SPEECH ANALYSIS SOFTWARE IN ADDRESSING PHONOLOGICAL DIFFICULTIES AMONG ETHNOLINGUISTIC STUDENTS AT MADRASAH IBTIDAIYAH ASIH PUTERA
DOI:
https://doi.org/10.21009/ishel.v2i1.70372Keywords:
speech analysis software, phonological problems, language interference, teacher mediation, phonological instructionAbstract
Phonological problems among students from heterogeneous ethnolinguistic backgrounds in Islamic elementary schools frequently arise due to first-language interference in the pronunciation of Indonesian and Arabic. In addition, the identification of pronunciation errors is still predominantly based on subjective auditory approaches. This study aims to analyze the effectiveness of integrating speech analysis software in improving students’ phonological abilities and to describe the role of teachers as mediators in acoustic data-based learning. The study employed a mixed methods approach with a quasi-experimental one-group pretest–posttest design. The participants consisted of 32 students at Madrasah Ibtidaiyah Asih Putera. Data were analyzed using descriptive statistics, normality tests, homogeneity tests, and a paired sample t-test through SPSS. The findings revealed an increase in the students’ mean scores from 59.22 in the pretest to 82.87 in the posttest, with a significance value of 0.000 < 0.05. These results indicate that the integration of speech analysis software is effective in improving pronunciation accuracy, strengthening teachers’ pedagogical mediation, and supporting more objective and interactive phonological instruction in Islamic elementary schools.
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