54
55
Podcasts were an alternative way to learn English, especially to improve listening skills, and can be applied to English subjects. This was reinforced by the answers to the questionnaires that had been filled in by students where number 3 was about I did not need podcasts with the highest and percentage being 64.06% (41 chose to disagree) and the lowest percentage being 1.56% (1 student chose strongly agree), and number 5 was about students perceive of using podcasts must be applied in listening subjects in class with the highest percentage being 64.06% (41 chose to agree). Number 6 was I like the podcasts to improve my listening skill with the highest percentage being 70.31% (45 students chose agree) and the lowest percentage being 1.56% (1 student chose strongly disagree).
So, it concluded that most of them agree those they need podcasts and Podcasts should be implemented in listening subject in the classroom. this can be a good suggestion for teachers to implement podcasts in teaching and learning activities. But there were students chose strongly who strongly agree that they did not need podcasts also they did not like the podcasts to improve my listening skill. However, most students agreed that podcasts as media for learning English and helpful for them.
56
B. The Pedagogical Merits and Drawbacks of Using Podcasts to Learn Listening
From the interview result, the researcher found that most students and interviewees have similar perspectives on their perception and the merits and drawbacks of podcasts in English listening. Zulkarnaen, perception is a process of interpreting a sensory input towards any situation83. The perception of students using podcasts was learned of using podcasts was more fun, easy to understand, got new vocabulary, helpful for listening skills, and more interesting to study, more fun, and variative learning. This result was in line with the results of the study by Rahman, Atmowardoyo, and Salija, which showed that podcasts forced students to manage their minds to focus on the task, recognize the new vocabulary, memorize the sound of the spoken word, and boosting their linguistic competence in order to be a more effective listener84. Based on the analysis, the researcher found several statements on the merits, and drawbacks.
1. The merits of using podcasts
Based on the interviewed that students have gone through, the researcher found that students’ merits of using podcasts sus as:
a. Helpful
Based on the students' answers above, it can be concluded that
83 Muh. Zulkarnaen, “Students…
84 Abd Rahman, Haryanto Atmowardoyo, and Kisman Salija, “PodcastEffects on EFL
Learners Listening Comprehension”, (Thesis, Faculty of Language and Education, State University of Makassar), 2018, P.7.
57
podcasts help them to improve their learning English listening. Also, podcasts as one of the media for learning English and gave them motivation in learning English specially to improve listening skills according to Abdulrahman, Basalama, and Widodo85.
b. Improved the understanding
From previous interviews, the researcher found that students’
understanding of podcasts improves their understanding of English more.
Howatt and Dakin in Saricoban in Adnand stated this involves understanding a speaker’s accent or pronunciation, grammar and vocabulary and grasping the meaning86.
c. Enrich the vocabulary
From the analysis results in an interview, most students felt the use of podcasts increase their vocabularies. Because of the activities in the teaching and learning they were saw and heard from the videos provided87. Abdulrahman, Basalama, and Widodo also said Another interesting activity done by the students during the treatment period such as sharing, discussion, and answer listening tasks. Students are excited to learn by listening to different topics on podcasts. This was inferred that
85 Tryanti Abdulrahman, Nony Basalamah, & Mohammad Rizky Widodo, “The Impact…
86 Aryuliva Adnan, “Improving Students Ability Through Movie Report”, proceedings of lSelt FBS Universitas Negeri Padang, Vol. 2, 2014, P.70.
87 Husnawadi and Nanang Sugianto, “Facebook: An Effective Web 2.0 Technology for Blended EFL Classroom in Indonesia”, Journal of English Language Education. Vol. 1, No.1, 2018.
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it was inferred that students’ vocabulary is improved due to their exposure to various materials topics88.
d. Improved the pronunciation
The results of the interview that have been conducted, the same as enriching vocabulary. Students felt podcasts improve their pronunciation in the teaching-learning process they see and hear from the videos provided. Learning English pronunciation rules would help students to improve their listening when pronouncing words incorrectly, they would find many difficulties in listening comprehension. However, the words and sentences have listened to were very familiar to they89.
e. Fun
From previous interviews, the researcher found that students felt fun of using podcasts. Because they can see and listen the material that seldom did it in the classroom. So, they excited to follow this program.
It similar with Yaacob, Amir, Asraf, Yaakob, and Zain stated the use of technology such as YouTube and video-podcasts has impacted the listening comprehension of the pupils regardless of age and background.
This is due to the fact that YouTube and video-podcast have fun elements that can help students to be more focused on the lesson90.
88 Ibid.
89 Fergina Lengkoan, “A Study of The Use Songs to Improve Students’ Pronunciation and Listening Skill”, Journal of English Language and Literature Teaching, Vol. 2, No, 2, 2017, P. 219.
