Cover Jimmy - Merged

IMPROVING LISTENING ABILITY THROUGH OF USE PODCAST IN
LISTENING LEARNING AT ELEVENTH GRADE STUDENTS

OF SMAS TAMAN SISWA BANDAR
LAMPUNG IN THE ACADEMIC YEAR
2022/2023
UNDERGRADUATE THESIS
(Submitted to Partial Fulfillment of the Requirements for
The Attainment of Bachelor’s Degree of English
Education)
by
JIMMY ANDREAN
181220035
SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN

PERSATUAN GURU REPUBLIK INDONESIA
(STKIP-PGRI) BANDAR LAMPUNG
2022
ABSTRACT
IMPROVING LISTENING ABILITY THROUGH OF USE PODCAST

IN LISTENING LEARNING AT ELEVENTH GRADE STUDENTS
OF SMAS TAMAN SISWA BANDAR
LAMPUNG IN THE ACADEMIC YEAR
2022/2023
By
JIMMY ANDREAN
The objectives of this research was to improve the students’ learning activity and
listening comprehension by using Podcast. It was a media that consisted of
interesting material in form of recording. It was about two or more people
discussed about something matters.
In this research, the writer used Classroom Action Research as the design in
collected the data. The research implementation of research was in two cycles.
The sample of this research was in one class only with 28 students. To get the data
of research, the writer used observation sheet and listening test. The test used in
this research was multiple choice consisted of 50 questions, it aimed to get the
score of students’ listening comprehension and used observation sheet for the
students’ learning activity.
The findings of this research showed Podcast successful to improve students’

learning activity and listening comprehension. It can be seen from the average
score of students’ learning activity and listening comprehension. The average
score of students’ learning activity was increased from the first cycle 6.65 while in
the second cycle 7.76, it was from less active to active criteria. Then, it was found
that the average score in cycle 1 was 67.68 while in cycle 2 was 77.32.
Therefore, the implementation of Podcast was successful to be used in improving

the students’ learning activity and listening comprehension at the eleventh grade
of SMAs Taman Siswa Bandar Lampung in academic year of 2022/2023.
Keywords: Classroom Action Research (CAR), Listening Comprehension,

Podcast.
LIST OF CONTENT
COVER.................................................................................................................i
ABSTRACT.........................................................................................................ii
DECLARATION.................................................................................................iii
DEDICATION.....................................................................................................iv
MOTTO................................................................................................................v
CURRICULUM VITAE.....................................................................................vi
PREFACE............................................................................................................vii
LIST OF CONTENT...........................................................................................viii
LIST OF TABLES...............................................................................................ix
LIST OF APPENDICES.....................................................................................x
CHAPTER I INTRODUCTION
A. The Background of Problem...........................................................................1
B. Identification of the Problem...........................................................................3
C. The Formulation of the Problem and Solving of the Problem........................3
1. Formulation of Problem............................................................................3
2. Solving of the Problem..............................................................................4
D. The Objective of Research..............................................................................4
E. Use of the Research.........................................................................................4
1. Theoretical uses of Research.....................................................................4
2. Practical uses of Research.........................................................................4
F. Operational Definition of Variable..................................................................5
1. Listening Comprehension..........................................................................5
2. Podcast.......................................................................................................5
CHAPTER II LITERATURE REVIEW AND HYPOTHESIS

A. Literature Review............................................................................................7
1. Teaching English as Foreign Language (TEFL).......................................7
2. Listening Comprehension..........................................................................8
3. Teaching Listening Comprehension..........................................................8
4. Principles of Teaching Listening Comprehension....................................8
5. Podcast.......................................................................................................10
6. Podcast Advantages and Disadvantages....................................................11
7. Teaching Listening by using Podcast........................................................12
8. Procedure of Teaching Listening by Using Podcast..................................13
B. Review of Related Research............................................................................14
C. Hypothesis.......................................................................................................15
CHAPTER III RESEARCH METHOD

A. Setting of the Research....................................................................................16
1. Place of Research......................................................................................16
2. Time of Research.......................................................................................16
3. Object of Research....................................................................................16
B. Research Design..............................................................................................16
C. Procedure of the Research...............................................................................17
D. Technique of Collecting Data..........................................................................18
1. Test............................................................................................................18
2. Non-test.....................................................................................................19
E. Research Instrument........................................................................................19
1. Formative Test...........................................................................................19
2. Summative Test.........................................................................................19
3. Observation Sheet......................................................................................19
F. Data Analyzing Technique..............................................................................19
1. Quantitative Data Analysis........................................................................20
2. Qualitative Data Analysis..........................................................................20
CHAPTER IV RESEARCH FINDING AND DISCUSSION

A. Research Setting..............................................................................................25
B. Description of Data..........................................................................................26
1. Description of Cycle 1...............................................................................27
a. Planning...............................................................................................27
b. Implementing.......................................................................................27
c. Observing............................................................................................29
d. Reflecting............................................................................................30
2. Description of Cycle II..............................................................................31
a. Re-planning.........................................................................................31
b. Re-implementing.................................................................................32
c. Re-observing........................................................................................34
d. Re-reflecting........................................................................................34
C. Analyzing the Data and Hypothesis..........................................................35
1. Result of Reading Test Pre-Cycle.......................................................35
2. Result of Observation Checklist Cycle I.............................................38
3. Result of Reading Test Cycle I...........................................................39
4. Result of Observation Checklist Cycle I.............................................42
5. Result of Reading Test Cycle II..........................................................43
6. The Improvement of Learning Activity Cycle I to Cycle II................46
7. The Improvement of Reading Comprehension Cycle I to Cycle II 47
D. Discussion..................................................................................................48
CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion.......................................................................................................61
B. Suggestion.......................................................................................................61
1. For the Teacher..........................................................................................61
2. For the Students.........................................................................................61
3. For Further Research.................................................................................61
REFERENCES
CHAPTER I
INTRODUCTION
A. Background of the Problem

The English teaching and learning process in Senior High schools purposed at
developing the students’ competence in English, spoken and written, to achieve
the level of functional literacy. Beside that it is also purposed at raising the
students’ awareness of the nature and importance of English that can improve
their nation's competitiveness in the global society. The English teaching and
learning process is also purposed to develop the students’ understanding of the
relationship between language and culture
The target of teaching and learning English at SMA/SMK is to enable the

learners to achieve the functional level to communicate orally and written. To
reach the target, the senior high school students have to master the four skills of
English. According to many researchers, listening is one of the important skills
that should be mastered because it helps students to improve other English skills.
In the daily life, people listen more than they read, speak or write. The eleventh
grade students of senior high school has to be mastered the listening skills so that
they can understand some command from their teacher in the English teaching and
learning process and they can finally respond to them well. it supported by
(Richards, 2009). When teach listening we allow students to follow directions,
understand expectations and make sense of oral communication. As children
improve their command of the others language.
However, it is not easy for English teachers to teach the students to reach the
primary goal. It can be seen from their scores of their final exam any of them
failed to meet the minimum standard score. It happens because they are unable to
listen to the English text well in the class. The definition of listening itself is about
getting meaning from sound of speech. People start to learn how to listen since the
day one they were born. Even the current students, when they can listen to the
sentence. They could fail to get the meaning of it.
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There were some problems found at SMAS Taman Siswa Bandar Lampung in
the context of the teaching English and learning listening, especially at grade
eleven. For example, the listening class was rarely conducted there, it was just
conducted in one or two times in a month. It made the students become unfamiliar
with the listening itself and also unfamiliar with listening to the English native
speaker. The students then also had a problem in the spelling words. They could
not write what they hear correctly. The last is the teacher seldomly has no idea
what method or teaching technique to conduct listening class.
To overcome the problems, it is important for the teacher to find a new
method in the listening teaching to help the students to be more active and
learning process become effective. There are many kinds of strategies in teaching
listening. One of them is using podcasts. According to (R. Armstrong et al., 2009).
The term ‘podcast’ was first made in 2004, and it is defined as an internet audio
publishing. The audio recording is designed to be downloaded and listened to on a
portable MP3 player of any type, or on a personal computer. Different from other
audio, podcasts are delivered online automatically via website, even we can access
podcast easily on youtube. Those offers language teachers and students a wide
range of possibilities of extra listening practices both inside and outside of the
classroom.
Using podcasts is a good way to develop students’ listening skill. According
BB, 2005 at Syofian in Ismail’s article. Podcasts are created by former MTV VJ
Adam Curry. hose are a term that was devised asa way to describe the technology
used to push audio content from websites down to consumers of that content, who
typically listen to it on their iPod or other audio players that support MP3 at their
convenience. It is available on the Website broadly into two types: “radio
podcasts” and “independent podcasts.” Radio podcasts are an existing radio
program produced by BBC (British Broadcasting Corporation) and RTHK (Radio
Television Hong Kong). Independent podcasts are a Web-based podcast produced
by individuals and organizations. Those are the type of podcasts which has huge
potential for ELT because this can fulfill the needs of different learners. Those can
be created by learners themselves, and of free and user-friendly sound recording
and editing software such as Audacity, and to MP3 players and increasingly the
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Handphone becoming an electronic gadget owned by every teenager. Students are

expected to be more interested in having listening class by using podcast. They
are also expected to have more opportunities to practice listening, which in turn
will make them attend the listening class.
Based on explanation above the writer assumed that it can help to improve the
students' listening skill and help them to get the meaning of the sound of speech.
Therefore, a class research entitled “Improving Listening Ability Through of Use
Podcast in Listening Learning at Eleventh Grade Students of SMAS Taman
Siswa Bandar Lampung in the Academic Year of 2022/2023.”
B. Identification of the Problem

Based on the background above, the writer found that there were some
problems faced by the students, so the writer identified the problem as follow:
1. The students had difficulties to understand the meaning of words or sentences
that rare to hear.
2. Lack of vocabulary makes it difficult for students to find the meaning of
foreign words orally. it is proven that when the writer asks the meaning of the
word by orally and they mostly don't know.
3. Teaching strategy used in teaching listening are limited. The teacher used
monotonous strategy for teaching listening.
C. Formulation of the Problem and Solving of the Problem

