The Implementation of Audiobooks in Reading Class to Improve STKIP Kristen Wamena Students’ Reading Comprehension Skills.

Abstract

This study aimed to investigate the implementation of audiobooks in a reading class at STKIP Kristen Wamena using Qualitative Research approach. The focus of the study was to examine students’ learning responses and reading comprehension experiences during audiobook-assissted reading activities. The research was conducted in a natural classroom setting involving undergraduate students enrolled in reading course. Data were gathered via classroom observations, semi-structured interviews, and reflective notes. The thematic analysis was conducted on the qualitative data to uncover patterns linked to students' engagement, understanding, and learning behaviors. Students' reading achievement served as supplementary evidence to enhance the qualitative results. The results showed that audiobooks produced favorable educational reactions in students. Audiobooks assisted students in enhancing concentration, grasping pronunciation, and recognizing key concepts and supporting details in written materials. Students additionally noted enhanced confidence and motivation while interacting with English reading resources. Classroom engagement increased as students took part in discussions and expressed their comprehension of the texts. The research finds that audiobooks serve as a valuable teaching tool in reading courses, especially when used with reflective and student-focused instructional methods. Audiobooks can enhance students’ reading understanding and foster a more captivating educational atmosphere, particularly for those from varied linguistic backgrounds