90 Aizan Yaacob, Amira Shazman Amir, Ratnawati Mohd Asraf, Mohd Faiz Mohd Yaakob,
and Farah Mohamad Zain, Impact of YouTube and Video- Podcaston Listening Comprehension Among Young Learners, Internation Journal of Interactive Mobile Technologies, Vol. 15, No. 20, 2021, P. 14.
59 2. The drawbacks of using podcasts
Based on the interviewed that students have gone through, the researcher found that students’ merits of using podcasts sus as:
a. Accent
From the results of the interview that have been conducted, most students unfamiliar with the accent researcher had been thought (British accent) and the speed of native speakers talked. Unfamiliar accent native and non-native could be the cause of serious problems in listening comprehension and familiarity with an accent helps learner’
listening comprehension91. It same like Buck in Saraswaty indicated that when listeners hear an unfamiliar accent such as Indian English for the first time after studying only American English will find critical difficulties in listening92.
b. Unfamiliar words
According to students’ interviews, one of the difficulties in learning English. Many students cannot understand some words that they are the first time to hear and know it. Azmi Bingol, Celik, Yidliz, and Tugrul Mart in Saraswaty said when listening text contain known words it would be easier for students. If they knew the meaning of the words this can awaken their interest and motivation and can have positive impact on students listening comprehension skill. Many words
91 Vinna Naralita and Yek Amin Azis, “Using Islamic Songs and Its Effect in Teaching English at An Indonesian Islamic University”, Journal of Language Education, Vo. 3, No. 2, 2020.
92 Dwi Rara Saraswaty, “Learners’…,
60
have more than one meaning and if students are not used unerringly in their unerring context, they would get confused93.
c. The speaker
From the students’ perspectives through the interview, the problem was with the speakers, almost all students complain that the speaker sometimes getting fast. According to Trismasari et all in Hardyanto, Tanjung, and Suharjono that students sometime got difficulty in listening which related to the speaker because sometimes the speaker spoke too fast94. Especially, when the speaker spoke with unclear pronunciation however listener cannot catch the words, they got distracted and unable to continue to process the information.
Additionally, they found it difficult to understand speakers with different accent95.
d. Physical settings
From the students’ experience, the problem came physical setting.
Students cannot focus because of some they made noise plus the quality of the bad audio made their focus disturbed. Noises, as stated by Yagang
93 Ibid.
94 Soni Ariawan, Hery Rahmat and Kasyfur Rahman, “What’s Up in Whatsapp Classroom:
Students’ Perception in Learning Speaking Through Whatsapp During Covid-19 Pandemic”, Journal of Teaching and Learning English in Multicultural Contex (TLEMC), Vol. 5, 2018.
95 Asep Hardianto, Mutia Tanjung, and Sigit Suharjono, “Listening Comprehension Difficulties; A Case Study of EFL Students Listening Class”, ETERNAL (English, teaching, Learning, and Research Journal), Vol. 7, No. 1, 2021, P. 170.
61
in Hardyanto, Tanjung, and Suharjono including both environmental noises and base noises on the recording can make the listener’s mind off the substance of the passage. Even on thought try hard to focus they would still get distracted by noise. The difficulty came from the listening equipment such as video recording, tape or other devices. The bad recording quality tapes or disks can also annoy the listener’
comprehension96.
96 Ibid.
62 CHAPTER IV
CONCLUSION AND SUGGESTION
A. Conclusion
The result of this research from the discussion carried out by the researcher regarding the students’ perception on using podcasts to learn listening at the MTs Negri 1 Mataram can be concluded
Students’ perception the use of podcasts to learn listening are categorized into positive perceptions with high percentages classes IX-1 and IX-2 with percentages as high score is 64.06% with 41 students choose agree.
Furthermore, the use of podcast had merits. There were helpful, improved understanding, pronunciation, enrich vocabulary, and fun. However, the use of podcasts has drawbacks. There were unfamiliar accents, and unfamiliar words that challenge students with the sound of the speaker being unclear, and also the situation in the class sometimes not always supportive or physical.
63 B. Suggestion
Based on the discussion of research findings in this study, the researcher presented several suggestions for English learners, English teachers, and future researchers.
1. Teachers and students
Teachers and students need training in the teaching and learning process, notably in listening to podcasts, because teaching listening has many drawbacks to teaching and learning results. After all, the teachers and students need good communication so that students better understand their ignorance of unfamiliar accents and words and need a good physical setting during learning so that can be resolved problems.
However, the researcher hopes the quality of learning students can improve in this era of increasingly sophisticated technological developments.
2. The researcher
The researcher hopes that the future researcher will conduct better on the students’ perceptions on the use of podcast classes and can use this research as a source for conducting similar research.
