25 113 1 PB

Proceedings of the 2nd INACELT ISBN: 978-602-60251-3-5
(International Conference on English Language Teaching)
Students’ perceptions towards the use of Podcast in listening class
Lizy Alfi Rahmatia

lizyalfirahmatialine95 @gmail.com
Hesty Widiastuty
hesty.widiastuty@iain-palangkaraya.ac.id
IAIN Palangka Raya
G. Obos Street, Islamic Centre Area, Palangka Raya, Kalimantan Tengah, 73111
Abstract
The purpose of this study is to describe the students’ perceptions towards the use of
podcast in listening and their problems toward this media. The research type was case
study in qualitative research method. The data from this research are collected from the
questionnaire and interview. The subjects of this research were learners from 3rd and 5th
semester English Education Study Program, which focused on Interpretive Listening
and Extensive Listening classes. Questionnaires were distributed to 115 students in
listening classes and interview data were obtained from 10 students’ representatives
who were samples of this study. The result of this research found that: (1) the students
have an enjoyment in using podcast in listening class, because podcast is easy to use.
Students agreed that podcast could help them in learning listening and they have
willingness in using podcast as an alternative way to learn listening, and podcast also
motivated them because it engaged their interest. The content of the podcast and clear
native pronunciation derived from podcast could hone their skills especially listening
and speaking skill. Besides, most of the students also agreed that podcast was easy to
get since there are many podcasting websites available on the internet. (2) the problem
that the students encountered in using podcast was the length of podcast too long for
them. Because of that, students might feel bored and lose their focus when listening to
the podcast.
Keywords: perception; podcast; listening course
INTRODUCTION
There are many ways in improving language learners’ listening skills (Ince,
2015, p. 1). One of the most influencing media in language learning is audio media
(Darwis, 2016, p. 80). It is considered that many of the learners have technological
devices such as MP3 players, computers and mobile phones that allowing them to listen
to the audio files easily. The problem of listening seems more manageable with the help
of devices mentioned above.
One of them is a so-called podcasting, which has recently become very popular.
The term “podcast” was first coined in 2004, and it means the publishing of audio
Institut Agama Islam Negeri Palangka Raya Indonesia, 16-17 November 2018
http://e-proceedings.iain-palangkaraya.ac.id/index.php/inacelt
Copyright © 2019 by INACELT
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materials via the Internet. Audio Recordings are designed to be downloaded and
listened to on a portable MP3 Player of any type, or on a personal computer
(Kavaliauskiene & Anusiene, 2009, p. 28). Audio files available for downloading and
other means of online listening have been around for some time. Kavaliauskiene and
Anusiene (2009, p. 28) found that podcasts differ from other ways of delivering audio
materials online by the opportunity of downloading content automatically. Podcasting
offers learners a wide range of possibilities for extra listening practice both inside and
outside the classroom. Podcasts enable students to practice listening in a self-directed
manner and at their own pace. According to Kohar, et al. (2014, p. 2) they assumed that
podcast is a sound or audio file on the internet that you can free downloaded and stored
it on cell phone or MP3 player and produced in the form of regular episodes. It is
usually updated on a regular basis through the addition of new episodes, which contains
the metadata of the podcast and its constituent files (Chan et al. 2011, p. 313).
Considering that podcast in Indonesia is known as new media, therefore the use
of podcasts need to be investigating whether the utilization of it influence the students
learning process so that the learning media used by lecturers need feedback from
students toward the media is important improving the quality of learning outcome. For
that, perception is necessary to be investigated as it is defined etymologically perception
is response (direct acceptation from something), process of someone know some his/her
senses (Depdikbud, 1991, p. 759). Terminologically, perception cited in Hanifah is
known as senses of students that will be given about definition and comprehension of
the world surrounding it clearly (Salahuddin, 1986, p. 22). According to Bulut and
Ügüten cited in Sulaiman et al. (2017, p. 93) defined that in the world of teaching and
learning, students’ perceptions are very crucial because teachers, lecturers and
instructors need to take students’ preferences into consideration before they come up
with teaching materials and lessons.
Based on the students’ score in listening class, that most of the students gotten
standart score. It was not more than a half of 115 students get an A, and the left were
gotten B. So, it can be concluded that perception is crucial to know how far the
influence of the result of teaching and learning using podcast in listening class. Hence
the researcher decided to conduct this study to find out the students’ perception about
the use podcasts in listening class.The problems of the study are formulated as follows:
1) How does the students’ perceptions towards the use of podcast in listening class at
IAIN Palangka Raya?, and 2) What are the problems of perception given by students
towards the use of podcast in listening class at IAIN Palangka Raya?.
The scope of this study is listening skill, especially for interpretive listening and
extensive listening. The researcher will focus on students’ English education study
program in academic year 2016 and 2017 at IAIN Palangka Raya, especially students
had passed literal listening and critical listening. This research only focused on
authentic podcast.
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METHOD
The research design of this study is categorized into a qualitative research, in
form of case study Case study research focuses on a single unit, produces an in-depth
description, is anchored in real life, uses multiple data collection techniques, provides a
rich, holistic description of context, etc (Ary, et.al, 2010, p. 452). The rational reason to
choose case study research because this research will describe the students’ perceptions
towards the use of podcast in listening class.
In this research, the researcher took the students at third semesters and fifth
semesters as subject of the study. They were the students who have learned literal
listening and critical listening of English Education Study Program in IAIN Palangka
Raya in academic year 2016 and academic year 2017. There were 115 students for
answering the questionnaire and 10 of 115 students was taken for answering the
question of interview.
Table 1 Subject of Research

