The Effectiveness of Audio-Based Communicative Language Teaching (CLT) in Overcoming Pronunciation Barriers Among Young Learners: Third Grade of Elementary School at Bojonegoro
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Keywords:
Audio-Based Learning, , Communicative Language Teaching, , Young LearnerAbstract
This study addressed pronunciation barriers and low speaking confidence among third-grade EFL learners caused by limited exposure to authentic spoken English. It examined the effectiveness of Audio-Based Communicative Language Teaching (CLT) in improving pronunciation and speaking confidence through a quantitative pre-experimental one-group pre-test and post-test design. Eleven third-grade students participated in a one-day intensive intervention involving authentic audio input, shadowing activities, and communicative role-plays. Data were collected through pronunciation assessments and interviews and analyzed using descriptive statistics and the Wilcoxon Signed-Rank Test. The findings revealed a significant improvement in students’ pronunciation performance, with the mean score increasing from 70.00 in the pre-test to 83.64 in the post-test. The Wilcoxon test produced a significance value of 0.009 (p < 0.05), indicating a statistically significant effect of the intervention. Interview results further showed that students felt more confident and less anxious when speaking English after the treatment. The combination of authentic audio exposure and communicative practice helped reduce both linguistic and psychological barriers to pronunciation. The novelty of this study lies in the implementation of a short-term audio-based CLT intervention specifically designed for young learners. The findings suggest that Audio-Based CLT is an effective and practical approach for enhancing pronunciation accuracy and speaking confidence in EFL classrooms.
Keywords: Audio Based Learning, Communicative Language Teaching, Young Learner
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