64
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68 APPENDICES Appendix 1 questionnaire
4. SA = Strongly Agree 3. A = Agree
2. D = Disagree
1. SD = Strongly Disagree
No Question SA A D SD
1 I think listening was easier
with using podcasts 17 31 13 3 2 The podcasts was containing
of authentic text 20 37 6 1
3 I did not need podcast 1 11 41 11 4 My listening skill was lack, I
need the media to support it 13 31 16 4 5
Podcast should be implemented in listening subject in the classroom
11 41 9 3 6 I like podcast to improve my
listening skill 14 45 4 1
7 Podcast was easy to access
and appropriate for me 17 36 11 0 8
Podcast gave me the motivations for me in learning English especially listening skill
17 32 12 0 9 Podcast gave me the new
vocabulary 33 28 3 0
10
In podcast we can join to improve our English in comment special column
8 44 12 0
Total 151 336 130 23
69 Appendix 2
Transcript students’ interview
1. How do you feel about teaching and learning to listen using podcasts?
a. Informant 1 stated: “If listening to podcasts, I appropriate person because it is easy to understand what is conveyed from the podcasts, especially in learning”.
b. Informant 2 stated: “In my opinion, learning to use podcasts, is fun because we can listen to and see the videos directly”.
c. Informant 3 stated: “In my opinion, to use of this learning method through podcasts, I think this is really fun because we can listen to much more vocabulary than for writing because usually in the class many tasks from books”.
d. Informant 4 stated: “I feel more understand listening to unfamiliar vocabulary I listen”.
e. Informant 5 stated: “it’s actually pretty cool and pretty fun actually than usual, I mean it’s actually not boring but more fun with using podcasts”.
f. Informant 6 stated: “It’s fun, because it shows interested pictures too, so we just have more fun learning like that”.
g. Informant 7 stated: “I think, process teaching-learning the use of podcasts it’s helpful, especially for listening skills. Because more variative so, we as students are more interested to study and more enthusiastic”.
h. Informant 8 stated: “My response is learning of using podcasts makes it faster to understand”.
2. Are you feeling better about learning on using podcasts in listening classes?
And why?
a. Informant 1 stated: “better, because lessons delivered through podcasts are more exciting and easier to understand”.
b. Informant 2 stated: “yes, because we can listen to the native speaker say the correct vocabulary”.
c. Informant 3 stated: “I feel better, yes, as I said earlier, maybe I have more new vocabulary, which makes me feel that this vocabulary can help me in the future.”.
d. Informant 4 stated: “I feel better, because I get a lot about the pronunciation of vocabulary”.
e. Informant 5 stated: “yes, because it is just more fun and I can literally be listening to some good accents in the videos in the podcast and I can learn more about my accent”.
f. Informant 6 stated: “: Yes, it's not bad because the language is also easy for us to understand”.
g. Informant 7 stated: “Yes, of course, I feel better because there are rarely teachers who teach and learn the use of podcasts, so, like this is something new, I'm more enthusiastic”.
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h. Informant 8 stated: “Yes, because if learning to use podcasts, it will understand more quickly”.
3. Please explain, how do you feel about your learning outcomes during on using podcasts in listening class?
a. Informant 1 stated: “during the listening class, the learning is actually better, it is also easier to learn and it is also fun sometimes in the video podcast.”.
b. Informant 2 stated: “we can hear the new vocabulary and the correct way of pronunciation”.
c. Informant 3 stated: “my study results, improved in listening, maybe I will try to speak more English in a family environment.”.
d. Informant 4 stated: “I feel very happy because I get new vocabulary and procedures for pronouncing these words”.
e. Informant 5 stated: “it is actually pretty good and I can recount my accent more because of that”.
f. Informant 6 stated: “adding new vocabulary”.
g. Informant 7 stated: “I feel happy because this is a place to practice listening so I know more about my abilities”.
h. Informant 8 stated: “adding new vocabulary”.
4. Do you have any problems in learning listening materials during using podcasts?
a. Informant 1 stated: “Nothing, Alhamdulillah I can understand the lessons conveyed by the podcast.”.
b. Informant 2 stated: “the problem is friends who are noisy so they cannot hear clearly what is in the video.”.
c. Informant 3 stated: “the problem is with friends who are noisy. So, it is a little out of focus”.
d. Informant 4 stated: “maybe there are obstacles when hearing. Those are from the sound that is not clear, and the speed of the native speaker so that my ears cannot catch it”.
e. Informant 5 stated: “I’m actually kind of struggling in listening to what the people in the videos because of accents”.
f. Informant 6 stated: “yes because the sound is not clear because I sit in the back. So, it doesn't sound clear”.
g. Informant 7 stated: “because the British accent is a bit strange to my ears, so I don't really understand what is being said”.
h. Informant 8 stated: “no, because I sat in the front so I heard clearly”.
5. What are the merits of using podcast has been taught?
a. Informant 1 stated: “Usually, the speaker easily listens and the sound is loud so it’s easy to understand”.
b. Informant 2 stated: “For the merits, we can digest the lesson better”.
c. Informant 3 stated: “The merits of the podcast’s method are: first, I as a student can listen and know the new vocabulary. Second, this method is