Pronunciation is a crucial element in learning English, but many students
face challenges due to a lack of exposure to authentic pronunciation examples.
Therefore, the purpose of this study is to investigate students’ experiences in
understanding English pronunciation through videos of native speakers, identify the
challenges they encounter during the learning process, and examine their reflections
and suggestions regarding the use of native speaker videos in pronunciation
learning at Al-Falah Islamic Boarding School. This study adopts a qualitative
approach with a narrative inquiry research design. Data were collected through
classroom observations and semi-structured interviews involving five female
students participating in the Special English Program. The results indicate that
students had positive experiences in behavioral, emotional, and cognitive aspects
while learning pronunciation through videos of native speakers. These videos allow
students to imitate pronunciation, boost their self-confidence, develop
pronunciation awareness, and encourage the formation of independent learning
habits. However, students also encountered several challenges, such as difficulty
imitating certain sounds in English, understanding word stress and intonation,
adapting to authentic pronunciation, and overcoming anxiety when speaking in
English. Nevertheless, students continue to strive to improve their pronunciation
skills through repeated practice and active engagement in the learning process. The
findings also revealed that students viewed native speaker videos positively and
suggested that the learning materials be continuously improved to make
pronunciation learning more engaging. Thus, videos of native speakers provide a
meaningful learning experience and support the growth of students’ pronunciation
skills within the boarding school setting.