Based on the identification of the problem above, the writer presented
formulation of the problems and solving the problem in this research:
1. Formulation of the Problem

The writer formulated the problems as follows:
1) Can Podcast Improve students’ listening comprehension in eleventh grade
of SMAS Taman Siswa Bandar Lampung?
2) Can Podcast improve students’ learning activities in eleventh grade of SMAS
Taman Siswa Bandar Lampung?
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2. Solving of the Problem

Based on the formulation of the problem above, the writer decided to solve the
problem by conducting classroom action research consist of cycle by using
podcast in learning and teaching process. The classroom action research consisted
of four steps namely planning, observing and reflecting the action.
D. Objective of the Research

The objectives of the research as follows:
1. To describe whether implementing Using Podcast improve students’ listening
comprehension.
2. To describe whether implementing Using Podcast improve students’ learning
activities.
E. Use of the Research

This research may have some benefit theoretically and practically. It is
expected that there would be some benefits given to the teacher, students and
other research.
1. Theoretical Uses of the Research

This research might give some knowledge for other researchers especially
about Using podcast in learning listening. It can be used as additional resources
for the research who would conduct research in the same field.
2. Practical Uses of the research

Practical of the research were as follow:
1) For the students; the students can improve their listening skill and the research
can enhance the students’ listening skill through Using Podcast.
2) For the teacher; the teacher can understand the students’ need especially in
listening. The teacher can use Podcast to improve the students’ listening
comprehension.
3) For the other researchers; others researchers can use the finding of this
research as a basic for conducting further research.
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F. Operational Definition of Variable

The operational definition includes students’ listening and Podcast. Here the
explanation:
1. Students Listening Skill

Listening is thought to be fancily regarded as a complex, interactive process
during which listeners are involved in an exceedingly dynamic construction of
meaning. It has to be mastered by foreign language learners because they tend to
alter words into thought to make meaning from the passage. (Rost, 2016)
describes listening as a process of hearing what the speaker says (receptive
orientation); constructing and reflecting meaning (constructive orientation);
negotiating meaning with the speaker and reacting (collaborative orientation); and
generating meaning through interaction, creativity, and empathy (transformative
orientation). Successful listening can also be checked out in terms of the strategies
the listener uses when listening. Strategies can be taught because of the ways
during which learner approaches and manages a task, and listeners will be taught
effective ways of approaching and managing their listening. These activities
involve the listeners to be active in the process of listening.
2. Podcast
A podcast is an audio file that is possible to download from the internet. The
podcast was first known in 2004. It is defined as online audio blogging or internet
audio publishing. The term "podcasting" is a blend of the words "iPod" and
"broadcasting" (O’Bryan & Hegelheimer, 2007). This term is no longer related
only to iPod but refers to any software and hardware combination that allows
automatic downloading of audio files for listening at the user's convenience. Thus,
the audio recording is intended to be downloaded and listened to a portable mp3
(Moving Picture Expert Group Layer-3) player or on a computer.
Podcasts are delivered online automatically via a website, so it is different

from other audios. Podcasts utilize voice, which is the most influential tool that
relates to the audience very quickly. It revolutionizes the English learning process,
which provides students flexibility when and where to learn at their desired
learning pace and path. Therefore, the podcast is a series of sound files that
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consist of educational information in a comprehensive manner to make the user an

advanced learner.
CHAPTER II
LITERATURE REVIEW AND HYPHOTHESIS
A. Literature Review
In this chapter, the writer presented review of related literature which is used
in this research. The review of related literature is to provide the information
about this research problem. It consisted of teaching English as a foreign
language, theory of listening comprehension, teaching listening comprehension,
principles of teaching listening comprehension and theory of podcast, podcast
advantages, teaching listening by using podcast, procedure of using podcast,
related review and hypothesis.
1. Teaching English as a Foreign Language (TEFL)

According to (H.Douglas Brown, 2000). Teaching is a process of sharing
knowledge, experience and material to other people. In teaching and learning
activity, the teacher basically prepares the material and technique well because
both language learning and teaching can be regarded as process. Teaching is not
only share about the knowledge but also about the experience. Teaching includes
many components. Every component cannot be parted, but it has to be run
together dependently and continuously. For the reason, it is important to have a
good management in teaching. It should be considered about capability of the
teacher in managing the class and also the professionalism of the teacher in order
to make the teaching process gets goal.
Teaching English as foreign language is not the mother tongue of any group
within the country where it is being learned. It means that the students who
learned English as foreign language have a little chance to use their English in real
life situation. So, the students need more times in learning and practicing English.
In teaching a foreign language is providing the students with the skills which
enable to communicate orally with speakers of other nationalities who also learn
this language. According to (Regarding World Language Education NEA
Research, 2007). The advantage of learning
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foreign language are mushrooming as the world becomes increasingly globalized

and lingual is now perhaps the most useful real world skill to ever exist. It means
that the students who have learn foreign language will easier to face or
participating in global competition.
Based on the explanation above, the researcher concludes that the teaching
English as foreign language is a systematic activity includes many components to
share knowledge, experience and also building attitude, character and manage
three elements: transmitting knowledge, teaching of process inquiry and
encouraging interpersonal relationship. Therefore, the teacher is very helpful
when teaching English in the class.
2. Listening Comprehension
Listening is one of the subjects studied in the field of language study and in
the discipline of conversation analysis. This skill can be improved by practice and
there are many rewards to develop your listening skill. It is the active process of
receiving and responding to spoken (and sometimes unspoken) messages. (Rost,
2016) defines listening, in its broadest sense, as a process of receiving what the
speaker actually says (receptive orientation); constructing and representing
meaning (constructive orientation); negotiating meaning with the speaker and
responding (collaborative orientation); and, creating meaning through
involvement, imagination and empathy (transformative orientation). Listening,
then, is a complex, active processes of interpretation in which listeners match
what they hear with what they have already known.
Rivers in Hasyuni (Sari, 2013) states that listening is a creative skill. It means
we comprehend the sound falling on our ears, and take the raw material of words,
arrangements of words, and the rise and fall the voice, and from this material we
create significance. So, we can say that listening is like a cooking process, there is
the recipe, and then we gather the ingredients, start to process to cook and finally
we eat that. 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 of the
sentences.
From the definition above, it can be concluded that listening is a complex,
active process of interpretation in which listeners match what they have
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Heard with what they have already known. It is a process to start mind. We must
pay attention first with the listening, then we can easily study the other skills.
3. Teaching Listening Comprehension

(H.Douglas Brown, 2000) states that teaching is showing or helping someone
to learn how to do something, giving instructions, guiding in the study of
something, providing with knowledge, causing to know or understand. Listening
has also been considered from a further perspective in recent years when it is
examined in relation not only to comprehension, but also to language learning.
Teaching listening requires a bit more on the part of the teacher than that of the
learners. One of the main principle of teaching listening, should be “Language
material intended to used for training listening comprehension should never be
presented visually first.” Good listening lessons go beyond the main listening task
itself with related activities before and after the listening. It means that the
teaching of listening should beyond the understanding, then the action.
Teaching listening can sometimes be a challange for EFL teachers. (Ginting &
Setyaningsih, n.d.) 2014 at Patrisius Djiwandono’s article state that spoken
language exists only in fractions of second and therefore it may not be easy to
capture is part and direct the learners’ attention to them in same way as reading
leason ussualy goes. Teaching listening is important for whoever who wants learn
foreign language, as we know language has several components that we should
learn if we want to be master at the language.
4. Principles of Teaching Listening Comprehension

There are some principles of teaching listening skill that should be known by
the teacher (Drachsler & Kirschner, n.d.) 2012 Those are
1) Students should be familiar first with the listening process. A listening should
receive primary attention in the early stage of ESL instruction. It means that to
learn English language, students should familiar first with the listening
process
2) Listening should maximize the use of material. Listening should maximize the
use of material that is relevant to students’ real life. It can make students know
how important the material in the real life.
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3) Listening should maximize the use of authentic language. Listening should

maximize the use of authentic language, because students are difficult to
understand if the teacher uses difficult word. Fourth, listening should vary the
materials in terms of speakers’ gender, age, dialect, accent, topic, speed, noise,
level, and genre.
The purpose of that principle is to make the students interested in the material
given in every meeting. Fifth, the teacher should always ask the students to listen
to the purposes of listening and ask them to show their comprehension in a task. It
can drill their listening skill. Sixth, the language material intended to be used for
training listening comprehension should never be presented visually first. The
students have to be familiar with the audio first.
Furthermore, the teachers have to pay attention to the principles in teaching
listening. As mentioned above, one of the principles in teaching listening is that
the teacher always asks the students to listen to the purposes of listening. So, he /
she can teach listening to the students more effectively if he / she has already
known the purposes of listening. One way to do that is to use a simple dialogue in
order to show how they might listen differently depending on its
goals.
In summary podcast can conclude that teaching listening means delivering
some material by giving the understanding of language system. It also involves
how we apply this knowledge of the language system to understand or convey
meaning and how we apply particular skills to understand and convey meaning. It
must be practiced continuously so that we will be more familiar with listening and
finally we can master it.
5. Podcast
Teaching English, especially in teaching listening has a lot of ways to do and
there are some supporting way that can support teaching and learning activities
especially in listening class. Such as : Movie, song, games and podcast. It is
supported by (Sullivan, 2019).
Podcasts is the distribution of audio online through RSS. Technology has
developed to the point where an educator can record and distribute audio files
with only a computer, a microphone, and internet access. Of particular potential in
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audio is the increased use of different audio tools for easy collaboration (such as
Seesmic or Voice Thread.
Podcasts is all the rage right now. This usually consist of an audio file usually
in MP3 format, which is downloaded to an iPod or MP3 player. Now, podcasts
may go from 20 minutes to 2 hours, so this type of listening is recommended for
advanced students. Most usually sound like pre recorded radio shows, with
interviews, discussions, or commentaries on recent events, and there are podcasts
about any topic you can think of, from hobbies to popular TV shows, sports to
technology. The selection process is similar to how you’d choose a video. Make
sure it’s appropriate for your students in terms of length, content, and level of
difficulty. In current year podcast becoming famous media that used by famous
people and they uploaded it on youtube, it become easier to access by students and
teacher itself as media for teaching and learning activities
Podcast becomes media that very helpfull for teacher to find out how to solve
their problems when teaching listening. The way of teaching listening by using
podcast makes the students enjoy the teaching and learning situations.
6. Podcast Advantages and Disadvantages

