STUDENTS’ PERCEPTION ON THE USE OF DUBBING ACTIVITIES IN FLUENCY PRACTICE CLASS

This study aimed to investigate the students’ perception on the use of
dubbing activities in second semester students in the private university in
Yogyakarta in academic year 2020-2021. As the previous research that proved
dubbing activity which was one of the pedagogical means where students could
develop their ability especially in oral skills, translation, and vocabulary
acquisition, this research was conducted in order they will be more aware of
fluency indicators like sounds, stress, rhythm, and intonation. These were crucial
because when talking about learning to speak English in Fluency Practice class,
students could talk fluently like a native does. A set of questionnaires and openended interview were conducted to obtain the data. The participants were 16
students of Fluency Practice class. The result revealed almost all students
perceived positive perception towards the implementation of dubbing activities in
Fluency Practice class. The majority of students, 78%, had a good attitude
regarding of dubbing activities implementation in Fluency Practice class, 82,5%
perceived dubbing activities gave them beneficial, and 52% stated that they had
no obstacle during dubbing activities according to the findings. Students admitted
that they performed better fluency after doing dubbing activities. They also being
engaged in learning activity because they experienced directly how to speak like
native did during dubbing activities process. They considered dubbing activities
was attractive, challenging, and could be done anywhere by using the application
existed. In light of the findings, it could be considered as an interesting activity to
teach fluency in Fluency Practice class and established the students to be more
active to speak fluently.