This research explores students’ experiences in learning English through the use
of the voice over technique in an eighth-grade classroom of a public junior high
school. The aim of this research was to examine how the voice over technique
supports students’ English learning process, their engagement, and their
perceptions toward learning English in a more interactive and performance-based
context. The research applied a mixed methods design, combining quantitative
data from 28 student responses via a Google Form questionnaire and qualitative
data from interviews with 8 selected students. The findings revealed that 89.3% of
students had a positive to very positive experience using the voice over method.
Results indicated that all students experienced progress in aspects of English
learning, with 100% acknowledging better pronunciation, and 71.4% feeling more
confident. Furthermore, 96.4% felt motivated to use English during the project.
However, common challenges included syncing voice with animation and
pronunciation accuracy. Despite these, all students actively tried to overcome
difficulties through repeated practice. The interviews supported the survey results,
highlighting how students enjoyed the process, discovered new ways to express
emotions in English, and felt more involved in the language learning experience.
The collaborative and performance-based nature of the voice over task made
students feel excited and more engaged. In conclusion, the voice over technique
proved to be an engaging and effective tool in supporting English learning,
particularly in aspects such as pronunciation, confidence, and motivation, among
junior high school EFL learners. It is recommended that English teachers consider
using voice over projects as a creative alternative to traditional classroom
activities.
A. Conclusion
This research was conducted to explore the experiences of eighth-
grade students in learning English through the voice over technique. The
participants were 32 students, but only 28 of them actively took part in the
full activity and completed the questionnaire, while 4 students were unable
to participate due to school extracurricular commitments.
Based on the findings from both quantitative (questionnaire) and
qualitative (interview) data, it can be concluded that the voice over
technique successfully enhanced students' engagement and interest in
learning English. Most students perceived the activity as interesting,
enjoyable, and effective in building their confidence and fluency.
Specifically, students reported significant improvement in their
pronunciation and their willingness to speak English in front of others.
Although many students faced challenges such as timing their
voices to match the animation and pronouncing English words correctly,
they were able to overcome these difficulties through frequent practice and
peer support. The voice over technique also provided a fresh and authentic
learning experience that differs from conventional classroom speaking
activities. The integration of technology, animation, and acting elements
made learning more dynamic and memorable.
B. Suggestion
Based on the findings, the researcher offers the following
suggestions:
1. Teachers are encouraged to integrate voice over activities into English
lessons as a way to make classroom interactions more engaging and
enjoyable. To ensure these activities run effectively, careful
preparation, script adaptation, and the use of appropriate equipment
such as microphones are needed so that students can participate fully
and the audio quality can be optimized.
2. Students are advised to take an active role in voice over tasks by
participating consistently, practicing regularly, and being open to
collaboration with peers. Treating these activities as opportunities to
experiment with English creatively will not only strengthen their
pronunciation and expression but also build greater confidence and
motivation in learning the language.
3. Future researchers may consider examining the long-term impact of
voice over on students’ English learning or investigating how this
technique can be applied across different age groups and educational
settings. The use of more advanced instruments and methods is also
recommended in order to capture deeper insights into learners’
emotional involvement and cognitive engagement throughout the
process. This research has several limitations. The most significant
limitation was the short duration of the study, which prevented the
researcher from maximizing the development of students’ English learning,
particularly in aspects such as fluency that generally require longer and
more consistent practice. As a result, the findings mainly reflect short-term
improvements in areas such as pronunciation, confidence, and motivation.
In addition, the study was conducted only in one class of eighth-grade
students at a single school, so the results cannot be generalized to all
learners and should be understood within the specific context of this case.

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