Abstract
This research has objective to investigate students’ listening comprehension through the use of podcast in EFL classroom. 60 high school students in Indonesia were taken as sample for this research with distribution of 30 students in experiment class and 30 students in control class. The samples were taken by using cluster random sampling. Quasi-experimental method with the post-test only control group design was applied in this research. In addition, a survey questionnaire was administered to experimental group to explore their perception on the use of podcast instruction in teaching listening. Findings revealed that there is a significant difference of post-test score between two groups, favoring experimental group. Data analysis using one way ANOVA showed significance value (sig. 0.010) is lower than < 0.05 which interpreted that Podcast has significant impact on students’ listening comprehension. Additionally, the result of questionnaire indicated that students have positive attitude toward the use of podcast in listening classroom. Students perceived that podcasts provided authentic materials, interesting activities including listening exercises and meaningful tasks for them so they felt more motivated to learn English. This study recommended that teacher may utilize podcast in teaching listening considering its effectiveness as technology based learning tool.
Highlights
1.1 BackgroundIn Indonesia, English is taught as a foreign language from elementary up to university level
It is clearly shown that students who were taught by using Podcast has higher score in range, minimum and maximum 36, 60, and 96 respectively over control class
This fact clearly proven that the use of English podcasts in teaching listening gives significant impact to students’ listening comprehension
Summary
1.1 BackgroundIn Indonesia, English is taught as a foreign language from elementary up to university level. For high school students, Indonesian national curriculum has set some objectives of English language teaching. English is one of subjects that contribute to low score of achievement in the National Examination (UN) especially for high school, vocational and boarding school (Kebudayaan, 2017). Many schools in Indonesia use Bahasa Indonesia as language instruction in English subject. This shows that English language and even authentic resources for English language teaching are not utilized utmost yet by English teachers. This unfortunate condition has sure mostly contributed much to the poor achievement of Indonesian students’ in listening. In Indonesian context, students rarely in situation where they have opportunity to practice English and teachers are lack of commitment to apply an appropriate approach and use authentic resources in listening
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