EXPLORING STUDENTS’ PERCEPTIONS ON USING OXFORD ONLINE DICTIONARY TO PROMOTE STUDENTS’ PRONUNCIATION
DOI:
https://doi.org/10.31851/75pajw37Keywords:
Oxford Online Dictionary, Students’ Perceptions, Pronunciation Learning, Speaking SkillAbstract
Pronunciation and speaking are two continuous skills in language learning. These skills are interconnected in nature, given that the ability to articulate thoughts clearly and correctly is fundamental for effective communication. In English language learning, some students still lack clarity in pronouncing English words correctly. This finding suggests that some of them frequently and occasionally utilise English dictionaries as a reference tool for acquiring pronunciation skills. English dictionaries such as the Oxford dictionary are useful for both word definitions and pronunciation guidance. This study aims to determine the popularity of the Oxford online dictionary among students and their perceptions of using the Oxford online dictionary to improve their speaking skills. This study uses a qualitative method that focuses on descriptive qualitative analysis. The data used in this study was collected by using a questionnaire. The population data used in this study consisted of 27 students from the English Education Study Programme. The findings of this study demonstrate that the Oxford online dictionary is a widely recognised and utilised reference source. In terms of perception, the students expressed the opinion that the Oxford online dictionary plays a useful role in terms of usefulness, reliability, and improving students' speaking skills in English language learning, especially pronunciation. In conclusion, the Oxford Online Dictionary is a recommended reference for English language learning, with particular relevance to the development of pronunciation and speaking skills.
References
Altun, M., & Ahmad, H. K. (2021). The Use of Technology in English Language Teaching: A Literature Review. International Journal of Social Sciences & Educational Studies, 8(1), 226–232. https://doi.org/10.23918/ijsses.v8i1p226
Astuti Rangkuti, L., & Rabia Sihite, M. (2022). The Effect of Gallery Walk Technique towards Students’ Speaking Skill. Print) Journal of English Langaugeand Education, 7(1), 2022.
Brown, J. . (2019). The Elements of Language Curriculum: A Systematic Approach to Program Development. Heinle & Heinle.
Choirunnisa, M. R., & Sari, F. M. (2021). TED Talks Use in Speaking Class for Undergraduate Students. Jambura Journal of English Teaching and Literature, 2(1), 35–40. https://doi.org/10.37905/jetl.v2i1.7319
Davis, M. (2021). Generational differences in the workplace: Adapting to a multi-generational workforce. Organizational Psychology Review, 41(3), 312–329.
De Marco, P. (2025). Playing with Words English Vocabulary Games and Activities for All Levels. Pasquale De Marco.
Dincer, A., & Dariyemez, T. (2020). Proficient Speakers of English as a Foreign Language: A Focus-Group Study. IAFOR Journal of Education.
Dornyei, Z., & Taguchi, T. (2019). Questionnaires in second language research: Construction, administration, and processing (2nd ed.). Routledge. https://doi.org/https://doi.org/10.4324/9780203864739
Etikan, I., Musa, S. A., & Alkassim, R. S. (2018). Comparison of Convenience Sampling and Purposive Sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1–4. https://doi.org/10.11648/j.ajtas.20160501.11
Hamdini, R., Handini, B. S., & Jaelani, S. R. (2022). A Comparative Study between Google Application and Oxford Dictionary in EFL Learners ’ Pronunciation. Humanitatis: Journal of Language and Literature, 9(1), 145–152. https://doi.org/10.30812/humanitatis.v9i1.2144
Jasmiati, Qamariah, H., & Chaira, S. (2022). Students’strategies in pronouncing the english words. Jurnal Ilmiah Mahasiswa Pendidikan, 3(1). https://jim.bbg.ac.id/pendidikan/article/view/467