A Podcasts are part of innovative online learning and can serve a number of
purposes: to enhance the range and register of English language listening practice
material available for the students to use in a variety of ways; to provide increased
connectivity between different elements of the course; to increase the scope for
discussion activity, etc. The podcasts online have given the language teacher a
wealth of materials for teaching listening skills. The added advantage of a podcast
is that it can be downloaded by your students and listened to for homework Just
provide the link for download and the worksheet or comprehension questions, and
assign. Pick an interesting podcasts, and it'll be one assignment your students will
be looking forward to
(Abdulrahman et al., 2018) covers the subject of podcasts on several levels
and deals with the questions of the advantages of podcasts, selection of the most
beneficial ones, and discusses how to maximize learning from them. The
advantages of podcasts are: learners can benefit from global listening, even if
they
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only listen from three to five minutes a day students will be exposed tothe new
language the intermediate learner has a need for authentic texts and tobe exposed
to a variety of voice
Podcasts is not just intended for listening. Often there is a transcript provided
along with worksheets. A number of websites interact with the students and ask
them to write in with questions or comments. Podcasts may also accommodate a
wide variety of learning strategies for students. While some students learn most
effectively by taking notes during a lecture and reviewing these in their own study
time, others learn more effectively by active listening, without taking notes
(Pensieri & Pennacchini, 2014) . It makes them have better skill than the students
who are not listen trough podcasts. Students who are not listening to podcast, that
help teacher to increase their teaching strategy. Teacher can surf on websites to
search valid method or procedure teaching listening by using method.
Last but not least, according to Ukessays in (Murniati & Sanjaya, 2017)
although, podcasting is the latest technology and created audio related programs,
it also has its disadvantages. The list of the disadvantages of podcasting is time
consuming, not searchable, accessibility problems and limited audience. Podcast
consumes a lot of time especially if the file is larger. It is not usually easy to
search in podcasting.
Although several search engines can be used, however, sometimes it is
impossible to search directly within the files. It is a challenge to upload and edit
files which has a larger size and higher quality. It needs good and fast broadband
connection. Besides that, the file format should be compatible not only youtube
but also other devices or sources. Even though, we are in a modern world now,
not everyone owns a mobile device. Some people prefer to read instead of
downloading and listening to audio files from the internet.
The world that we are living now is moving forward with the help of
technology. Technology plays an important role in our life which has made our
life easier. Technology improvises the creation of the devices to a better one and
the communication services such as introducing to the podcasting.
7. Teaching Listening by Using Podcast

A podcasts is an audio file made available on internet. It is a combination of
two words broadcasting (the term used for the transmission of television,
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computer, handphone, radio and iPod (a well known portable media MP3 player
developed by Apple computer Inc.) Podcasts has been compared to radio
broadcasting because it usually has a single producer or group of people
producing it and the audio transmission is sent to lots of listeners. What’s different
about podcasts is that, unlike radio, the person listening doesn’t have to listen to it
at the time of broadcasting. Instead of a radio transmitter, a podcasts is stored on
the web as a digital sound file and this sound file can then be transferred to any
computer or digital device, such as an iPod or MP3 player. The listeners can then
choose when they listen.
Using podcast as a medium for learning opens up new opportunities in the
language learning context: research shows that audio content facilitates memory
retention three times as effectively as a text. Podcasting provides intonation and
vocal expression that give direct message to the listener’s heart and brain. Podcast
give personal touch including expression of emotion , feeling and intonation
variation my contribute to a podcast message in a way that can not be achieved in
textual message (Panday, 2009). Podcast benefit learners both with their
spontaneity (Al Qasim & Al Fadda, 2013) and their applicability to intensive and
extensive Listening task (Saputra, 2014). Furthermore , the authenticity and type
of materials available in this format effectively bridges the gap between formal
English and informal language, making them matched to extensive listening,
motivation students’ interest in learning to English inside and outside classroom.
Based on explanation above the writer conclude that podcasts may be used
just to provide motivated students with additional language input. However, if you
wish to use them in class you need to spend time on selecting suitable ones and
develop tasks and activities to guide your students in the listening process.
8. Procedure of Using Podcast in Teaching Listening

According to (Panday, 2009), the procedure of Using Podcast in Teaching
Listening can be described as follows:
1. At the beginning of the study, the teacher informs students about podcast and
where to get it.
2. The students are given a list of websites where they can listen, access or
download podcast from the websites.
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3. The teacher tells students how to get the podcast from other resources such as
from google and podcast app on iPhone.
4. In the students’ activity of listening, the teacher gives sheet of questionnaire
and interview to the students for collecting the result of teaching learning.
B. Review of Related Research

There are some studies related with the use of podcasts in learning listening.
The first, a study done by (Saura et al., 2022) entitled “The Influence of Using
Podcast Towards Listening Comprehension”. The aims of this study is to know if
there is any significant difference of using video podcast toward listening
comprehension of students majoring in Multimedia at the second grade of Taman
Siswa Bandar Lampung. The research design was quasi- experimental. The
students Majoring in Multimedia at second grade SMA Taman Siswa Bandar
Lampung as population. To assess the students’ listening comprehension, the
researcher used a written test. Based on the result, the significance score, which
meant that was accepted and there was a significant difference between students
who taught by using podcast and those who were not. As a result, podcasts
became an enjoyable medium to use in teaching listening skill.
The second study done by Widya Salsabila, Leni Irianti and Luthfiyatun
Thoyyibah (Salsabila et al., 2021) entitled “The Effectiveness Georgiana’s
Podcast on Spotify to Improve Students’ Listening skill”. This study is aimed at
figure out the improvement of the students’ listening ability in listening skills by
using the Spotify application as a tool that focused on listening to Georgina’s
podcast in subject asking and giving directions. In doing so, the subjects consisted
of 20 students who were in tenth grade. The researcher applied a mixed methods
design, which type is the embedded design. The instruments were a test and a
questionnaire. The sample was taken by using a random sampling technique. The
results of the test and the related comparisons, findings showed that Georgina’s
podcast on Spotify is effective to improve students’ listening skills. This can be
seen from the mean results of the pre-test was 30.00 and the post-test was 86.67
with the t-test value orientation is greater than the t-table (12.391>2.110). As a
result of this fact, the post-test score in the class was significantly different after
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going under the treatment. To sum up, Georgina’s podcast on Spotify is an

effective medium to improve students’ listening skills in subject asking and giving
directions. However, the success of podcasting depends on the teacher's ability to
use Spotify and the selection of appropriate material in a way that guides students
to achieve their learning goals.
Based on the previous research above, it is clear that students’ listening skill
will be improved by using Podcast. The differences between the previous research
with this research are: (1) the previous research used experimental class there are
experimental class and control class meanwhile this research uses class action
research (CAR). (2) in the previous research, the writer only focused to influence
the students’ listening skill meanwhile in this research the writer focused on
improving the students’ listening skill. (3) in the second research the writer used
one source podcast to improve students’ listening skill while in this research the
writer gives the students’ freedom to use every podcast resources as long as still
on positive topic. From those related research, those has advantages and
disadvantages by themselves, it depends on the aim or the researcher.
C. Hypothesis
Referring to the theories and assumption above, the writer formulated the
hypothesis as follows:
1. Podcast can improve the students’ listening comprehension at eleventh
grade of SMAS Taman Siswa Bandar Lampung
2. Podcast can improve the students’ learning activities at eleventh grade of
SMAS Taman Siswa Bandar Lampung
16
CHAPTER III
RESEARCH METHODOLOGY
A. Setting of the Research

In this chapter, the writer presented setting of the research (place, time, of the
research), subject of the research, research design, procedure of the research,
instrument of the research, technique of collecting data and technique of analyzing
the data.
1. Place of the Research

The research was conducted at SMAS Taman Siswa Bandar Lampung. It is
located in Patimura street number 3 in Bandar Lampung Lampung province.
2. Time of the Research

The research was conducted at the first semester in the academic year of
2022/2023.
3. Subject of the Research

The subject of the research were the students in the first semester of the
eleventh grade at SMAS Taman Siswa Bandar Lampung in the academic year of
2022/2023. consist of 28 students
B. Research Design
In this research, the writer used Classroom Action Research (CAR) as the
method of research. It is a research method that originated from Action Research
Concept developed by American School Psychology, Kurtz Lewin. Classroom
Action Research (CAR) is research that conducted in the classroom, it is learning
activities in the form of action. Classroom here is not only about room space, but
also it is a group of students in learning process (Arikunto Suharsimi, 2013).
The writer used CAR because Classroom Action Research (CAR) activities
consist of repeated cycles they are planning, acting/implementing, observing and
reflecting (Syah, 2016). The outcome of one cycle can
17
determine the need for the following cycle, until the problem solved with the
strategy. The procedure that the writer will use in this research was suggested by
(Arikunto, Suharsimi. 2014., 2014), the model consists of four steps such as:
Planning, Implementing/Acting, Observing, and Reflecting. In conclusion,
Classroom Action Research is a method that teachers can use in their classroom
to find out what work best that can improve students learning activities.
C. Procedure of the Research

In this research, the writer used Classroom Action Research (CAR) as the
method of research. It is a research method that originated from Action Research
Concept developed by American School Psychology Kurtz Lewin. Classroom
Action Research (CAR) is research that conducted in the classroom, it is learning
activities in the form of action. Classroom here is not only about room space, but
also it is a group of students in learning process (Arikunto, Suharsimi. 2014.,
2014).
Procedure of the Research Kemmis and McTaggart in (Salazar, Noel B. ;

Graburn, 2003) propose a model of a classical action research. The model was
illustrated in figure 1 as follows:
Figure 1: Classroom Action Research Design
From the figure above, there are four steps in action research that should be
done by the writer. They are
1. Planning
According to Kemmis and McTaggart in (Salazar, Noel B. ; Graburn,
2003) in this step, the writer as teacher should prepare all the materials that she
or he needs. The writer
18
preparedthe lesson plan based on the current syllabus.

