Students' Perception of Using Podcast in Listening Comprehension of Eighth Grade Students of SMPN 6 Pasimarannu. The aim of this research is to find out the students' perception of the use of podcast in listening comprehension in terms of understanding the main idea and message of the text among eighth grade students of SMPN 6 Pasimarannu. The participants of this research are students of the eighth grade of SMPN 6 Pasimarannu in the academic year 2020.
Erwin Akib, M.Pd., Ph.D, as Dean of the Faculty of Teacher Training and Education, Muhammadiyah University of Makassar,. Ummi Khaerati Syam, S.Pd., M.Pd as Head of English Department, Faculty of Teacher Training and Education,. Nunung Anugrawati, S,Pd., M.Pd and Maharida, S.Pd., M.Pd, the author's examiner, who provide guidance and valuable advice, revision and suggestions in the process of completing the thesis.
INTRODUCTION
RESEARCH METHOD
FINDING AND DISCUSSION
INTRODUCTION
Problem Statement
The Objective of Study
The Significance of the Study
The Scope of Research
This research used pre-test and post-test to collect the scores in the listening assessments which correspond to the research conducted by the researcher. However, the research method in this research was different from the research conducted by the researcher. It mainly focused on students from the tertiary level, which corresponds to the research conducted by the researcher.
The purpose of this study is to measure the effects of using podcasts in improving EFL learners' listening comprehension, which is similar to the research conducted by the researcher. Also based on the research conducted by Djebbari (2016), the researcher used a questionnaire similar to this study as an instrument. According to the research done by Permatasari (2013) and Sanjana (2014) they used qualitative and quantitative method in data collection and in this study qualitative method.
Some Pertinent Ideas
- Listening
- Hearing
- Understanding
- Remembering
- Evaluating
- Responding
- One On One Interview
- Solo Commentary
- Panel ( guest interview or discussion)
- Nonfiction Narrative Story-Telling
- Fictional Story-Telling
- Hybrid
- Repurposed Content
- The Interview Podcast
- The Solo Podcast
- The Panel Show
- Non-Fiction Storytelling Podcast
- Fiction Storytelling Podcast
- Repurposed content
- Hybrid Podcast
The process will be successful if we prepare the right dose, as well as listening; we can get the right words if we listen well and know all the sentences.'. It is related to the reaction caused by the sound waves that stimulate the sensory receptors of the ear; it's a physical response, you have to listen to hear, but you don't have to listen to hear (the perception needed to hear depends on attention). Because to make a move they have to analyze the meaning of the context they are given.
The first is how EFL listening is integrated into the curriculum of educational institutions. As already mentioned, one of the principles in teaching listening is that the teacher always asks the students to listen for the purposes of listening. It also includes how we use this knowledge of the language system to understand or convey meaning and how we use specific skills to understand and convey meaning.
One of them is a so-called 'podcasting'. a portmanteau of the words iPod and broadcasting), which has become very popular lately. Constantine (2007) explores the topic of podcasts at different levels and addresses the questions of the benefits of podcasts, the selection of the most useful podcasts, and discusses how to maximize learning from podcasts.” Then the student can record the material on a cassette tape and hand it in to the teacher together with a written diary.
In her journal (2007), Constantine covers the subject of podcasting on several levels and deals with the questions of the benefits of podcasting, choosing the most beneficial, and discussing how to maximize learning from it. The advantages of podcasts are: 1) learners can benefit from global listening, even if they only listen for three to five minutes a day; 2) students will be exposed to the new language; 3) the intermediate learner has a need for authentic texts and to be exposed to a variety of voices. This usually involves activities to engage the students' prior knowledge of the topic of the podcasts (pre-listening activity), some while-listening activities and some post-listening activities. Examples of the one-on-one interview podcast: The Tim Ferris Show, WTF with Marc Maron, etc.
Examples of the interview podcast are: The Art of Manliness, Duct Marketing with John Jantsch.
Conceptual Framework
RESEARCH METHOD
Research Instrument
In this research, an instrument was used to determine the effect of a podcast on students' understanding of the main idea and message of a text. The questionnaire consisted of several stages; In the first stage, the researcher joined the class while the students were doing the listening process.