Jaya, A., Hartono, R., Wahyuni, S., & Yulianto, H. J. (2024). The Impact of “Gallery Walks” Project-Based Learning Strategy on Speaking Achievement and Self-Confidence at Universitas PGRI Palembang. Evolutionary Studies in Imaginative Culture, 8(2), 219–233. https://doi.org/https://doi.org/10.70082/esiculture.vi.806
Jin, S. (2023). Speaking proficiency and affective effects in EFL: Vlogging as a social media-integrated activity. British Journal of Educational Technology, 55(2), 586–604. https://doi.org/10.1111/bjet.13381
Kaforina, M., Mulyadi, M., & Jaya, A. (2023). the Students’ Personality Based on Their Reading Attitude. Esteem Journal of English Education Study Programme, 7(1), 12–23. https://doi.org/10.31851/esteem.v7i1.12654
Lin, S., & Bollen, D. H. (2025). From anxiety to engagement: Transforming an English for specific purposes classroom through digital storytelling. Studies in English Language and Education, 12(2), 579–593. https://doi.org/10.24815/siele.v12i2.40286
Liu, D., Lai, C., Lin, R., & Jin, T. (2025). Pre-Service Teachers’ Technology Integration in Pronunciation Instruction: Professional Identity and Value Beliefs. International Journal of Applied Linguistics, 35(2), 577–589. https://doi.org/10.1111/ijal.12640
Malini, N. L. N. S., Sukarini, N. W., Yadnya, I. B. P., & Maharani, S. A. I. (2022). Exploring needs analysis of English language training: An evidence from small hotel and restaurant employees in Nusa Lembongan, Bali, Indonesia. Indonesian Journal of Applied Linguistics, 12(1), 212–223. https://doi.org/10.17509/ijal.v12i1.46437
Miall, D. S., & Kuiken, D. (2019). Aspects of literary response: A new questionnaire. Research Teaching in English, 29(1), 37–58. https://doi.org/https://doi.org/10.58680/rte199515356
Mogea, T., & Oroh, E. Z. (2022). Applying Small Group Discussion To Enhance Students’ Speaking Ability At SMAN 1 Poigar. Jurnal Pendidikan Dan Sastra Inggris, 2(2), 101–107. https://doi.org/10.55606/jupensi.v2i2.499
Neuman, W. L. (2019). Social research methods: Qualitative and Quantitative approaches. In Pearson (Seventh Ed). Pearson New International Edition. https://www.amazon.co.uk/Social-Research-Methods-Quantitative/dp/0205786839/ref=sr_1_5?s=books&ie=UTF8&qid=1461496914&sr=1-5&keywords=social+research+methods+qualitative+and+quantitative+approaches
Nghi, T. T., Phuc, T. H., & Thang, N. T. (2019). Applying ai chatbot for teaching a foreign language: An empirical research. International Journal of Scientific and Technology Research, 8(12), 897–902.
Oktari, N. F. (2024). Investigating EFL Students’ Strategies to Overcome Barriers in Improving Speaking Skills through English Club [Universitas Islam Negeri Ar-Raniry Banda Aceh]. https://repository.ar-raniry.ac.id/id/eprint/34541/
Ozfidan, B., El-Dakhs, D. A. S., & Alsalim, L. A. (2024). The use of AI tools in English academic writing by Saudi undergraduates. Contemporary Educational Technology, 16(4), ep527. https://doi.org/10.30935/cedtech/15013
Putri, A. D., Jaya, A., & Marleni, M. (2023). Exploring the Students’ Speaking Ability Based on Their Different Personalities. Esteem Journal of English Education Study Programme, 6(1), 10–16. https://doi.org/10.31851/esteem.v6i1.10203
Qassrawi, R. M., ElMashharawi, A., Itmeizeh, M., & Tamimi, M. H. M. (2024). AI-Powered Applications for Improving EFL Students’ Speaking Proficiency in Higher Education. Forum for Linguistic Studies, 6(5), 535–549. https://doi.org/10.30564/fls.v6i5.6966
Robinson, J. (2024). Likert scale. In Encyclopedia of Quality of Life and Well-Being Research. Springer International Publishing. https://link.springer.com/rwe/10.1007/978-3-031-17299-1_1654
Royani, I. (2023). Pronunciation Learning Strategies used by EFL Learners in University Context. Proceeding of Conference on English Language Teaching, 3, 421–432.
