Skripsi
THE STUDENTS PERCEPTIONS ON USING SPOTIFY TO IMPROVE LISTENING SKILLS OF THE 1ST SEMESTER STUDENTS OF THE ENGLISH STUDY PROGRAM AT NUSA CENDANA UNIVERSITY IN THE ACADEMIC YEAR 2023/2024
- Bagikan:
Listener’s understanding depends on how well the listener can hear what the speaker is saying. Students experience hearing problems and most of them have low motivation to learn to listen. Spotify is one of the most famous application in the world. Podcast itself have much digital English story that interesting to hear and video streaming also can use as a learning media by watching video in. By that case, the researcher decide to choose Spotify Application to increase students’ awareness to learn English. In this study, the author used a qualitative descriptive approach. This qualitative approach aims to obtain complete information about “The Use of Spotify to Improve English Listening Skills of English Study Program students in Nusa Cendana University“. The purpose of this research is to find out the students’ perception on the use of Spotify application toward student’s listening skills. The researcher would like to explore how the technology can help the learning process.
Target in this research are 1st students’ in English Department students’. The researcher would like to know the students perception while listening English song or podcast on Spotify application to improve listening skill as the purpose of the research.
Detail Information
| Item Type |
Skripsi
|
|---|---|
| Penulis |
Puti Nilam Sari - Personal Name
|
| Student ID |
1801020277
|
| Dosen Pembimbing | |
| Penguji |
Novriani Rabeka Manafe - 197811052003122001 - Ketua Penguji
Dewi I N Bili Bora - 198412192014042002 - Penguji 1 SELFIANA P MBADI - - Penguji 2 |
| Kode Prodi PDDIKTI |
88103
|
| Edisi |
Published
|
| Departement |
Pendidikan Bahasa Inggris
|
| Kontributor | |
| Bahasa |
English
|
| Penerbit | UPT Perpustakaan Undana : Kupang., 2024 |
| Edisi |
Published
|
| Subyek | |
| No Panggil |
882.03 ari T
|
| Copyright |
Individu Penulis
|
| Doi |