The Use of AI-Generated Listening Materials to Improve Students’ Listening Comprehension in Junior High School

Theodora Veren Paska Veneranda; Dedi Irwan; Maliqul Hafis

doi:10.55227/ijhess.v6i2.2470

Authors

Theodora Veren Paska Veneranda Universitas PGRI Pontianak
Dedi Irwan English Education Study Program, Universitas PGRI Pontianak
Maliqul Hafis English Education Study Program, Universitas PGRI Pontianak

DOI:

https://doi.org/10.55227/ijhess.v6i2.2470

Abstract

This study explores the use of AI-generated contextual listening materials in English teaching at SMPN 1 Selakau. This study focuses on exploring the use of AI-generated contextual listening materials in the implementation process, as well as the benefits of AI. This study used a descriptive qualitative collaborative design through collaboration between the researcher and an English teacher. The study involved one English teacher and three ninth-grade students selected using a purposive sampling method. The listening materials were developed with the help of ChatGPT to create scripts and Google AI Studio to generate audio, using contexts related to students' daily lives, such as local culture, school activities, and familiar locations in Sambas and Singkawang. Data were collected through observations and semi-structured interviews, and then analyzed thematically. The results showed that both teachers and students had positive views of the AI-generated materials because they were engaging, practical, and closely related to students' daily life experiences. The contextual materials improved students' comprehension, vocabulary retention, motivation, and confidence in learning to listen. AI also helped teachers prepare materials more efficiently. However, challenges such as internet connectivity, limited facilities, limited vocabulary, and contextual adjustments were identified. Overall, AI-generated contextual listening materials support more engaging and meaningful listening instruction.

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