2. Action
In this step, the writer implemented the strategy or start teaching the material by
using the strategy which wasPodcast with the lesson plan and the materials
prepared.
3. Observing
In this step, after doing teaching strategy, the writer collected the information
from the instruments that are used and then the writer observes students' learning
process from each meeting.
4. Reflecting
In this step, the writer reflected what he has done in the previous steps whether
there are any improvements of students' ability in listening the podcast or whether
the strategy was success or not and after that to prepare for the next cycle. The
writer applies this cycle research for the eleventh grade of senior high school.
In this research the writer used two kinds of test to assess students' listening
comprehension. The first test was formative test; it is used to measure the
students' achievement in each meeting of learning process. The second test was
summative test; it used to assess the students' learning at the end of each cycle
In collecting the data, the writer used non test which include interview,
observation sheet and field notes. They were used to know the situation and the
progress in learning and teaching process of each meeting. The writer conduct 2
cicles and each cycle consist of 3 meetings in total 6 meeting for 2 cycles.
D. Technique of Collecting Data

In collecting the data of research, the writer used test and non-test. The
descriptions of each technique as follows:
1. Test
In this research the writer used two kinds of test to assess students’ listening
comprehension. The first test was formative test; it was used to measure the
students’ achievement in each meeting of learning process. The second test was
summative test; it used to assess the students’ learning at the end of each cycle.
19
2. Non-Test
In collecting the data, the writer used non test which include interview,
observation sheet and field notes. They were used to know the situation and the
progress in learning and teaching process of each meeting.
E. Research Instrument
1. Formative Test
Test formative test was used to know students’ achievement in listening
comprehension and it was given to students in the end of classroom activities in
each meeting. The writer used listening test in doing this research.
2. Summative Test
Summative test was used to assess the students’ listening comprehension. This
test was given in the end of each cycle. The writer used the listening test in doing
this research. The form of summative test was the students was given podcast
audio and answer sheet and the students should answer with the correct answer
based on the podcast.
3. Observation Sheet
The observation checklist is used to observe the students’ activities during the
teaching and learning process in each cycle. Observation sheet was concerned to
the students as the subject in implementing the strategy. Observation sheet is
given to know of students’ performance was in every meeting. The researcher
provided
2 students’ activities related to the students’ activity during the process of
learning.
F. Data Analyzing Technique

Data analysis was the point where statements or assertions about what the
research shows are produced. In the in this research there are two types of data
that were collected, namely quantitative data and qualitative data. Quantitative
data were analyzed by using mean statistical formula, while qualitative data were
analyzed by using descriptive qualitative method.
20
1. Quantitative Data Analysis

a) Individual Completeness
To count the score of students’ learning completeness, the writer used the
formula:
𝑆𝑆 = 𝑆𝑐𝑜𝑟𝑒 𝑂𝑏𝑡𝑎𝑖𝑛𝑒𝑑 x 100

𝑀𝑎𝑥𝑖𝑚𝑢𝑚 𝑠𝑐𝑜𝑟𝑒
In which:
SS : Students’ score
Based on the minimum criteria of mastery learning (KKM) of English at

SMAS Taman Siswa Bandar the students are said to be pass the learning of
English if the score is more than or equal to 70.
b) Classical Completeness
To count the score of classical learning completeness, the writer used the
formula:
𝑥̅ = 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑝𝑎𝑠𝑠𝑒𝑑 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 X 100%

𝑡𝑜𝑡𝑎𝑙 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠
In which:
: Mean score
Based on the determination inSMAS Taman Siswa Bandar Lampung, the class
was said to be complete if the number of the students who achieve the minimum
criteria of mastery learning (KKM) is more than or equal to 70.
2. Qualitative Data Analysis

Qualitative data analysis was used to analyze the students’ activity during the
learning process. The data were obtained through direct observation towards
students’ activities. It was noted using observation sheet of students’ activities.
Here is the observation sheet for students’ activities.
21
Table 3.1
Students’ Observation Sheet (Learning Activity)
Aspects
No Name Answering teacher questions Asking questions about material Doing assignment (individual) Doing assignment (group) Finding learning resource Total Average
9 8 7 6 9 8 7 6 9 8 7 6 9 8 7 6 9 8 7 6
1
2
3
4
5
6
7
8
9
10
..
Total score
Mean
Adapted from (Agustin et al., 2017) in Aqib, et.al (2011: 319)
22
The data in the observation sheet of students’ activities above were analyzed
by finding the total score and mean. Then it was categorized using the criteria of
the table below:
Table 3.2
Result Criteria of Students’ Learning Activities
No Range of Score Category
1 ˃8.00 Very Active
2 7.50 – 7.99 Active
3 7.00 – 7.49 Quite Active
4 6.00 – 6.99 Less Active
Adapted from (Agustin et al., 2017) in Aqib et.al (2011:269)
25
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
This chapter explains about representation of the research setting, the

description of the data from each cycle in the research, analyzing the data of the
research and discussion of the research. The finding of the research would be
found from the description of each cycle. This research analyzed the data from the
students’ listening test, observation checklist, and documentation in order to
answer the following research questions:
1. Can Podcast improve the students’ learning activities?

2. Can Podcast improve the students’ listening comprehension?
The discussion of this research was based on the result and analyzing the data
of the research and some theories in the research.
A. Research Setting
This research was conducted by using a Classroom Action Research (CAR), it

consisted of two cycles. There were four steps in each cycle of the research;
planning, acting, observing, and reflecting. Before going to the first cycle, the
writer did pre-cycle (pre-test) in order to know the students’ basic listening
comprehension and their difficulties in learning listening before they were given
the treatment.
The implementation of pre-cycle was held on Wednesday, May, 11th 2022.

The writer just gave the students instrument of listening, then asked them to
answer the questions. The implementation of cycle 1 was held on Thursday, May
12th, 2022 until Thursday, May 19th, 2022 that there were 3 meetings. While, the
implementation of cycle 2 was started on Thursday, May 26th, 2022 until
Thursday,
26
June 2nd, 2022 that there were also 3 meetings of cycle 2. The description can be
seen as follows:
Table 4.1
The Overview of Research Implementation
No Cycle Day/Date & Material
Pre-Cycle Giving the students’ listening test (Thursday, September,
15th 2022)
1 Cycle 1  Meeting 1: Friday, September 16th, 2022 (giving
suggestion and offering)
 Meeting 2: Saturday, September 17th, 2022 (giving
Post-test cycle 1 Giving the students post-test (Monday, September, 19th
2022)
2 Cycle 2  Meeting 1: Tuesday, September 20th, 2022 (giving
 Meeting 2: Wednesday, September 21st, 2022 (giving
Post-test cycle 2 Giving the students post-test (Thursday, September, 22nd,
2022)
The material was about listening text but the writer gave different sub-material
for each meeting. The first meeting of each cycle was the material of giving
suggestion and offering. As the design of this research, the writer acted as 2 roles
that were as teacher and researcher. As teacher, she taught students’ listening skill
by using Podcast, and as the researcher, she collected the data of students’
listening comprehension and see whether there was an improvement of each
cycle.
B. Description of the Data

In this part, the researcher describes the data of the cycle 1 and cycle 2 which
consist of planning, acting, observing and reflecting of each cycle.
27
1. Description of Cycle I
The writer did the research of the cycle I. There were 3 meetings with 2
meetings of material and 1 meeting of test. The first meeting was conducted on
Friday, September 16th, 2022, the second meeting was on Saturday, September
17th, 2022 and the third meeting was on Monday, September, 19th 2022 (listening
test). The writer implemented Podcast in teaching listening comprehension in
conducting the cycle I, there were some steps as follows:
a. Planning
In this step, the writer made some planning based on the finding of
preliminary research. The following activities in this action planning were
designing lesson plan, preparing Podcast preparing materials and media, and
determining criteria of success.
Designing lesson plan aimed to provide the writer with the guideline of
teaching and learning activities. The lesson plans were included the following
items: specific instructional objectives, the instructional materials and media,
procedure of presentation, and procedure of assessment. In this phase, the writer
also prepared worksheet and answer sheet for students in listening test,
observation checklist and documentation.
Next step was prepared the the instrument of research for post-test, that was
using multiple choice. It consisted of 50 questions. It was done by the students
based on the instructions given to them and then they wrote their answer into the
answer sheet. The following step was preparing materials and media. Based on the
syllabus, the writer taught narrative text as material. In the first cycle, the
researcher as the teacher taught about giving suggestion and offering and also the
response in order to see the students’ improvement of listening skill.
b. Implementing
The researcher carried out the activities based on the lesson plan for
implementing Podcast in teaching listening of cycle I. It consisted of 3 meetings
with 2 meetings for material and 1 meeting for test. All of these meetings were
combined with the use of Podcast strategy.
28
The First Meeting

It was held on Friday, September 16th, 2022 at 9 am – 10 am. Before starting
the lesson, the writer explained to all students about the aims of the lesson. The
researcher asked students whether they had ever learnt listening through Podcast
and all of them said not yet. When the researcher said that we were going to learn
listening with easy steps, they seemed enthusiastic. The writer explained the steps
of Podcast and each step has it was own value. The writer applied Podcast in
teaching listening. He followed the procedure from Podcast.
At the beginning of the research, the writer informs students about podcast and
where to get it. The students were given a list of websites where they can listen,
access or download podcast from the websites. The writer tells students how to get
the podcast from other resources such as from google and podcast app on iPhone.
In the students’ activity of listening, the writer gives sheet of questionnaire and
interview to the students for collecting the result of teaching learning. The
students were answered these questions, then the writer closed the meeting 1 of
cycle 1.
The Second Meeting

