CHAPTER II DATA DISPLAY AND FINDINGS
A. Students perception of using podcasts to learn listening
After teaching and learning were finished and the questionnaire was distributed, the researcher found that the following table could show students’
perception of using podcasts for teaching and learning of English listening.
1. This research was conducted to determine students' perception of using podcasts for teaching and learning English listening at the MTs Negeri 1 Mataram. The selected samples are class IX-1 and Ix-2, while the collection is done by distributing the questionnaires, which the researcher distributed directly to classes IX-1 and IX-2 after teaching and learning.
As many as 64 were distributed, and there was no incompleted questionnaires were returned following was the details the distribution that has been carried out.
41 2.1
Research Sample Distribution Data
Research sample data is shown in table 2.1 The table showed that the number of questionnaires distributed to respondents was as many as 64.
All questionnaires can return completely, so the percentage of questions in take was 100%.
2. Description of Data Respondent
Participants in this study were students of classes IX-1 and IX-2 in the MTs Negeri 1 Mataram which to 64 participants. Based on the result the of the questionnaires that have disseminated bellow was participants:
No Description Total
1 Deployed Questionnaire 64
2 Number of returning questionnaire 64 3 Number of returning and incomplete
questionnaire 0
Respondents rate = 64/64 x 100 100%
Data obtained 64
42 Table 2.2
Students’ Perceptions on the Use of Podcasts to Learn Listening and The
Pedagogical Merits and Drawbacks of Using Podcast to Learn Listening
SA A D SD SA A D SD SA A D SD SA A D SD SA A D SD SA A D SD SA A D SD SA A D SD SA A D SD SA A D SD
1 S1 1 1 1 1 1 1 1 1 1 1
2 S2 1 1 1 1 1 1 1 1 1 1
3 S3 1 1 1 1 1 1 1 1 1 1
4 S4 1 1 1 1 1 1 1 1 1 1
5 S5 1 1 1 1 1 1 1 1 1 1
6 S6 1 1 1 1 1 1 1 1 1 1
7 S7 1 1 1 1 1 1 1 1 1 1
8 S8 1 1 1 1 1 1 1 1 1 1
9 S9 1 1 1 1 1 1 1 1 1 1
10 S10 1 1 1 1 1 1 1 1 1 1
11 S11 1 1 1 1 1 1 1 1 1 1
12 S12 1 1 1 1 1 1 1 1 1 1
13 S13 1 1 1 1 1 1 1 1 1 1
14 S14 1 1 1 1 1 1 1 1 1 1
15 S15 1 1 1 1 1 1 1 1 1 1
16 S16 1 1 1 1 1 1 1 1 1 1
17 S17 1 1 1 1 1 1 1 1 1 1
18 S18 1 1 1 1 1 1 1 1 1 1
19 S19 1 1 1 1 1 1 1 1 1 1
20 S20 1 1 1 1 1 1 1 1 1 1
21 S21 1 1 1 1 1 1 1 1 1 1
22 S22 1 1 1 1 1 1 1 1 1 1
23 S23 1 1 1 1 1 1 1 1 1 1
24 S24 1 1 1 1 1 1 1 1 1 1
25 S25 1 1 1 1 1 1 1 1 1 1
26 S26 1 1 1 1 1 1 1 1 1 1
27 S27 1 1 1 1 1 1 1 1 1 1
28 S28 1 1 1 1 1 1 1 1 1 1
29 S29 1 1 1 1 1 1 1 1 1 1
30 S30 1 1 1 1 1 1 1 1 1 1
31 S31 1 1 1 1 1 1 1 1 1 1
32 S32 1 1 1 1 1 1 1 1 1 1
33 S33 1 1 1 1 1 1 1 1 1 1
34 S34 1 1 1 1 1 1 1 1 1 1 1 1
35 S35 1 1 1 1 1 1 1 1
36 S36 1 1 1 1 1 1 1 1 1 1
37 S37 1 1 1 1 1 1 1 1 1 1
38 S38 1 1 1 1 1 1 1 1 1 1
39 S39 1 1 1 1 1 1 1 1 1 1
40 S40 1 1 1 1 1 1 1 1 1 1
41 S41 1 1 1 1 1 1 1 1 1 1
42 S42 1 1 1 1 1 1 1 1 1 1
43 S43 1 1 1 1 1 1 1 1 1 1
44 S44 1 1 1 1 1 1 1 1 1 1
45 S45 1 1 1 1 1 1 1 1 1 1
46 S46 1 1 1 1 1 1 1 1 1 1
47 S47 1 1 1 1 1 1 1 1 1 1
48 S48 1 1 1 1 1 1 1 1 1 1
49 S49 1 1 1 1 1 1 1 1 1 1
50 S50 1 1 1 1 1 1 1 1 1 1
51 S51 1 1 1 1 1 1 1 1 1 1
52 S52 1 1 1 1 1 1 1 1 1 1
53 S53 1 1 1 1 1 1 1 1 1 1
54 S54 1 1 1 1 1 1 1 1 1 1
55 S55 1 1 1 1 1 1 1 1 1 1
56 S56 1 1 1 1 1 1 1 1 1 1
57 S57 1 1 1 1 1 1 1 1 1 1
58 S58 1 1 1 1 1 1 1 1 1 1
59 S59 1 1 1 1 1 1 1 1 1 1
60 S60 1 1 1 1 1 1 1 1 1 1
61 S61 1 1 1 1 1 1 1 1 1 1
62 S62 1 1 1 1 1 1 1 1 1 1
63 S63 1 1 1 1 1 1 1 1 1 1
64 S64 1 1 1 1 1 1 1 1 1 1
17 31 13 3 20 37 6 1 1 11 41 11 13 31 16 4 11 43 9 1 14 45 4 1 17 36 11 0 17 32 15 0 33 28 3 0 8 44 12 0
S7 S8 S9 S10
Total
No Partisipants S1 S2 S3 S4 S5 S6
43 Table 2.3
The Results and Percentages of The Questionnaire
No Statement The Percentage for Each Stage
SA A D SD
1
I think listening is easier with using podcast
17 26.56% 31 48.44% 13 20.31% 3 4,69%
2
The podcast is containing of authentic text
20 31.25% 37 57.81% 6 9.38% 1 1.56%
3 I did not need podcast 1 1.56% 11 17.19% 41 64.06% 11 17.19%
