Students’ Perception of Using CAKE Application on Students’ Pronunciation

Abstract

Many students still experience difficulties in English pronunciation due to limited opportunities to practice speaking and receive immediate feedback on their pronunciation. This study aimed to explore students’ perceptions of using the Cake Application to improve their English pronunciation based on the perception theory by Robbins and Judge (2017). The research used a qualitative approach with a case study design involving four students as participants. The participants were selected using a purposive sampling technique based on their experience of using the Dict application in learning English pronunciation. The data were collected through semi-structured interviews and analyzed using thematic analysis. Guided by Robbins and Judge’s perception theory, which explains how individuals interpret and give meaning to their experiences, the findings revealed that most students had positive perceptions of the Cake Application. They perceived the application as easy to use, engaging, and effective in supporting independent pronunciation practice. Features such as instant pronunciation feedback, authentic conversation videos, and interactive learning activities enhanced students’ confidence, motivation, and pronunciation accuracy. However, some participants experienced challenges related to internet connectivity, device limitations, speech recognition, and personal learning preferences. Overall, the study concludes that the Cake Application is an effective learning tool for improving students’ pronunciation and promoting autonomous learning, although its effectiveness may be influenced by technical and individual factors.