It was held on Saturday, September 17 th, 2022 at 9 am – 10 am. The students
were already known about the steps of research, so that the writer did not tell them
anymore. The writer greeted the students again just like in the previous meeting,
asked their condition and some of little questions for ice breaking.
Before starting the lesson, the writer explained to all students about the aims
of the lesson. The writer reminded the students about the procedure of Podcast to
make them remember it clearly. The students were received the material about
giving suggestion and offering, also the response such as:
1. Let’s go to a movie!
2. Let’s try this restaurant.
3. Let’s arrange a meeting.
4. Let’s not go to a zoo and stay at home instead.
With the example of sentence as follows:

1. Why don’t we go to a movie? (Why don’t means let’s go)
2. Why don’t you come around eight? (Why don’t means I suggest that you come
around eight)
29
3. Why don’t you try this restaurant? (Why don’t means I suggest that you try
this restaurant)
The second meeting was started by giving the students example of podcast and
interview to the students for collecting the result of teaching learning. After
finishing this material, then the writer closed the meeting 2 and talked about
planning in the next meeting.
The Third Meeting

It was held on Monday, September, 19 th 2022 at 9 am – 10 am. This meeting
was about listening test, so that there was no material given anymore to the
students. The writer started the meeting by greeting the students and then guided
the students to pray together. After that, the teacher asked their condition and then
checked the students’ attendance. The students were asked to answer the question
which consisted of 50 item multiple choice listening. The students were submitted
the answer sheet, then the writer closed the meeting.
c. Observing
In this phase, the writer observed the teaching and learning process in the
classroom through observation checklist; it was about classroom situation,
students’ response, and performance in presented the material.
1. Meeting 1
In the first meeting of cycle I, the researcher saw that most of meetings were
not running well. From the students’ side, some of students paid attention to the
teacher’s explanation. The students still looked confused, and still felt difficult to
explore their ideas. It caused of most of students had problems in listening
unfamiliar word/sentence. They often made mistake to write and understand
unfamiliar word in recording.
30
2. Meeting 2
In the meeting 2 of first cycle, it seemed that the students often stuck to
understand the words that might be rare to hear and the audio recording was not
really clear. The writer tried to make the audio recording clear to be heard and the
volume was higher. The students looked confuse during listening material.
3. Meeting 3 (listening test)
In the last meeting of cycle I, the students kept asking their friends about what
should they answer doing the assignment. The student also took long time in
finishing their listening test. It might be caused by the writer explained the
material quickly, so some of the students were still confused about the material
that had given. The writer observed the students’ learning activities by filling
observation checklist which had been made. Most of students were less active
criteria.
After teaching and learning process of cycle finished, in this observing phase
was also carried out the listening test of the first cycle to measure students’
listening comprehension. In the result of test of cycle I, there were many students
who got low score which means under the minimum mastery criteria (KKM). The
minimum mastery criteria in this research based on the eleventh grade of SMAs
Taman Siswa Bandar Lampung was 70.
d. Reflecting
In this step, the writer discussed and took conclusion about the implementing
the action of research. First, related to the result of observation checklist showed
that the teaching learning activities has done well although there were some
problems that should be solved. Based on the students’ observation checklist in
learning activities of cycle I showed that score all of the students’ learning
activities needs to be improved.
It could be concluded that the implementation of Podcast had not given
satisfaction result in the students’ improvement of listening skill. But it was
needed more improvement in their word and sentence to solve their problems in
material because some of them still confused, difficult to explore their mind and to
know some unfamiliar words.
In the second cycle, the writer as teacher improved students’ listening
comprehension by giving more explanation about the meaning of words that
might
31
related to the material of suggestion and offering. The students also were less
active in doing the assignment, it can be seen from the result of students’ learning
activity in doing the assignment with the criteria of scale was fair. The writer
would make students’ learning activities more active, so the scriteria scale could
be good or even very good and students were enthusiastic in doing the assignment
which were given by the writer.
Based on this result, the students’ listening comprehension needed to be
improved because it did not achieve active criteria. Therefore, the implementation
of Podcast needed to be revised before the implementation of the next cycle, so
the students could achieve the criterion of success of learning listening skill.
2. Description of Cycle II
The cycle II was conducted based on the result of reflection from cycle I.
There were also three meetings in this cycle. The first meeting was held on
Tuesday, September 20th, 2022, the second meeting on Wednesday, September
21st, 2022 and the third meeting was on Thursday, September, 22nd, 2022. The
writer taught the same material just like in the first cycle, but there were some
differences about the way of teaching by using Podcast. By seeing the lack of the
first cycle, then the writer revised the lesson plan for all meeting in the second
cycle. In this case, the writer revised the plan of teaching and made it easier for
students to receive. The steps in conducting second cycle were the same as first
cycle. They were planning, implementing, observing, and reflecting. Below the
description of the second cycle:
a. Re-Planning
The planning phase of the second cycle was implemented into a lesson plan.
In this case, the researcher modified the previous lesson plan based on the result
of reflecting phase in the first cycle. The lesson plan which was used still related
to Podcast in teaching learning listening. There were not significant differences
with the previous lesson plan. The material still related to narrative text. However,
there were some modifications in the second cycle as follows:
1. The writer made list of unfamiliar word or sentence that might relate to the
material given.
2. The writer allowed the students to clarify unclear material.
32
3. The writer allowed the students to open dictionary.

In this case, the researcher also prepared observation sheet to observe
students’ activities in the classroom, and also prepared the listening test of cycle 2
to collect the data.
b. Re-Implementing
The researcher carried out the activities based on the lesson plan for
implementing Podcast in teaching learning listening of cycle II. It consisted of
three meetings just like the first cycle. The first meeting was held on Tuesday,
September 20th, 2022, the second meeting on Wednesday, September 21 st, 2022
and the third meeting was on Thursday, September, 22nd, 2022.
The First Meeting

It was held on Tuesday, September 20 th, 2022 at 08.30 – 09.20 AM at the
classroom of the eleventh grade of SMAs Taman Siswa Bandar Lampung. The
writer gave explanation slowly and briefly so that the students could catch it
clearly. The writer greeted the students and asked some questions to make them
relax to follow the lesson. Then, she gave the example of sentence that related to
the material of offering and suggestion.
At the beginning of the research, the writer informs students about podcast and
access or download podcast from the websites. The writer tells students how to
get the podcast from other resources such as from google and podcast app on
iPhone. In the students’ activity of listening, the writer gives sheet of
questionnaire and interview to the students for collecting the result of teaching
learning.
The writer taught listening through the use of Podcast same as the first cycle.
Firstly, the writer asked students There were some sentences that might be related
to the material given such as:
1. May I help you?
2. Can I close the window for you?
3. Would like something to drink?
4. How may I help you?
5. Do you require any assistance?
33
These words were clarified by the writer, then the students were listening the
recorder. The students seemed more enthusiast to read because the words they did
not know had been clarified. After finishing the activity in the first meeting, the
writer concluded the material on that day, and she closed the meeting in this cycle.
After that, she talked about planning in second meeting. The students were glad
and the researcher said thank you for their nice participation.
The Second Meeting

It was held on Wednesday, September 21st, 2022 at 08.00-09.00 AM in class
room of the eleventh grade of SMAs Taman Siswa Bandar Lampung. On that day,
the writer started meeting by greeting and checking about the student’s situation
randomly. After that, researcher reviewed students’ memories about the last
meeting topic.
The researcher started the lesson by informing students about podcast and
interview to the students for collecting the result of teaching learning.
The writer taught listening through the use of Podcast same as the first cycle.
Firstly, the writer asked students There were some sentences that might be related
to the material given such as:
1. I suggest that you study hard
2. She suggests that we play hide and seek
3. They suggest that he stand at the corner
4. My parents suggest that I have breakfast before going to school
5. You suggest that I fix this broken chair all by myself
All of these words were clarified by the writer, so that the students could
comprehend the text faster. After finishing this activity, the writer closed the
meeting by saying thank you very much for students’ attention and participation
on her research. Then, she talked about the next meeting that would be involved
of a listening test for the next meeting.
34
The Third Meeting

This was the last meeting for cycle II. It was held on Thursday, September,
22nd, 2022 at 08.00-10.30 AM in class room of the eleventh grade of SMAs Taman
Siswa Bandar Lampung. On this day, the writer started meeting by greeting and
checking about the student’s situation randomly. After that, researcher reviewed
students’ memories about the last meeting topic.
This meeting was about listening test, so that there was no material given
anymore to the students. The writer started the meeting by greeting the students
and then guided the students to pray together. After that, the teacher asked their
condition and then checked the students’ attendance. The students were asked to
answer the question which consisted of 50 item multiple choice listening. The
students were submitted the answer sheet, then the writer closed the meeting.
c. Re-observing
In the second cycle, generally the class condition in teaching and learning
process was better than the previous cycle. It could be seen from the result of
students’ activities in obervation sheet that the students who were able to focus
and pay attention to the writer’s explanation. Then, most of the students were
enthusiastic to do the assignment based on the topic given by the writer.
Related to the teaching performance, the writer explained the material briefly
and clearly. The writer checked the students’ work by walking to their table and
giving comments. Next, students did not give up when they found unfamiliar
words because they could look up in their dictionary. The writer could control and
monitor the students better than cycle I. Although, the writer did not control the
whole of students but the condition of the class was more effective than the cycle
I.
Related to the teaching and learning process through observation checklist. In
the second cycle, the writer did observation to the students’ learning activities by
filling observation checklist which had been made. In the result of observation in
cycle II, the students’ activeness was better than in cycle I.
d. Re-reflecting
Based on the result of observation checklist and listening test of cycle II, it
concluded that there were some improvements both of the students’ learning
35
activity in the classroom. The writer had been successfully improved the students’
learning activities and the students’ listening comprehension by using Podcast. It
could be seen from the students’ observation checklist, the students’ participation
and attention from the start to the end of the lesson was better than the first cycle.
The students were more active and enthusiastic in doing the assignment. Based on
the students’ observation checklist in learning activities of cycle II showed that
score all of the students’ learning activities was achieved the successful criteria. In
other words, it was improved better than first cycle. Therefore, the writer decided
to stop the Classroom Action Research by using Podcast. because it had already
succeeded (see appendix 16).
According to the result of the evaluation in cycle II, it could be concluded that
the implementing of Classroom Action Research in improving students’ listening
comprehension and listening activity through Podcast was appropriate with the
planning that had been planned. It could be seen there were the improvements of
students’ activities and the students’ listening comprehension in teaching learning
process.
C. Analyzing the Data and Hypothesis Test