Academic year Class Total
A 24
2016 B 23
C 21
A 12
2017 B 16
C 19
TOTAL 115
The data sources in this research classified into primary and secondary data. The
primary data of this research were collected from interview and questioners from the
subjects of this research, so the data was collected accurately. Besides that,the
secondary data were collected from documentation like presence list, results of students’
assignment, and some photos, in order to support primary data.
The close-ended question used in this research. This type is suitable with the
topic of the research which asks the students’ perceptions towards the use of podcast in
listening class. By using this type of questions, the students’ perceptions towards the use
of podcast in listening class can be measured and maximizes people’s freedom of
response. The questionnaire constructed in the form of Likert Scale.The questionnaire
was adopted from the two journals. The first journal entitled Students’ Perception
toward the Use of Podcast in Learning English: A Case Study of the Second Grade
Students at One High School in Bandung conducted by Robi Darwis. Second, entitled
EFL Learners’ Perceptions of Educational Podcasting by Hazal Gul Ince. Originally,
there were fifteen and thirty-two statements in the questionnaire. In this study, the
questionnaire is modification into twenty-five statements divided into two parts. Each
statement from the questionnaire would be labelled with each own score. There are four
predetermined answers with scale 1 – 4 suggested by Likert Scale.
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Table 2. Range Score of Statements

Answer Score
Strongly Disagree 1
Disagree 2
Agree 3
Strongly Agree 4
Then, the interviews used in completing the data that had been found by the
questionnaires. Interview is an oral questioning of a subject (Ary, et.al, 2010, p. 644).
Questions can be designed to find out more about teachers’ and learners’ opinions and
attitudes about various aspects of language learning, such as their feelings about the use
of particular classroom activities or the content of classroom materials (Mckey, 2006, p.
51). Interview would be useful in order to obtain more information of the students’
perceptions towards the use of podcast in listening class at Study Program of English
Education of IAIN Palangka Raya. From the students point of view.
Table 3. Item Specification of Questionnaires
Type of Questions Item Specfication

Positive statements 1-16
Negative statements 17-25
Informal conversational interview used in this study was by doing face to face
interview with participants. The success of interview related to the wording of the
question. One way to avoid the problems that can arise from students’ lack of English
proficiency is, if possible, to allow students to be interviewed in their first language
(Mckey, 2006, p. 53).In this research the researcher conducted face to face interviews
with participants. The interview was needed to do because, interviews were ways for
participants to get involved and talk about their views. In addition, the interviewees
were able to discuss their perception and interpretation in regards to a given situation. It
is their expression from their point of view.
In data collection procedure, to answer the problems of the research, the

