimodal text learning, students tend to be understood in recognizing the word in intelligibility tasks. A total of 73.5% of students can recognize the words pronounced by native speakers, and as much as 26.5% unrecognized the particular words. Students’ pronunciation intelligibility is obtained through recording reading aloud. In this study, as many as eight students were in the good category, eleven in the fair category, and fifteen in the bad category from the reading text results. The transcription of words revealed additions, subtractions, and changes in phonemes. Results showed factors that contribute to student intelligibility are student-side factors that are related to second language understanding, and teacher ability related to the learning process. This study established a model for enhancing students' English pronunciation in future research.