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JEIT (Journal of Educational Innovations and Technologies)
Published by Cipta Pustaka Nusantara
ISSN : -     EISSN : 30905303     DOI : https://doi.org/10.63324/jeit.1.2.2025
Core Subject : Education,
Education
JEIT (Journal of Educational Innovations and Technologies) is a biannual publication released in March and September, dedicated to fostering the exchange of critical academic research and insights from diverse cultural perspectives. It serves researchers, professionals, and practitioners in the fields of technology-enhanced and digital learning within higher education. The journal aims to advance scientific understanding of human-centered approaches to technology use in higher education and to inform readers about recent advancements in the application of digital technologies in teaching, training, research, and institutional management.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 21 Documents
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EFL students’ experiences with audio-based authentic materials in extensive listening Anindya, Diva Zahra; Darsih, Endang; Widyastuti, Asty
JEIT (Journal of Educational Innovations and Technologies) Vol. 2 No. 1 (2026): JEIT (Journal of Educational Innovations and Technologies)
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/jeit.2.1.2026.151

Abstract

This study explores English Education students’ perceptions and experiences in using audio-based authentic materials, particularly real-life announcements, in an Extensive Listening context at Universitas Kuningan. Using a qualitative approach, data were collected through semi-structured interviews with five participants and analyzed using thematic analysis. The findings indicate that authentic materials create a dynamic learning experience shaped by the interplay between motivation, cognitive engagement, and linguistic challenges. Students perceive authentic input as engaging and relevant to real-world communication, enhancing their motivation and sense of readiness. However, features such as rapid speech, background noise, and unfamiliar vocabulary increase cognitive load and may hinder comprehension. Despite these challenges, students employ adaptive strategies including visualization and top-down processing to construct meaning. These findings suggest that authenticity should not be viewed as inherently beneficial, but as a pedagogical resource whose effectiveness depends on balancing challenge and learner readiness. The study highlights the importance of scaffolding strategies to optimize the use of authentic materials in EFL listening instruction.

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