researcher will do some steps below:
1. The researcher prepared the questionnaire,
2. The researcher gave the questionnaire to the subjects,
3. The researcher asked the subjects to complete the questionnaire,
4. The researcher collected the responses of the respondents,
5. The researcher asked some of the subjects to do an interview,
6. The researcher recorded the answer of the interviewed,
7. The researcher made script of data from recording,
8. The researcher analyzed the obtain data,
9. The researcher concluded the result findings.
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After that, the activities in data analysis were data collection, data reduction,
data display, and conclusion drawing/verification The data gathered from the
questionnaire and the interview. The questionnaire provided numeral data in order to
find out the percentage score, and the interview provided the transcription from
recording. The researcher focused on finding the percentage score of questionnaire and
avoiding other formula which not related to find out percentage score about students’
perception toward the use of podcast.. The researcher also focused on the finding out the
students’ concept about podcast and the problem of using podcast in the class.
In the display of qualitative research, data may present in table, graph and text
narrative. Table will provide numeral date of questionnaire, graph will display
percentage score and text narrative will display length discussion of the perception score
into sentences. From some data that gotten, the researcher made a conclusion from all
the data that get in order to make clear and understand for the reader, in order to answer
the formulating problems
FINDINGS
Data Presentation
Data from the questionnaire
Table 4. The Students’ Perception Toward The Use Of Podcast
Percentage for each statement
No Questions
SA A D SD
1 I like podcast 14.8% 74.8% 8.7% 1.7%
2 It is easy to access the podcast audio files 20.0% 66.1% 13.9% -
3 It is easy to play the podcast audio files 27.0% 65.2% 7.0% 0.9%
4 Using podcast is possible everywhere and
26.1% 56.5% 16.5% 0.9%
every time
5 I enjoy listening to podcasts 16.5% 72.2% 10.4% 0.9%
6 Listening to English podcasts has made me
37.4% 56.5% 6.1% -
more motivated to learn the language
7 I will listen to podcast in the future 23.5% 73.0% 3.5% -
8 Podcasts are useful for language learning 43.5% 53.0% 2.6% 0.9%
9 Listening to podcast is effective for
43.5% 51.3% 5.2% -
improving listening skills
10 Listening to podcasts is effective to
39.1% 53.9% 6.1% 0.9%
improving my comprehension skills.
11 After working with podcast in listening
class, I am more open to learning through 18.3% 67.8% 12.2% 1.7%
podcasts in the future
12 I would recommend that other students
11.3% 75.7% 11.3% 1.7%
learning English listen to podcasts
13 The length of podcast is appropriate for me 2.6% 53.0% 42.6% 1.7%
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14 The content of podcast is suitable for me 6.1% 71.3% 21.7% 0.9%

15 I think podcast help me a lot learning
30.4% 61.7% 7.0% 0.9%
English
16 I want podcast to be implemented in
28.7% 61.7% 8.7% 0.9%
listening class
Table 5. The Students’ Problems In Using Podcast
Percentage for each statement

No Questions
SA A D SD
17 I found the 8 to 10 minute podcast is
17.4% 52.2% 27.0% 3.5%
enough for me
18 I think the length podcast is too long 14.8% 30.4% 51.3% 3.5%
19 The content of podcast is not suitable for
4.3% 27.0% 59.1% 9.6%
me
20 It is hard to get podcast from the internet 5.2% 26.1% 52.2% 16.5%
21 I think podcast is difficult to use 2.6% 14.8% 68.7% 13.9%
22 I don’t know how to use podcast 3.5% 24.3% 54.8% 17.4%
23 Transcriptions make me understand the
22.6% 60.9% 13.0% 3.5%
audio file better
24 Podcast bring me no fun at all 4.3% 15.7% 66.1% 13.9%
25 Listening to podcast was not a productive
3.5% 17.4% 55.7% 23.5%
use of listening class
Data from the interview
The interview was done to gain more information about the students’
perceptions towards the use of podcast in listening class at English education study
program of IAIN Palangka Raya, and it was to support the main instrument,
questionnaire. There were two concepts of the interview, such as perception and
problem.
The students’ perception toward the use of podcast in listening class
The first question was about lecturer used podcast in teaching listening. For this
statement all of students said that the lecturer uses podcast as teaching media in
listening class.
The second question was about the using podcasts in listening class is effective
in improving they listening skills or not. It was only 8 Students stated that podcast is
effective in improving their listening skill, because by using podcast, they knew how to
pronounce correctly. On the contrary, 2 Students stated that podcast was not effective in
improving their listening skill, because in their opinion, podcast just consisted of voice
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without any picture and videos. So they thought that podcast was difficult to be
understood. In conclusion, podcast can help the students improving their listening skill,
and also by using podcast they learn how to pronounce a word.
The third question was about like or dislike using podcasts in the listening class.
Almost all of students answered same, they liked using podcast as a learning media
because it was spoken by a native speaker. They could learn English accent properly.
Also, they achieved new vocabularies and trained their listening through podcast. On
the contrary, speaker speaks too fast with British accent was the reason why the dislike
using podcast. They stated that they don't really understand about that podcast.
The fourth question was related to the students felling in using podcast. Seven
students stated that they like listening to podcast, while three students stated they do not
like listening to podcast.
The fifth question was whether students enjoyed in listening to podcast. Most of
the students enjoyed using podcast; only three students stated that they do not enjoy
podcast because listening to podcast is hard enough for them.
The sixth question was to investigate students’ perceptions of the ease of

