Journal of Linguistics, Literacy, and Pedagogy

Available online at https://jurnal.untirta.ac.id/index.php/JLLP

E-ISSN: 2964-6790
Journal of Linguistics, Literacy, and Pedagogy, 2(1), 93-99; 2023

The Effectiveness of BBC Podcast in Teaching Listening Comprehension

Muhammad Arfan Ramadhana, Aisyah Hamidiyahb , Siti Aisahc
abc
Universitas Sultan Ageng Tirtayasa, Banten, Indonesia

Article Info Abstract

Article history
Submission Date: 3 March 2023
Acceptance Date: 30 May 2023
Keywords:
Listening Comprehension, Teaching
Listening, Podcast
*Corresponding author:
arfandomessi74@gmail.com
The aim of the research is to investigate the effectiveness of the use of
BBC Podcast in teaching listening comprehension for 9th grade students.
Using quantitative research by applying true experimental design, this
study has two groups (Experimental and Control) with 30 (thirty)
students in each group. The instruments in this study are the pretest and
posttest. The item tests were tested the validity and the reliability using
the IBM SPSS Statistics 25 application with the Pearson Moment
Product formula. Valid and reliable test items were used for the pre-test
and post-test given to the experimental and control classes. In testing the
hypothesis, the researcher used paired sample t-test as formula. Based on
the results of the calculations, the value of sig from both groups are
0.000. and 0.000, because 0.000 & 0.000 < 0.05, it can be concluded that
Ha is accepted, and Ho is rejected. It indicates the use of BBC Podcast is
effective to improve students’ listening comprehension at the ninth grade
students.

© 2023 JLLP and the Authors - Published by JLLP.

INTRODUCTION interpreting the meaning of a

Listening is an important factor conversation (Hamouda, 2012), the
for students to learn a foreign listeners guess, predict, infer, criticize,
language, especially English. Among and interpret (Wilson 2008).
all language skills, listening is the most However, students who learn
used in the teaching learning process English as a foreign language usually
because, as stated by Brown (2001), in have an issue on understanding
the classroom learners do more listening task or material as reported
listening than speaking. Further, by Huang (2004). Listening
listening skills are an active process, comprehension would be the hardest
which is essential for effective among the four basic skills in English
communication. It is more than just language. This situation can be traced
listening and understanding, and to that listeners who have received

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the message in a foreign language, the teaching media for listening were
de-code it and comprehend it mentioned as the difficulties for the
instantly in a meaningful context; teacher. Meanwhile, the students
therefore, it would not be difficult to were told as passive learners, had less
imagine that they might encounter a motivation, and did not show
variety of hurdles, for example enthusiastic gestures. The students
grasping main ideas of the dialogues mentioned that the teaching learning
in contexts, and therefore suffer from process in the class for listening was
anxiety (Su& Liu, 2012). Furthermore, only by reading aloud some words
many teachers give more use and the students were asked to
speaking, reading, and writing in the repeat the words. The school has a
class but less proportion in teaching language laboratory; however, it is
listening comprehension (Aditya, rarely used as the tools were not in a
2018). In addition, Permatasari (2013) good condition. The time
reported that the problem was not management for teaching listening
only the unattractive and was as the reason for not using the
undeveloped teacher materials, but laboratory because the students
the rarity of listening material in would not have time to catch other
classroom learning. Those conditions subject in the classroom in time as the
mostly contributed much to the poor distance of laboratory and classroom
achievement of Indonesian students in is quite far.
listening (Abdulrahman, Basalama, The use of media to help the
and Widodo, 2018). teaching learning listening is
The conditions mentioned suggested. There are hardware and
above happened in 9th graders in software medias (Opoku-Asare, 2000),
Cilegon. Preliminary research was instructional media which appeals to
done by interviewing an English the five senses (Nyame-Kwarteng,
teacher and 9thgrade students of 2006). The media suitable for the
Islamic Junior High School in Cilegon. problems faced by the students in 9th
The teacher said that there were grade and the conditions in the school
obstacles faced by teacher and in Cilegon is podcasts. Some studies
students in the process of teaching- discuss the use of podcasts in their
learning listening. The limited learning research (Qalyubi and Qamariah,
resources and the facilities related to 2021; Abdulrahman, Basalama, &