In this part, the researcher presents the result of observation checklist and
listening test in cycle 1, and the result of observation checklist and listening test in
cycle II.
1. The Result of Listening Test Pre-Cycle

Before the implementation of Podcast in teaching learning listening
comprehension, the writer gave the students listening test for the pre-cycle. It
aimed to know the students basic score before they were given treatment by using
Podcast. Here is the score of the students’ listening comprehension score of pre-
cycle.
Table 4.2
The Students’ Score of Listening Test in Pre-Cycle at the Eleventh Class of
SMAs Taman Sisw Bandar Lampung in 2022/2023
Criteria of Success (≥70)
No Students’ Name Score
Passed Failed
1 Student 1 60 Failed
36
3 Student 3 70 Passed
Total Score ( ∑x ) 1665
Mean ( X ) 59.46 11 17
Completeness (%) 39.29%
The table above shows the results of the students’ scores of listening test in
pre- cycle. From the table, it can be seen that there were 11 students who passed
the Minimum Mastery Criterion (KKM). The score derived from the following
formula:
x = Ʃ𝑥
𝑛
x = 1665
28
37
x = 59.29
From the table, it can be seen that there were 11 students who passed the
Minimum Mastery Criterion (KKM). The percentage derived from the following
formula:
Ʃ𝑃
P1 = ×100%
Ʃ𝑁
11
P1 = ×100
28
P1 = 39.29%
There were 17 students did not pass the Minimum Mastery Criterion (KKM).
It derived from the following formula:
Ʃ𝑃
P2 = ×100%
Ʃ𝑁
17
P2 = ×100
28
P2 = 60.71%
The results can be seen in the table below:

Table 4.2
The Percentage of Students’ Score in Listening Test of Pre-Cycle
Pre-Cycle
No KKM The number of Criteria
Students Percentage
1 ≥ 70 11 39.29% Passed
2 < 70 17 60.71% Failed
From the table above, it can be seen that the percentage of the number of
students who passed the KKM were 39.29%, and the number of students who did
not pass were 60.71%. For more details, can be seen in the figure below:
38
Figure 1
The Result of Pre-Cycle
70%
60.71%
60%
50%
40%
39.29% Complete
30%
Incomplete
20%
10%
0%
Pre Cycle
2. The Result of Observation Checklist Cycle 1

The result of observation sheet in cycle 1 showed that the students achieved the
less active criteria of learning, it can be seen on the table as follows:
Table 4.3
The Result of Students’ Observation Sheet in Learning Activities in Cycle 1
at the Eleventh Class of SMAs Taman Siswa Bandar Lampung in 2022/2023
Aspects
Students
Students’
’
Students’ activity in Students’ Students’
activity
activity in asking activity in activity in Total Average
Students’ in doing
No answering questions doing the finding score Score
Name the
teacher’s about the assignment learning
assigme
question material (individual) resource
nt
given
(group)
9 8 7 6 9 8 7 6 9 8 7 6 9 8 7 6 9 8 7 6
1 Student 1 7 7 7 7 7 35 7
2 Student 2 7 7 7 7 8 36 7.2
3 Student 3 7 7 7 7 7 35 7
4 Student 4 6 6 6 7 6 31 6.2
5 Student 5 6 6 6 7 6 31 6.2
6 Student 6 7 7 7 7 8 36 7.2
7 Student 7 7 7 7 7 7 35 7
8 Student 8 6 6 6 7 6 31 6.2
9 Student 9 6 6 6 7 6 31 6.2
10 Student 10 7 6 6 7 6 32 6.4
11 Student 11 7 6 6 7 6 32 6.4
12 Student 12 6 6 6 7 6 31 6.2
13 Student 13 6 6 6 7 6 31 6.2
14 Student 14 7 7 7 7 7 35 7
15 Student 15 7 6 6 7 6 32 6.4
16 Student 16 7 6 6 7 6 32 6.4
17 Student 17 7 7 7 7 8 36 7.2
39
18 Student 18 6 6 6 7 6 31 6.2
19 Student 19 7 6 6 7 6 32 6.4
20 Student 20 6 6 6 7 6 31 6.2
21 Student 21 7 7 7 7 7 35 7
22 Student 22 7 7 7 7 8 36 7.2
23 Student 23 7 7 7 7 7 35 7
24 Student 24 7 7 7 7 7 35 7
25 Student 25 7 6 6 7 6 32 6.4
26 Student 26 7 6 6 7 6 32 6.4
27 Student 27 7 7 7 7 7 35 7
28 Student 28 7 7 7 7 7 35 7
Total score 188 181 181 196 185 931 186.5
Mean 6.71 6.46 6.46 7.00 6.61 6.65
Less Quite 33.25
Criteria Less active Less active Less active Less active
active active
Table 4.4
The Average Score of Students’ Learning Activities
2 7.50 – 7.99 Active
Based on the table above, it can be seen that there were four criteria of
learning activity namely very active, active, quite active and less active. The
learning activity of students in cycle 1 just achieved less active criteria. It was
obtained that the average score of learning activity was 6.65 with the total score
186.5. It can be concluded that the students’ learning activity needed an
improvement.
3. Result of Listening Test Cycle 1

After teaching and learning process of cycle finished, the writer was also
carried out the listening test of cycle 1 to measure students’ listening
comprehension that had been taught. Here is the score of the students’ listening
comprehension score of cycle 1.
Table 4.5
The Students’ Score of Listening Test in Cycle 1 at the Eleventh Class of
SMAs Taman Siswa Bandar Lampung in 2022/2023
Passed Failed
40
Mean ( X ) 67.68 15 13
cycle 1. From the table, it can be seen that there were 15 students who passed the
Minimum Mastery Criterion (KKM). The score derived from the following
formula:
x = Ʃ𝑥
𝑛
41
x = 1895
28
x = 67.68
formula:
Ʃ𝑃
P1 = ×100%
Ʃ𝑁
15
P1 = ×100
28
P1 = 53.57%
There were 13 students did not pass the Minimum Mastery Criterion (KKM).
It derived from the following formula:
Ʃ𝑃
P2 = ×100%
Ʃ𝑁
13
P2 = ×100
28
P2 = 46.43%

Table 4.6
The Percentage of Students’ Score in Listening Test of Cycle 1
Cycle 1
No KKM Pre-Cycle The number Criteria
Percentage
of Students
1 ≥ 70 11 (39.29%) 15 53.57% Passed
2 < 70 17 (60.71%) 13 46.43% Failed
not pass were 46.43%. For more details, the improvement of the results from
preliminary to cycle 1 can be seen in the figure below:
42
Figure 2
The Result of Cycle 1
56%
53.57%
54%
52%
50%
Complete
48% 46.43% Incomplete
46%
44%
42%
Cycle 1
4. Result of Observation Checklist Cycle 2

The result of observation sheet in cycle 2 showed that the students achieved the
active criteria of learning, it can be seen on the table as follows:
Table 4.7
at the Eleventh Class of SMAs Taman Siswa Bandar Lampung in 2022/2023
Aspects
Students
Students’
’
activity
Name the
assigme
nt
given
(group)
9 8 7 6 9 8 7 6 9 8 7 6 9 8 7 6 9 8 7 6
1 Student 1 7 8 7 7 6 35 7.0
2 Student 2 9 8 9 9 8 43 8.6
3 Student 3 8 8 8 8 8 40 8
4 Student 4 9 8 9 9 8 43 8.6
5 Student 5 9 8 9 9 8 43 8.6
6 Student 6 7 8 7 7 6 35 7.0
7 Student 7 9 8 9 9 8 43 8.6
8 Student 8 9 8 9 9 8 43 8.6
9 Student 9 8 8 8 8 8 40 8
10 Student 10 7 8 7 7 6 35 7.0
11 Student 11 9 8 9 9 8 43 8.6
12 Student 12 8 8 8 8 8 40 8
13 Student 13 7 8 7 7 6 35 7.0
14 Student 14 7 8 7 7 6 35 7.0
15 Student 15 9 8 9 9 8 43 8.6
16 Student 16 7 8 7 7 6 35 7.0
43
17 Student 17 7 8 7 7 6 35 7.0
18 Student 18 7 8 7 7 6 35 7.0
19 Student 19 8 8 8 8 8 40 8
20 Student 20 8 8 8 8 8 40 8
21 Student 21 7 8 7 7 6 35 7.0
22 Student 22 9 8 9 9 8 43 8.6
23 Student 23 7 8 7 7 6 35 7.0
24 Student 24 9 8 9 9 8 43 8.6
25 Student 25 8 8 8 7 8 40 8
26 Student 26 8 8 8 7 8 40 8
27 Student 27 7 8 7 7 6 35 7.0
28 Student 28 7 8 7 7 6 35 7.0
Total score 221 224 221 219 200 1087 217.4
Mean 7.89 8.00 7.89 7.82 7.14 7.76
Very 38.82
Criteria Active Active Active Quite active Active
active
Table 4.8
2 7.50 – 7.99 Active
Based on the table and diagram above, it can be seen that there were four
criteria of learning activity namely very active, active, quite active and less active.
The learning activity of students in cycle 2 achieved active criteria. It was
obtained that the average score of learning activity was 7.76 with the total score
217.4. It can be concluded that the students’ learning activity had an
improvement. Therefore, the writer stopped the cycle 2.
5. Result of Listening Test Cycle 2