accessing and playing the audio files. All of students agreed that podcasts can be
accessed and used very easily.
The seven question was to investigate whether students agreed that podcasts can
be used in different locations and times. They stated that podcast is flexible. It can be
used everywhere and anytime as long as there are supporting Medias such as hand
phone, earphone, and internet access.
The last statement was about students’ intention in listening to podcast again in
next semester. Most of the students stated they will be glad to use podcast for the next
semester. In one condition, it will not be used in every meeting. Based on interview
results, using another media such as a video is better. Even though they still agreed that
podcast is the first applying media that should be in teaching listening.
The students’ problems in using podcast in listening class
The first question was used to gain the data regarding to the students problem in
using podcast in listening class. From that question, seven students said that they get
problems when they used podcast as a media. Because the speaker speaks too fast with
British accent. Furthermore, the duration was quite long for them, while three students
said that they do not find difficulty in using podcast in listening class. In conclusion, the
problem which students face when they are using podcast in listening class was the type
of podcast itself which is prepared by the lecturer. According to them, the best podcast
can be used is a podcast which has clear pronunciation and not too long.
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The second question was about what students do if they get bad score in
listening class and what they do to solve the problem. To sum up, although their
listening score was not good, they will use podcast as media to improve their listening
skills.
The third question was about the length of podcast. According to interview
results, most of the students stated that 5 minutes is the maximum long to stay focus,
more than that, they will be blank. The reason was because the lecturer uses the difficult
podcast.
The fourth question was about the duration of podcast. Can students stay focus
for 8 to 10 minutes if the podcast is easy? Related to interview result, only 2 students
stated that listening to an easy level podcast for 8 to 10 minutes is still hard. Because the
speaker is native who speaks with different pronunciation with the Indonesian.
The last question was about the availability of podcast on the internet. They
stated that looking for podcast is easy, and there are many tools which provide them to
find it such as internet, apps, and many more.
DISCUSSION
In this part, the researcher discussed the research findings. The researcher
explained the research findings related to the students’ perceptions and problems about
using podcast in listening class. The data got from the questionnaire and the interview
of learners. The data from the questionnaire confirmed to the data from the interview.
The students’ perception toward the use of podcast in listening class
The first statement was about students’ feeling about podcast. Almost of the
students (74.8%) who agreed and a small number of the students (14.8%) answered
strongly agree that they like podcast. This finding is in line with Li, (2009) who stated
that students have their willingness to use podcast in learning English.
For the second statement, showed 66.1% students’ statement that podcast is easy
to use. 65.2% students felt easy playing the podcast. 56.5% agreed that podcast could be
used in different locations and time.
The third statement was whether students enjoyed in listening to podcast.