4
My listening skill is lack, I need the media to support it
13 20.31% 31 48,44% 16 25.00% 4 6.25%
5
Podcasts should be implemented in listening subject in the classroom
11 17.19% 41 64.06% 9 14.06% 3 4,69%
6
I like the podcasts to improve my listening skill
14 21.88% 45 70.31% 4 6.25% 1 1.56%
7
Podcast is easy to access and appropriate for me
17 26.56% 36 56.25% 11 17.19% 0 0.00%
8
Podcast gave me the motivations for me in learning English especially listening skill
17 26.56% 32 50.00% 15 23.44% 0 0.00%
9 Podcast gave me the
new vocabulary 33 51.56% 28 43.75% 3 4.69% 0 0.00%
10
In podcast we can joint to improve our English in comment special column
8 12.50% 44 68.75% 12 18.75% 0 0.00%
Total 151 235.94% 336 525.00% 130 203.13% 23 35.94%
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Based on the table above 2.2, numbers 1 until 5 are about students’
use of podcasts to learn listening, and numbers 6 until 10 are about the pedagogical merits and drawbacks of using podcasts to learn listening. The percentages of students’ statements by using the Likert scale. The first statement is about listening was easier with using podcasts for them. It shows that (26.56%) with 17 students chose strongly agree, (48.44%) with 31 students choose agree, (20.31%) with 13 students chose disagree, (4.69%) with 3 students chose strongly disagree. It meant that half of the sample (64 students) agreed that listening was easier with using podcasts for them.
The second statement was about the podcast was contained of authentic text. It showed that (31.25%) with 20 students chose strongly agree, (57.81%) with 37 students chose agree, (9.38%) with 6 students chose disagree, 1 (1.56%) student chose strongly disagree. It meant more than half of the sample (64 students) agreed that the podcast contained authentic text as a resource for them.
The third was about they did not need a podcast. It showed that 1(1.56%) student chose strongly agree, (17.19%) with 11 students chose agree, (64.06%) with 41 students chose disagree, (17.19%) with 11 students chose strongly disagree. It meant more than half of the sample (64 students) disagree that podcast was very important and useful for them.
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The fourth statement was about listening skills was lack, I need the media to support it. It showed that (20.31%) with 13 students chose strongly agree, (48.44%) with 31 students chose agree, (25.00%) with 16 students chose disagree, (6.25%) with 4 students chose strongly disagree.
It meant that more than half of the sample (64 students) agreed that their listening was lacking, so, they needed media to support them.
The next statement, the fifth was about Podcast should be implemented in the listening subject in the classroom. It showed that (17.19%) with 11 students chose strongly agree, (64.06%) with 41 students chose strongly agree, (14.06%) with 9 students chose disagree, (4.69%) with 3 students chose strongly disagree. It meant that more than half of the sample (64 students) agreed that Podcasts should be implemented in the teaching and learning classroom listening subject.
The sixth statement was about students who liked using podcasts to improve their listening skills. It showed that (21.88%) with 14 students chose strongly agree, (70.31%) with 45 students chose agree, 6.25%) with 4 students chose disagree, (1.56%) with 1 student chose strongly disagree.
It meant more than half of the sample (64 students) agreed that they liked podcasts to improve their listening skills.
Then, the seventh statement was about the podcast being easy to access and appropriate for them. It showed that (26.56%) with 17 students strongly agree, (56.25%) with 36 students chose agree, 11 (17.19%) with 11 students chose disagree, and (0%) student strongly disagree. It meant
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more than half of the sample (64 students) agreed that the podcast was easy to access and appropriate for them.