After teaching and learning process of cycle finished, the writer was also
carried out the listening test of cycle 2 to measure students’ listening
comprehension that had been taught. Here is the score of the students’ listening
comprehension score of cycle 2.
44
Table 4.9
The Students’ Score of Listening Test in Cycle 2 at the Eleventh Class of
SMAs Taman Siswa Bandar Lampung in 2022/2023
Passed Failed
Mean ( X ) 77.32 23 5
cycle 2. From the table, it can be seen that there were 23 students who passed the
45
Minimum Mastery Criterion (KKM). The score derived from the following
formula:
x = Ʃ𝑥
𝑛
x = 2165
28
x = 77.32
formula:
Ʃ𝑃
P1 = ×100%
Ʃ𝑁
23
P1 = ×100
28
P1 = 82.14%
There were 5 students did not pass the Minimum Mastery Criterion (KKM). It
derived from the following formula:
Ʃ𝑃
P2 = ×100%
Ʃ𝑁
5
P2 = ×100
28
P2 = 17.86%
Table 4.10
Cycle 2
No KKM Cycle 1 The number Criteria
Percentage
of Students
1 ≥ 70 15 (53.57%) 23 82.14% Passed
2 < 70 13 (46.43%) 5 17.86% Failed
not pass were 17.86%. For more details, the improvement of the results from cycle
2 can be seen in the figure below:
46
Diagram 3
The Result of Cycle 2
90%82.14%
80%
70%
60%
50%
40%
Complete
30%
20% Incomplete
10% 17.86%
0%
Cycle 2
From the data that has been presented, it can be concluded that students’
listening comprehension has improved from the cycle 1 to cycle 2. The result of
listening test in Cycle 1 showed that the percentage of the number of students who
passed KKM were 15 students or 53.57% while the number of students who did
not pass were 13 students or 46.43%. In Cycle 2, there were 23 students or 82.14%
who passed the KKM while the number of students who did not pass were 5
students or 17.86%.
6. The Improvement of Learning Activities in Cycle I and Cycle II

The following figure is described the learning activities at the eleventh grade
of SMAs Taman Siswa Bandar Lampung. It describes the cycle I and II not
including the precycle, because in precycle there was no learning activities, the
researcher only gave the listening test in order to measure students real ability in
listening comprehension before they learning by using Podcast.
The improvement of the students’ learning activities from the first cycle to the
second cycle described in the figure 5 below:
47
Figure 4
The Improvement of Learning Activities in
Cycle I and Cycle II
8 7.76
7 6.65
6
5
4
3
2 1.11
1
0
CYCLE 1CYCLE 2IMPROVEMENT

Cycle 1Cycle 2Improvement
Based on the figure above, it showed that there was an improvement of the
students’ learning activities in listening from the first cycle to the second cycle. In
the first cycle, the average score of the students’ learning activities were 6.65 with
the unsuccessful criteria, while the second cycle there was improvement of the
students’ learning activities were 7.76 with the active criteria. So that the
improvement that was got from cycle 1 to cycle 2 was 1.11%. Therefore, there
was significant improvement of the students’ learning activity from the first to the
second cycle by using Podcast. (can be seen on appendix 16).
7. The Improvement of Students’ Listening Comprehension in Cycle I, and

Cycle II
The full result of the data from the students learning Listening at the cycle I
and II can be seen in the figure 4 below:
48
Figure 5
Improvement of the Students’ Listening Comprehension
Cycle 1 to Cycle 2
100%
82.14%
80%
60% 53.57%
46.43% Complete
40% Incomplete
17.86%
20%
0%
Cycle 1 Cycle 2
Based on the data above, it showed that there was an improvement in students’
listening comprehension by using Podcast strategy. From the cycle I was 53.57%,
and cycle II obtained 82.14%. The writer decided to stop cycle 2 because it has
reached the set criteria or can be said that the implementation of Podcast can
improve students’ listening comprehension at the eleventh grade of SMAs Taman
Siswa Bandar Lampung in academic year of 2022/2023. (can be seen on appendix
15).
D. Discussion
1. Improving Learning Activities
This research was conducted by using classroom action research which using
Podcast. It consisted of two cycles and each cycle consisted of three meetings.
There were four steps in each cycle of the research; planning, acting, observing,
and reflecting. Before conducting the cycle, the researcher did pre-cycle to the
students at the eleventh grade of SMAs Taman Siswa Bandar Lampung. The pre-
cycle/pre- test aimed to know the students’ listening comprehension before they
gave treatment by using Podcast. In pre-cycle data, there were many students who
have lack of listening comprehension, it shown by their score in pre-cycle. So, it
was clear that the students have less listening comprehension and their skill need
to be improved.
Listening is a creative skill. It means students comprehend the sound falling
on their ears, and take the raw material of words, arrangements of words, and the
rise and fall the voice, and from this material we create significance. In this
research, the writer tried to improve the students’ listening skill by using Podcast.
There were
49
two cycles with the same steps of learning, but in cycle II the lesson plan had been
revised in order to make the teaching and learning process could achieve it
purpose. In cycle 1, the students were followed the lesson, but they seemed not
too active when the writer explained the material. The material of this research
was about suggestion and offering. That was why in cycle 2, the writer revised
lesson plan and allowed the students to open dictionary to find the meaning of
unfamiliar word but the writer was also clarified it.
The second cycle was better than first cycle. It could be seen by the students’
activeness in classroom and also the students’ score in post-test of each cycles. In
cycle 1 the post-test score lower than second cycle. The average score of students’
listening comprehension in cycle 1 was 67.68 while in cycle 2 was 77.32. Due to
the result of second cycle, then the writer decided to stop the cycle because there
was significant improvement of students’ listening skill and activity in the
classroom.
2. Improving Listening Comprehension

There was an improvement in students’ listening comprehension by using
Podcast. From the cycle I was 53.57%, and cycle II obtained 82.14%. The writer
decided to stop cycle 2 because it has reached the set criteria or can be said that
the implementation of Podcast can improve students’ listening comprehension. In
other words, it means that there was an improvement of students’ listening
comprehension and listening activity at the eleventh grade of SMAs Taman Siswa
Bandar Lampung in academic year of 2022/2023.
Meanwhile, the use of Podcast was effective and can be seen from the average
score. The average score of pre cycle was 59.46, the average score of cycle I was
67.68, and the average score of cycle II was 77.32. It is clear that the use of
Podcast can improve the students’ listening skill. The writer also saw that the
students could answer the tasks of listening after taught by using Podcast.
The effectiveness of using Podcast in teaching learning listening
comprehension is in line with a theory stated by (Boulos & Burden, 2007) that
Podcasts is not just intended for listening. Often there is a transcript provided
along with worksheets. A number of websites interact with the students and ask
them to write in with questions or comments.
Podcasts may also accommodate a wide variety of learning strategies for
students. While some students learn most effectively by taking notes during a
lecture and reviewing these in their own study time, others learn more effectively
50
by active listening, without taking notes It makes them have better skill than the
students who are not listen trough podcasts. Students who are not listening to
podcast, that help teacher to increase their teaching strategy. Teacher can surf on
websites to search valid method or procedure teaching listening by using method.
61
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
The writer conducted the research of teaching listening comprehension at the
Eleventh Grade SMAs Taman Siswa Bandar Lampung by using Podcast and it
was obtained the conclusion as follows:
1. Podcast can improve the students’ listening comprehension at eleventh grade
of SMAS Taman Siswa Bandar Lampung
2. Podcast can improve the students’ learning activities at eleventh grade of
SMAS Taman Siswa Bandar Lampung.
B. Recommendation
There are some recommendations in case of applying Podcast as follows:
1. For the English teacher
a) The teacher should make the record as clear as possible because the
meaning might be ambiguous if the sound of recorder cannot be heard
clearly by the students.
b) The teacher is suggested to use appropriate theme of Podcast for teaching
learning listening.
2. For the students
a) The students should practice to listen to some kinds of audio, especially in
form of Podcast in order to train their mind and testing their listening skill.
b) The students should be focus in learning listening, because this skill is
quite difficult to learn. It needs an ability to be focused.
3. For other researchers
a) The further research can use the result of this research as reference,
especially in using Podcast. The use of Podcast also can be used in other
aspects of English such as speaking, reading, or writing as long as there is
theory that related to these aspects.
62
b) It is good for other researcher to use Podcast in teaching listening

comprehension because it makes the students prepare their knowledge well
before the process of teaching learning.
REFERENCES
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listening comprehension. International Journal of Language Education, 2(2), 23–33.
https://doi.org/10.26858/ijole.v2i2.5878
Al Qasim, N., & Al Fadda, H. (2013). From CALL to MALL: The effectiveness of podcast on EFL
higher education students’ listening comprehension. English Language Teaching, 6(9), 30–41.
https://doi.org/10.5539/elt.v6n9p30
Arikunto, Suharsimi. 2014. (2014).
Arikunto Suharsimi. (2013). Prosedur penelitian suatu pendekatan praktik. In Jakarta: Rineka
Cipta (p. 172). http://r2kn.litbang.kemkes.go.id:8080/handle/123456789/62880
Boulos, M., & Burden, D. (2007). Web GIS in practice V: 3-D interactive and real-time mapping in
second life. International Journal of Health Geographics, 6, 1–16.
https://doi.org/10.1186/1476-072X-6-51
Drachsler, H., & Kirschner, P. A. (n.d.). Earner haracteristics.
Ginting, D., & Setyaningsih, Y. (n.d.). Universitas Ma Chung, Jl. Villa Puncak Tidar N-01.
Malang, 65151.
H.Douglas Brown. (2000).