Almost of the students (72.2%) agreed and a small number of the students (16.5%)
strongly agreed that they enjoy listening to podcast. This indicates that students enjoyed
using podcast in learning English. Correlated with the finding, Edirisingha et al. (2007)
said that students enjoy learning with podcast because it is a mix of entertainment and
learning.
The fourth statement, shown 56.5% students felt motivated learning the
language by using podcast. This means that podcast can motivate the students in
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learning English. In line with that, Bolliger et al. (2010) stated that students were also
motivated by the use of podcast that was integrated into online learning.
The fifth statement, shown 73.0% agreed that they will use podcast as a learning
media later. 53.0% students stated it was useful, 43.5% students stated it was very
useful. 94.8% agreed and strongly agreed if podcast could improve their listening skills.
53.9% agreed with that podcast effective to measure student' listening skill. 61.7% agree
that podcast can help students in learning English. This means that podcast can be a
good tool to help students in learning English and improved their skills (Rossel Aguilar,
2013).
The sixth statement, shown 75.7% would recommend learning English through
podcasts to other students. 67.8% using podcast could help them in learning listening.
This indicates that students will use podcast as an alternative way of learning English.
This finding also related to previous findings which suggest that podcast is easy to use
and gained interest in learning English. But, 12.2% students stated they disagreed with
the statement. This means that the students were encountered problems in using podcast
that stopped them in listening to it.
The next statement was about students’ opinion to the length of podcast. 42.6 %
disagreed that the length of podcast was suitable for them. 22.6% disagreed that the
content of podcast is suitable for them. It means that the length of podcasts available on
the internet is too long for them. The students might feel bored and lose focus because
of the recording is too long (Bolliger et al., 2010).
The last statement, shown more than half of the students agreed (61.7 %) that
podcast should be implemented in the listening class. As Copley (2007) suggested that
the use of podcast can be more effective if it is thoughtfully integrated into curricula.
Based on the interview, most of the students had positive perceptions towards
the use of podcast in learning English. The students were asked whether they pleasured
in listening to podcast. All students said that they like listening to podcast and can
motivate them in learning English. From the data, all students agreed that podcast
motivated them to learn English. From the students’ statements above, it indicates that
materials delivered by podcast available in the internet were suitable with their needs
and engaged them to learn English.
This finding was supported by Rossel-Aguilar (2013) who stated that the
material delivered by podcast could gain students’ interest. Moreover, based on the
interview, some students also agreed that their listening skill was enhanced by listening
to podcast. This finding correlated with other researches in different contexts (e.g.,
Kavaliauskiene, 2008; Sze, 2006; Yeh, 2013) which suggested that podcast can be a
good tool in improving students’ listening skill.
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The students’ problems in using podcast in listening class
The first statement shown 30.4% students agreed the length of podcast is too
long for the students. 52.2% of the learners found the 8-10 minutes length of the
podcasts not appropriate. This means that students faced the problem regarding to the
length of podcast. Podcast with long duration “requires too much time to download, and
may cause students to lose focus” (Bolliger et al., 2010, p. 720).
The second statement was about the content of the podcast. It is known that
almost all of the students (59.1%) disagree with the statement. This indicates that
content of podcast is suitable for them. In difference, a small number of the students
(27.0%) agreed with the statements. It means that some students dislike the content
delivered by podcast as Li (2009) mentioned in his study that it was not easy for some
students to choose the appropriate podcast due to the variety of podcast sources
available on the internet.
The third statement was about the availability of podcast on the internet. 52.2%
disagreed that podcast is hard to get from the internet. This means that it was easy for
students to get podcast from the internet. Related to this finding, there are several
podcasting websites that can be used for learning English, for instance, Eslpod.com, e-
poche.net, iLounge, Apple Podcast, and Englishcaster.com (Li, 2009; Sze, 2006).
The fourth statement shows that almost all of the students (68.7%) disagreed if
podcast is difficult to use. This means that podcast is easy to handle. In contrast, a small
number of the students (14.8%) agreed that podcast is difficult to use. This means that
some students still might have problems in using podcast.
The last statement was about the ability of the students in using podcast. More
than half of the students (54.8%) disagreed with the statement. This means that students
did not have any difficulties in using podcast since it was available on the internet. Yeh
(2013) also suggests that it is better for teachers to use existing resources of podcast that
engages students’ interest in learning English. However, a small number of students
(3.5%) strongly agreed that they cannot use podcast. This problem can be caused by the
lack of information and tools in downloading and using podcast (e.g., smartphone,
laptop, and internet).
Based on the interview, the students encountered some difficulties during the
learning process. Particularly, students seem to have problems regarding to the podcast
delivered in a long duration. They found it boring and losing focus when listening to a
podcast with the length more than 5 minutes. Correlated with this finding, a study
conducted by Bolliger et al., (2010) showed a similar result that the students found it
easier to listen to a podcast with the length not more than 4-6 minutes.
In line with that, Li (2009) in his study found that sometimes the length of
podcast was quite intolerable for the students. In addition, Podcast also tended to
contain unscripted authentic material which makes the students confused because they
cannot follow the whole conversation. To deal with the problems, lecturers should pick
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convenient podcasts with appropriate duration and availability of the transcript text
(Bolliger et al., 2010; Copley, 2007; Li, 2009).
CONCLUSION
Based on the result of the research, the researcher made the conclusions that
have been described as follows: (1) The students’ perceptions towards the use of
podcast in listening class at IAIN Palangka Raya showed that students have a positive
attitude towards the use of podcast in listening class. The students have an enjoyment in
using podcast in listening class as podcast is easy to use. Students agreed that podcast
could help them in learning listening and they have willingness in using podcast as an
alternative way to learn listening. Podcast also motivated them because it engaged their
interest. The content of the podcast and clear native pronunciation derived from podcast
could hone their skills especially listening skill and speaking skill. Most of the students
also agreed that podcast was easy to get since there are many podcasting websites
available on the internet; (2) The problems of perception given by students towards the
use of podcast in listening class at IAIN Palangka Raya showed most of the students
assume that the length of podcast is too long for them. Because of that, students might
feel bored and lose focus when listening to podcast.
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Author’s Brief CV
Lizy Alfi Rahmatia was born on July 24, 1995, in Palangka Raya, second of four
children of her parents. She was joined to State Islamic Institute of Palangka Raya at
Faculty of Education and Teaching Training in English Education Study Program in
2013. Her hobbies are watching movie and playing game. Her principal of life is
whatever will be will be.
Hesty Widiastuty was born on September 28, 1987, in Palangkaraya, third of
three children of her parents. She worked as lecturer at Faculty of Education and
Teacher Training in English Education Study Program. She believes her best work is
accomplished through writing and being an active citizen of her community.
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Proceedings of the 2nd INACELT ISBN: 978-602-60251-3-5