Salim, A., Terasne, T., & Narasima, L. (2020). Enhancing the Students’ Pronunciation Using Shadowing Technique At Senior High School Students. Journal of Languages and Language Teaching, 8(1), 20. https://doi.org/10.33394/jollt.v8i1.2212
Smith, B., Jiang, X., & Peters, R. (2024). The effectiveness of Duolingo in developing receptive and productive language knowledge and proficiency. Language Learning and Technology, 28(1), 1–26.
Sugiyono. (2021). Metode Penelitian Kualitatif dan metode penelitian kuantitatif (A. Rachman & H. Purnomo (eds.); Issue 2). CV Saba Jaya Publisher.
Sujiyati, S. (2023). Improving English Speaking Skills with the Application of Learning Videos for Students of Class IX of SMPN 171 in the 2022/2023 Academic Year. COMSERVA Indonesian Jurnal of Community Services and Development, 2(12), 3026–3034. https://doi.org/10.59141/comserva.v2i12.715
Tahrun, & Davis. (2022). The implementation of project-based learning in increasing speaking achievement and self-confidence of eleventh grade students of SMK Negeri 1 Sanga Desa. Esteem: Journal of English Education Study Programme, 5(1), 77–84. https://doi.org/10.31851/esteem.v5i1.7455
Tisdell, E. J., Merriam, S. B., & Struckey-Peyrot, H. L. (2025). Qualitative research: A guide to design and implementation. John Wiley & Sons.
Veto Mortini, A., Jaya, A., & Akbar Zam, M. A. (2023). the Effect of Map Libs Technique on Students’ English Learning Achievement in Learning Personal Pronoun. Esteem Journal of English Education Study Programme, 6(2), 216–225. https://doi.org/10.31851/esteem.v6i2.12316
Wahyuni, S., Mujiyanto, J., Rukmini, D., & Fitriati, S. W. (2019). Examining Teachers’ Innovation in EFL Classrooms in Promoting Students’ Autonomous Learning. International Conference on English Language Teaching, Literature, and Translation, 188, 330–339. https://doi.org/10.2991/eltlt-18.2019.64
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Eryan Adhi Nugroho, Zuhad Ahmad, Akhmad Haqiqi Ma'Mun
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright Notice
Authors who publish with this journal agree to the following terms:
In order to assure the highest standards for published articles, a peer review policy is applied. In pursue of the compliance with academic standards, all parties involved in the publishing process (the authors, the editors and the editorial board and the reviewers) agree to meet the responsibilities stated below in accordance to the Journal publication ethics and malpractice statement.
Duties of Authors:
- The author(s) warrant that the submitted article is an original work, which has not been previously published, and that they have obtained an agreement from any co-author(s) prior to the manuscript’s submission;
- The author(s) should not submit articles describing essentially the same research to more than one journal;
- The authors(s) make certain that the manuscript meets the terms of the Manuscript Submission Guideline regarding appropriate academic citation and that no copyright infringement occurs;
- The authors(s) should inform the editors about any conflict of interests and report any errors they subsequently, discover in their manuscript.
Duties of Editors and the Editorial Board:
- The editors, together with the editorial board, are responsible for deciding upon the publication or rejection of the submitted manuscripts based only on their originality, significance, and relevance to the domains of the journal;
- The editors evaluate the manuscripts compliance with academic criteria, the domains of the journal and the guidelines;
- The editors must at all times respect the confidentiality of any information pertaining to the submitted manuscripts;
- The editors assign the review of each manuscript to two reviewers chosen according to their domains of expertise. The editors must take into account any conflict of interest reported by the authors and the reviewers.
- The editors must ensure that the comments and recommendations of the reviewers are sent to the author(s) in due time and that the manuscripts are returned to the editors, who take the final decision to publish them or not.
Authors are permitted and encouraged to post online a pre-publication manuscript (but not the Publisher final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access). Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