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Widodo, 2018). Qalyubi and Qamariah Experimental Group (EG) and Control
(2021) reported the use of BBC Group (CG). To collect the data, this
Podcasts as media to teach EFL study used tests, pretest and posttest.
students resulted positive contribution The item tests were first tested to find
to the students’ listening. Furthermore, the validity and reliability. Using the
they reported that the BBC podcast non-sample, the item tests were tried
developed not only the students' out. The number of valid and reliable
listening skills and vocabularies, but questions was used as pretest and
also the students’ familiarity to the posttest items.
British accent. Abdulrahman, To analyze the data, the
Basalama, and Widodo (2018) researcher used normality,
reported the positive impact of the homogeneity, and t-test. To see
podcasts on EFL students. They said whether the residuals obtained have a
that the students had a positive normal distribution, SPSS program with
attitude toward the use of podcasts in the Kolmogorov-Smirnov test was
listening classroom. To seek the used. To measure the homogeneity of
effectiveness of the podcast to the the data, the researcher used the
students’ listening comprehension Levene test with the help of SPSS
based on the problems and conditions program. To test the hypothesis, the T-
in 9th grade students in Cilegon, test was used.
therefore, this study is carried out.
RESULT
METHOD The results of study are
This research was conducted elaborated in three sections, the result
through quantitative method using the of pretest, the result of posttest, the
true-experimental with pretest-posttest normality, the homogeneity, and the
control group design. It is to find the hypothesis testing.
effect of certain treatments on others
under controlled conditions. The Results of Pretest
The population was all students Answering 20 questions in
at the ninth grade at an Islamic Junior listening pretest, the EG and the CG
High School in Cilegon. Using cluster showed different score gains. The
random sampling, the samples of this result of the pretest is in the table
study were 60 students, put in below.

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Based on table2, the results of

the post test, EG has 45 as the
Table 1. Result of Pre Test minimum and 95 as the maximum
Descriptive Statistics score. Meanwhile in the CG, the results
Std.
N Min Max Mean
Deviation
of the posttest showed different gain.
EG 30 40 95 69,66667 13,38639 The CG has 40 as the minimum and 95
63,5 15,76498
CG 30 35 95 for the maximum score. The mean
score and the standard deviation for
The table shows that the EG both groups showed different gain.
pretest minimum score is 40, and the The EG got 77,16667 for the mean and
maximum score is 95. Meanwhile, the 10,88207 for the standard deviation.
result of the CG pretest minimum score While the CG got 71,16667 for the
is 35, and the maximum score is 95. The mean and 13,93849 for the standard
mean and the standard deviation of deviation.
both groups are different. The table
Normality and Homogeneity Testing
shows 69,66667 for the mean and
To determine whether the data
13,38639 for standard deviation of the
is normally distributed or not, the data
EG. Meanwhile the CG has 63,5 for the
then was analyzed using the
mean and 15,76498 for the standard
Kolmogorov-Smirnov formulas with the
deviation.
help of IBM SPSS Statistics 25. The
normality test criteria is stated as
Results of Posttest
normal data if the value of sig. >0.05
The posttest was administered to
and stated not normal if the value of
measure the listening comprehension
sig. < 0.05.
after the treatment. There were 20
It was found out that the sig.
items in the test. The score of the
values in the EG pretest are 0.119 and
posttest is shown in the table below.
0.676. The sig. values in the EG posttest
are 0.200 and 0.113. Meanwhile, the
Table 2. Result of Post Test
sig. values in the CG pretest were
Descriptive Statistics
N Min Max Mean
Std. 0.138 and 0.027. The sig. values in the
Deviation
EG 30 45 95
77,16667 10,88207 CG posttest were 0.128 and 0.312. The

CG 30 40 95
71,16667 13,93849 table shows that the sig. value in
Kolmogorov-Smirnov for all data are>