Method of Collecting Data
The questionnaire consisted of two parts. The first part asked about the listening media, namely podcast. The second part was about the impact of podcast on listening output, consisting of 10 questions.
Data Analysis
The data related to students' perception of podcast includes how is the impact of podcast on their listening comprehension, and also how is the students' perception of using podcast in understanding the main idea and message of the text.
FINDINGS
1.Students' perception about the use of podcast to understand the main idea and message of text. In the first statement, the author asked the participants about the importance of identifying the main idea and message of podcast. The result revealed that students agree that identifying the main idea and message of podcast is important.
In the first statement, it showed that the majority of students think that identifying main idea and message through podcast is important. Main idea and message are detailed parts of content, to make it easier for students to answer question, they must first identify the main idea and message. Keep in mind that when trying to identify the main idea and message, the first step is for them to understand what the content is.
In the fourth statement, one had to know the students' perception of counting repeated words or phrases to identify the main idea. It indicates that in order to understand the main idea and message through podcast, participants need to get hints or essence from what they heard in podcast and this could be a useful method for students. This means that a list of the supporting details for the purpose of understanding the main idea and message of students who agree with this statement means that more than half of the students find that this method is useful for them.
Based on the result of percentage indicates that 100% of students understand the main idea of text through podcast. First, according to students' opinion, it is important to identify the main idea and message of the text through podcast as a medium. Second, in order to understand the main idea and message of the text, students must first understand the content to determine the main idea and message of the text.
Finally, based on the perception of students, all students understand the main idea and message of text through podcasts. This means that the use of podcasts, as the media when listening, is not an obstacle for students to understand the main idea and message of text.
DISCUSSIONS
The first statement on the table was about students' perceptions of the importance of identifying the main idea and message of the content in podcasts. Based on the percentage, all students agree that identifying the main idea and message of the podcast is important. The second statement on the table was about the struggle to understand the details of what speakers in podcasts are saying.
Based on the number of percentages, almost all students disagree with the second statement compared to students who agree. Based on the number percentage, it indicates that all students should use transcription while listening to podcast. The fourth statement on the table was about counting how many times a word or phrase is repeated to identify the main idea.
Based on percentage, many students agree on counting repeated words or phrases to identify the main idea, compared to students who disagree. The fifth statement on the table was about writing down all the main points and a sufficient number of details. The seventh statement on the table was about translating all the words to understand the content of the podcast.
The eighth statement on the table was to know if the students understood the main idea of the podcast. The ninth statement on the table was to know if the students understood the message of the podcast. Based on the number of percentages, it means that all students understand the main idea of the podcast.
The tenth statement on the table was about listing the supporting details to find the main idea and message of the content.
Conclusions
After analyzing the research data from the previous chapter, this chapter presents conclusions about students' perceptions of podcast use in the field of listening comprehension.
Suggestions To the students
Improving the way listening skills are taught in the EFL classroom: guidelines for producing better speakers of the English language. What are the different types of podcasts.https://www.google.com/amp/s/rachelcorbett.com.au/podcast-types/amp/1. Podcasting to provide teaching and learning support for an undergraduate module on English Language and Communication.
The students' preferred activities for English listening lessons (A survey conducted among students of the second and fourth semesters of the English Department of the FKIP University of Bengkulu Academic Year Published Thesis on Teacher Training and Education of the Faculty of the University of Bengkulu.). The Seven Most Common Podcast Formats: With Examples. https://medium.com/@mark_leonard/the-seven-most-common-podcast-formats-87bbc3ecf40d//. Improving students' listening skills through podcasts (a study conducted on Smp Bopkri 1, Yogyakarta Grade VII, Class A in the Department of Language and Arts Faculty of the Academic Year of Education: Yogyakarta State University).
Onttrek van http://www.camtesol.org/Download/LEiA_Vol4_Iss LEiA_V4_I2_A4_Yeh_Investigation_of_Podcast_Learning_Project_for_.
APPENDICES
NAME
- Section 1Understanding Main idea and Message INSTRUCTION
Do you think it is important to identify the main idea and message of the podcast content? 4 Do you count how many times the word of the phrase is repeated to identify the main idea. When you try to understand the content of the podcast, do you translate all the words.
Do list supporting details to find the main idea and message of the content.