[H._Douglas_Brown]_Teaching_by_Principles,_Second_(BookFi.org).pdf. In Teaching by
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https://doi.org/10.24167/celt.v17i2.1173
O’Bryan, A., & Hegelheimer, V. (2007). Integrating CALL into the classroom: The role of
podcasting in an ESL listening strategies course. ReCALL, 19(2), 162–180.
https://doi.org/10.1017/S0958344007000523
Panday, P. (2009). Simplifying Podcasting. International Journal of Teaching and Learning in

Higher Education, 20(2), 251–261.
Pensieri, C., & Pennacchini, M. (2014). Overview : Virtual Reality in Medicine ( Guest Editor
[ Kamel Boulos et al .], JVWR. August 2016.
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Produced Podcast. Journal of Information Technology Education: Innovations in Practice, 8,
079–090. https://doi.org/10.28945/174
Regarding World Language Education NEA Research. (2007). The Benefits of Second Language
Study Research Findings with Citations. December, 1–12.
Richards, J. C. (2009). Teaching Listening and Speaking: From theory to Practice (RELC Portfolio
Series). Singapore: Regional Language Center, January 2009.
Rost, M. (2016). Teaching and researching listening: Third edition. In Teaching and Researching
Listening: Third Edition.
Salazar, Noel B. ; Graburn, N. (2003). Edited by Edited by. World, 3(February 2004), 53–60.
Salsabila, W., Irianti, L., & Thoyyibah, L. (2021). the Effectiveness of Georgiana’S Podcast on
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Appendix 12
The Data of Research Sample

No Students’ Name
1 An Nisa Puspitasari
2 Anggun
3 Angline
4 Ayu Agustina
5 Diana Salsabila Defin
6 Erika
7 Farsa Randa Kurniawan
8 Inayah Suryani
9 Juan Adi Pratama
10 Lisa Aprilia Gusti Achyar
11 M Akbar
12 M Andika Pratama
13 M Firza Raditya
14 M Raffa Ramadhani
15 M Rifki Kurniawan
16 Moh Fala Mangkunegara
17 Mohammad Farhan
18 Muhammad Bintang Hervian
19 Muhammad Hafidz Pratama
20 Naufal Prakoso
21 Nia Safitri
22 Putri Alya Zahra
23 Rafaldi Raidz Almansur
24 Rahul Dwi Agustoro
25 Rega Satria W
26 Septiyanah
27 Suci
28 Sulton Wasi Wijaya
Appendix 13
The Students’ Score of Listening Test in Pre-Cycle at the Eleventh Grade of

SMAs Taman Siswa in 2022/2023
Passed Failed
Mean ( X ) 59.46 11 17
Appendix 14
The Students’ Score of Listening Test in Cycle 1 at the Eleventh Grade of

Passed Failed
Mean ( X ) 67.68 15 13
Cycle 1
No KKM Pre-Cycle The number Criteria
Percentage
of Students
1 ≥ 70 11 (39.29%) 15 53.57% Passed
2 < 70 17 (60.71%) 13 46.43% Failed

Pre-Cycle to Cycle 1
100%
80% 73.30%
63%
60%
40%37% Complete
Incomplete
26.70%
20%
0%
Pre Cycle Cycle 1
Appendix 15
The Students’ Score of Listening Test in Cycle 2 at the Eleventh Grade of

Passed Failed
26 5
Mean ( X ) 77.32

Cycle 2
No KKM Cycle 1 The number Criteria
Percentage
of Students
1 ≥ 70 15 (53.57%) 26 82.14% Passed
2 < 70 13 (46.43%) 5 17.86% Failed

Cycle 1 to Cycle 2
100%
82.14%
80%
60% 53.57%
46.43% Complete
40% Incomplete
17.86%
20%
0%
Cycle 1 Cycle 2
Appendix 16

at the Eleventh Grade of SMAs Taman Siswa in 2022/2023
Aspects
Students
Students’
’
activity
Name the
assigme
nt
given
(group)
9 8 7 6 9 8 7 6 9 8 7 6 9 8 7 6 9 8 7 6
1 Student 1 7 7 7 7 7 35 7
2 Student 2 7 7 7 7 8 36 7.2
3 Student 3 7 7 7 7 7 35 7
4 Student 4 6 6 6 7 6 31 6.2
5 Student 5 6 6 6 7 6 31 6.2
6 Student 6 7 7 7 7 8 36 7.2
7 Student 7 7 7 7 7 7 35 7
8 Student 8 6 6 6 7 6 31 6.2
9 Student 9 6 6 6 7 6 31 6.2
10 Student 10 7 6 6 7 6 32 6.4
11 Student 11 7 6 6 7 6 32 6.4
12 Student 12 6 6 6 7 6 31 6.2
13 Student 13 6 6 6 7 6 31 6.2
14 Student 14 7 7 7 7 7 35 7
15 Student 15 7 6 6 7 6 32 6.4
16 Student 16 7 6 6 7 6 32 6.4
17 Student 17 7 7 7 7 8 36 7.2
18 Student 18 6 6 6 7 6 31 6.2
19 Student 19 7 6 6 7 6 32 6.4
20 Student 20 6 6 6 7 6 31 6.2
21 Student 21 7 7 7 7 7 35 7
22 Student 22 7 7 7 7 8 36 7.2
23 Student 23 7 7 7 7 7 35 7
24 Student 24 7 7 7 7 7 35 7
25 Student 25 7 6 6 7 6 32 6.4
26 Student 26 7 6 6 7 6 32 6.4
27 Student 27 7 7 7 7 7 35 7
28 Student 28 7 7 7 7 7 35 7
Total score 188 181 181 196 185 931 186.5
Mean 6.71 6.46 6.46 7.00 6.61 6.65
Less Quite 33.25
Criteria Less active Less active Less active Less active
active active
2 7.50 – 7.99 Active
Appendix 17

at the Eleventh Grade of SMAs Taman Siswa in 2022/2023
Aspects
Students
Students’
’
activity
Name the
assigme
nt
given
(group)
9 8 7 6 9 8 7 6 9 8 7 6 9 8 7 6 9 8 7 6
1 Student 1 7 8 7 7 6 35 7.0
2 Student 2 9 8 9 9 8 43 8.6
3 Student 3 8 8 8 8 8 40 8
4 Student 4 9 8 9 9 8 43 8.6
5 Student 5 9 8 9 9 8 43 8.6
6 Student 6 7 8 7 7 6 35 7.0
7 Student 7 9 8 9 9 8 43 8.6
8 Student 8 9 8 9 9 8 43 8.6
9 Student 9 8 8 8 8 8 40 8
10 Student 10 7 8 7 7 6 35 7.0
11 Student 11 9 8 9 9 8 43 8.6
12 Student 12 8 8 8 8 8 40 8
13 Student 13 7 8 7 7 6 35 7.0
14 Student 14 7 8 7 7 6 35 7.0
15 Student 15 9 8 9 9 8 43 8.6
16 Student 16 7 8 7 7 6 35 7.0
17 Student 17 7 8 7 7 6 35 7.0
18 Student 18 7 8 7 7 6 35 7.0
19 Student 19 8 8 8 8 8 40 8
20 Student 20 8 8 8 8 8 40 8
21 Student 21 7 8 7 7 6 35 7.0
22 Student 22 9 8 9 9 8 43 8.6
23 Student 23 7 8 7 7 6 35 7.0
24 Student 24 9 8 9 9 8 43 8.6
25 Student 25 8 8 8 7 8 40 8
26 Student 26 8 8 8 7 8 40 8
27 Student 27 7 8 7 7 6 35 7.0
28 Student 28 7 8 7 7 6 35 7.0
Total score 221 224 221 219 200 1087 217.4
Mean 7.89 8.00 7.89 7.82 7.14 7.76
Very 38.82
Criteria Active Active Active Quite active Active
active
2 7.50 – 7.99 Active
Appendix 18
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IMPROVING LISTENING ABILITY THROUGH OF USE PODCAST IN

LISTENING LEARNING AT ELEVENTH GRADE STUDENTS

SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN

IMPROVING LISTENING ABILITY THROUGH OF USE PODCAST

The findings of this research showed Podcast successful to improve students’

Therefore, the implementation of Podcast was successful to be used in improving

Keywords: Classroom Action Research (CAR), Listening Comprehension,

CHAPTER II LITERATURE REVIEW AND HYPOTHESIS

CHAPTER III RESEARCH METHOD

CHAPTER IV RESEARCH FINDING AND DISCUSSION

CHAPTER V CONCLUSION AND SUGGESTION

A. Background of the Problem

The target of teaching and learning English at SMA/SMK is to enable the

Handphone becoming an electronic gadget owned by every teenager. Students are

B. Identification of the Problem

C. Formulation of the Problem and Solving of the Problem

1. Formulation of the Problem

2. Solving of the Problem

D. Objective of the Research

E. Use of the Research

1. Theoretical Uses of the Research

2. Practical Uses of the research

F. Operational Definition of Variable

1. Students Listening Skill

Podcasts are delivered online automatically via a website, so it is different

consist of educational information in a comprehensive manner to make the user an

1. Teaching English as a Foreign Language (TEFL)

foreign language are mushrooming as the world becomes increasingly globalized

3. Teaching Listening Comprehension

4. Principles of Teaching Listening Comprehension

3) Listening should maximize the use of authentic language. Listening should

6. Podcast Advantages and Disadvantages

7. Teaching Listening by Using Podcast

8. Procedure of Using Podcast in Teaching Listening

B. Review of Related Research

going under the treatment. To sum up, Georgina’s podcast on Spotify is an

A. Setting of the Research

1. Place of the Research

2. Time of the Research

3. Subject of the Research

C. Procedure of the Research

Procedure of the Research Kemmis and McTaggart in (Salazar, Noel B. ;

Figure 1: Classroom Action Research Design

preparedthe lesson plan based on the current syllabus.

D. Technique of Collecting Data

F. Data Analyzing Technique

1. Quantitative Data Analysis

𝑆𝑆 = 𝑆𝑐𝑜𝑟𝑒 𝑂𝑏𝑡𝑎𝑖𝑛𝑒𝑑 x 100

Based on the minimum criteria of mastery learning (KKM) of English at

𝑥̅ = 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑝𝑎𝑠𝑠𝑒𝑑 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 X 100%

2. Qualitative Data Analysis

This chapter explains about representation of the research setting, the

1. Can Podcast improve the students’ learning activities?

This research was conducted by using a Classroom Action Research (CAR), it

The implementation of pre-cycle was held on Wednesday, May, 11th 2022.

B. Description of the Data

The First Meeting

The Second Meeting

With the example of sentence as follows:

The Third Meeting

3. The writer allowed the students to open dictionary.

The First Meeting

The Second Meeting

Procedure of the Research Kemmis and McTaggart in (Salazar, Noel B. ;