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0.05, it means that the research data is 1. If a significant value>0.05, it is stated

normally distributed. that Ho is accepted, and Ha is
Meanwhile, the homogeneity rejected. It means that the use of
test is administered to determine the BBC Podcast is not effective to
variance of the data from the two improve the 9thgrade students'
groups is homogeneous. The Levene listening comprehension.
Statistics formula with the help of IBM 2. If a significant value < 0.05, it is
SPSS Statistics 25 was used. The stated that Ho is rejected, and Ha is
homogeneity test criteria are the accepted. It means that the use of
variance of the data is stated BBC Podcast is effective to improve
homogeneous if the value of sig.>0.05 the 9th grade students' listening
and stated not homogeneous if the comprehension.
value of sig. <0.05. The result indicated
that the Based on Mean value is 0.104 The T-test results from this study are
which is > 0.05; therefore it can be shown below.
stated that the data variance is
homogeneous. Table 5. Result of Paired Sample T-Test

Paired Samples Test (Experimental &

Control)
The Result of T-Test
Sig. (2-
t df
The Paired Sample T-test was tailed)
Pair 1 Pre - Post Test -6.56 29 .000
used to test the hypothesis of the Experiment
Pair 2 Pre - Post Test -6.707 29 .000
research. The hypothesis is: Control
Ha: The BBC Podcasts is effective to
improve the 9th grade students’ The results on the table 5 above shows

listening comprehension the value of sig. from both groups are

Ho: The BBC Podcasts is not effective 0.000. Based on the criteria, the value

to improve the 9th grade students’ shows 0.000< 0.05, it means that Ha is

listening comprehension. accepted, and Ho is rejected.

Therefore, the conclusion obtained

To ascertain the results, the from this research is that BBC Podcast

criteria are stated. The criteria for this is effective to improve the 9th students’

paired sample T-test are: listening comprehension.

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DISCUSSION given treatment with BBC podcast,

Teaching listening to 9th grade gain 71.16667. The scores show a gap
students is challenging for some between EG and CG. It means that
teachers. Moreover, when they are the BBC Podcast has proven effective
faced to some conditions, for instance and succeeded in improving students'
the limited facilities (laboratory and listening skills. In addition, the students
teaching media), limited time for also seemed more enthusiastic and
English language subjects, motivated when using the BBC
unattractive and undeveloped Podcast as a learning media. This is
teacher materials, and the students’ because the BBC podcast has an
factors (difficult to grasp materials, audio-visual component that can
lack of vocabularies, less motivation, attract students to listen and
and passive learners). understand the material. The stories
The findings of this study present various topics, which made
revealed that using BBC Podcast can the students not easily bored when
solve the problems mentioned above. listening to the BBC Podcast.
This can be proven by the results of the The results obtained are similar
hypothesis T-Test (Paired Sample) to research investigated by Qalyubi
obtained that meet the criteria, that if and Qamariah (2021). The results
the value of Sig <0.05 then H0 is reveal that the use of BBC podcasts
rejected and Ha is accepted. The gave positive contribution to students'
significance value of the paired listening skills. Similar results were also
sample t-test in this study is 0.000 & obtained in research conducted by
0.000. This result is in line with the Abdulrahman, Basalama, and Widodo
hypothesis which states that if Ha is (2018) regarding the impact of using
accepted and H0 is rejected, it is podcasts on EFL students. Their study
proven that there is an increase/effect proves that students have a positive
after being treated using BBC Podcast attitude toward the use of podcasts in
as teaching media. listening classrooms.
This result can be seen in the
increased score on EG after giving CONCLUSION
treatment using the BBC Podcast. The The conclusion of this research
mean post test score for EG was is that the BBC podcast is effective to
77.16667, while for CG which was not improve the 9th grade students’

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listening comprehension. In addition, Nyame-Kwarteng. (2006). Towards

Effective Teaching and
the BBC Podcast as a mediais proven
Learning of Environmental and
increase the students’ interest in Social Studies. Kumasi: Golfrin
Hi-Tech Ross.
comprehending the listening material.
Permatasari, V.M.H. (2013) Improving
Students’ Listening Skills Through
Podcasts at SMP Bopkri 1,
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