(International Conference on English Language Teaching)

Students’ perceptions towards the use of Podcast in listening class

Lizy Alfi Rahmatia

Keywords: perception; podcast; listening course

Table 1 Subject of Research

Table 2. Range Score of Statements

Table 3. Item Specification of Questionnaires

Type of Questions Item Specfication

In data collection procedure, to answer the problems of the research, the

14 The content of podcast is suitable for me 6.1% 71.3% 21.7% 0.9%

Table 5. The Students’ Problems In Using Podcast

Percentage for each statement

Data from the interview

The students’ perception toward the use of podcast in listening class

The sixth question was to investigate students’ perceptions of the ease of

The students’ problems in using podcast in listening class

The students’ perception toward the use of podcast in listening class

The third statement was whether students enjoyed in listening to podcast.

The students’ problems in using podcast in listening class

Ary, D., Jacobs, L. C., & Sorensen, C. K. (2010). Introduction to Research in

Darwis, R. (2016). Students’ Perceptions towards the Use of Podcast in Learning

Dorney, Z. (2003). Questionnaires in Second Language Research Construction,

Feldman, Robert .S. (2011). Understanding psychology. University of Massachusetts,

Goh, C. M. (2002). Teaching Listening in the Language Classroom. Singapore:

Hasan, M. M., & Hoon, T. B. (2013). Podcast Applications in Language Learning: A

Kavaliauskienė, G. (2008). Podcasting: A Tool for Improving Listening Skills. CEJSH:

Lewis, A. (2001). The Issue of Perception: Some Educational Implications. Educare/

McKay, S. L. (2006). Researching Second Language Classrooms. London: Lawrence

Morley, J. (2001). “Aural comprehension instruction: Principles and practices” In M.

Permatasari, V. M. H. (2013). Improving Students’ Listening Skills through Podcasts at

Rost, M. (2002). Teaching and Researching Listening. London, UK: Longman.

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