The eighth statement was about the use of podcast gave them motivation for learning especially listening skill. It showed that 17 (26.56%) students chose strongly agree, 32 (50.00%) students chose agree, 15 (23.44%) students chose disagree, and 0 (0%) students chose strongly disagree. It meant the half of sample (64 students) agreed that the use of podcast gave them motivation for learning especially listening skill.
The ninth was about podcast gave them the new vocabulary. It showed that (51.56%) with 33 students chose strongly agree, (43.75%) with 28 students chose agree, (4.69%) with 3 students chose disagree, and (0%) students chose strongly disagree. It meant more than half of the sample (64 students) agreed that podcasts gave them new vocabulary.
The last statement, the tenth was about podcasts we can join to improve our English in the comment special column. It showed that 8 (12.50%) with 8 students chose strongly agree, (68.75%) with 44 students chose agree, (18.75%) with 12 students chose disagree, (0 %) with 0 student chose strongly disagree. The last is listening easier to use podcasts It meant more than half of the sample (64 students) agreed that in podcasts we can join to improve our English in the comment special column.
The researcher concluded that according to the students’ choices, most of them chose agreed. The highest number of the students chose were number 3 and 5 with same percentage 64.06% with 41 students chose agree
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and number 6 with percentages 70.31% with 45 students chose agree.
Then, the lowest number of the students chosen was number 3, with the percentage score 1.56%, with 1 student chose strongly disagree and number 6 with the percentages score was 1.56% with 1 student chose strongly disagree. Also, the whole of results of the questionnaire was 151 (235,94%) students chose strongly agree, 336 (525,00%) students chose agree, 130 (203,13%) students chose disagree, 23 (35.94%) students chose strongly disagree.
The interviews are conducted with eight students as samples with voice recorded using a handphone. The findings from the questionnaires are supported and clarified by using oral interviews. In this section, the discussion of the data was about students perceive the use of podcasts for learning English listening also the pedagogical merits and throwbacks on using podcasts. Based on the interview most of the students, most of them positively perceived to support listening skills. Based on the interview result below:
1. Students Perceive the Use of Podcasts to Learn Listening
The researcher applies Hogg and Vughan’s theory in Safitri of the aspect of perception which belongs to the cognitive component, affective component, and conative component60. Based on the result of the study, the researcher found that grades IX-1 and IX-2 in the MTs Negeri 1 Mataram
60 Jasmin Safitri, “Hubungan Antara Kepribadian Otoritarian dan Prasangka Sosial Mahasiswa Muslim Terhadap Umat Kristen”, (Skripsi, Universitas Islam Indonesia, Yogyakarta), 2017, P.7-9.
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only had two aspects in sharing perception: the cognitive component and the affective component. Cognitive component. The cognitive component is the component that arranges the basic knowledge of information. The affective component relates to merits and drawbacks.
The researcher interviewed to get more information about students to perceive the use of podcasts to learn listening. Based on the interview result in answers from question number 1. The use of podcasts made students feel:
a. Easy to understand; it meant podcasts was good, because made students easy to understand. That was supported by informants 1, 4, and 8. b. Fun, it meant the use of podcasts made students fun because they can see and listen the material. That was supported by informants 2, 3, 5, 6. c. helpful, it meant using of podcasts help students in listening. that was supported by informant 7. d. Increased vocabulary; it meant the use of podcasts made students knew many vocabularies. That was supported by informants 3 and 4. d. variative learning; it meant podcasts one of good variative learning had used it (Informant 7). This is revealed results of the interviews below:
According to students, how do you feel about teaching and learning listening by using podcasts?
Informant 1 stated:
“If listening to using podcasts, I appropriate person because it is easy to understand what is conveyed from the podcasts, especially in learning”.61 Informant 2 stated:
61 Informant 1, Interview, Mataram, 27 September 2022
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“In my opinion, learning to use podcasts, is fun because we can listen to and see the videos directly”.62
Informant 3 stated:
“In my opinion, to use 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”.63
Informant 4 stated:
“I feel more understand listen to unfamiliar vocabulary I listen”.64 Informant 5 stated:
“it’s pretty cool and pretty fun actually than usual, I mean; it’s actually not boring but more have fun with using podcasts”.65
Informant 6 stated.”
“It’s fun because it shows interesting videos too, so we just have more fun learning like that.”.66
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”.67
Informant 8 stated:
“My response is learning of using podcasts makes it faster to understand”.
68
The results based on the interview above, from the teaching and learning process that has been carried out using podcasts, in can be concluded the perceive of students using podcasts were learned of using podcasts more fun, easy to understand, get new vocabulary, helpful for
62 Informant 2, Interview, Mataram, 27 September 2022
63 Informant 3, Interview, Mataram, 27 September 2022
64 Informant 4, Interview, Mataram, 27 September 2022
65 Informant 5, Interview, Mataram, 27 September 2022
66 Informant 6, Interview, Mataram, 27 September 2022
67 Informant 7, Interview, Mataram, 27 September 2022
68 Informant 8, Interview, Mataram, 27 September 2022
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