STUDENTS' PERCEPTIONS ON USING PODCASTS TO IMPROV STUDENT’S

LISTENING SKILLS AT SMAN 4 PEKANBARU

ATIKA DINDA MAYASARI

NPM 206310093

Advisors

Dr. Sri Yuliani., M.Pd

NIDN

ENGLISH LANGUAGE EDUCATION

FACULTY TEACHER TRAINING AND EDUCATION
RIAU ISLAMIC UNIVERSITY
PEKANBARU
2022
 TABLE OF CONTENT

TABLE OF CONTENTS

CHAPTER I. INTRODUCTION
1.1 Background of the Problem
1.2 Setting of the Problem
1.3 Limitation of the Problem
1.4 Formulation of the Problem
1.5 Purpose of the Problem
1.6 Definition of the Key Term

CHAPTERII. REVIEW OF LITERATURE

2.1 Theories of the Research
2.1.1
2.1.2
2.1.3
2.1.4
Conceptual Framework
2.2 Hypothesis of the Research

CHAPTER III. RESEARCH METHOD

3.1 Research Design
3.2 Population and Sample of the Research
3.3 Instrument of the Research
3.4 Data Collection Techniques
3.5 Data Analysis Techniques
 CHAPTER I
INTRODUCTION

1.1 Background of the Problem

In this modern era, the use of English is a must that is important to be mastered by anyone.
Because English is a universal language and almost all countries use this language as an
international language, it makes all students, students, workers and others able to use English
well. In the listening process, students tend to experience difficulties. Ur (2000) states that there
are 6 difficulties faced by students. First, sound problems, many messages are not delivered
because the sound is not clear. Second, difficulty in understanding every word spoken, one of the
things that can cause this to happen is due to lack of vocabulary. Third, unable to understand the
meaning and natural speech of native speakers, many native speakers speak very well fast which
makes it difficult for students to catch what is being conveyed. Fourth, it is necessary to repeat
listening more than once, many students still cannot digest the message from the speaker with
just one repetition. Fifth, difficulty following every word, this is one of the things that students
often do is translate all the words. And sixth, fatigue, one of the causes of which is information
that is too long, the speed at which the speaker conveys his message, and so on. this is one of the
things that students often do is translate all the words. And sixth, fatigue, one of the causes of
which is information that is too long, the speed at which the speaker conveys his message, and so
on. this is one of the things that students often do is translate all the words. And sixth, fatigue,
one of the causes of which is information that is too long, the speed at which the speaker conveys
his message, and so on.
From some of the difficulties above, many students who experience it try to overcome this by
using media as a tool to improve their hearing. Media has become an interesting part of the
current learning process. It helps students to easily understand the material. There are lots of
various listening media such as podcasts, radio, music, movies, and so on. Hasan and Hoon's
research (2012) found that podcasts can motivate students to improve their skills in learning
English, especially listening.
In addition, (Listiyaningsih, 2017) also states that one way to improve listening skills is to
listen to songs in English. Listening to English songs can improve listening skills. When
someone listens to songs in English, their ears will unconsciously get used to hearing so that
when listening in class, someone who is used to listening to songs will find it easier to get the
meaning of what the narrator is saying. When learning English, especially in listening, there are
many media that can help students improve their listening skills, such as in videos, films and
songs (Simamora & Oktaviani, 2020).
In this study, researchers used a digital platform called Spotify. This platform is available in
the form of an application which of course can be downloaded on a mobile phone or accessed via
a PC device. Apart from being a medium used to listen to songs, this application also has a
podcast feature which can be listened to online and can be listened to offline if it has been
downloaded. This media can be easily accessed using or without internet access. The students
felt that the use of podcasts had a positive impact on learning English. Many of them are also
aware of the benefits of using podcast media and feel an increase in their listening skills. From
these reasons,

1.2 Setting of the Problem

Researchers conducted their research at SMAN 4 Pekanbaru. Located at Jln. Adi Suucipto,
Pekanbaru City, Riau. The focus is on students in the academic year 2022/2023. The SMAN 4
Pekanbaru is a school with English language education as a lesson. This school has 4 teachers
who teaches the English language. Also, the school was one of teaching English, can be
categorized into good categories. All the teachers have good qualifications and are professionals
in their profession as a teacher. Each has the best method to teach their students English as a
foreign language. Furthermore, students in the English education program have many different
ways to learn listening by using posts. They not only accept the knowledge from the teacher's
explanation but also, have the initiative to learn English, especially listening by using podcasts
independently.
1.3Limitation of the Problem

In this study, researchers collaborated with English teachers agreed to investigate the media
used to teach English to students of SMAN 4 Pekanbaru, specifically to teach listening skills.
Due to eligibility research, it is nearly impossible for the researcher to complete all of the
problems found at SMAN 4 Pekanbaru. Therefore, based on background and problem
identification, researchers and English teachers limit problems in research using podcasts to
improve students' listening skills at SMAN 4 Pekanbaru in the academic field in 2022/2023.

1.3 Formulation of the Problem

Based on the background researcher formulates the following research question: What is
student perception of the use of English Podcast and Music application to improve the students'
listening skills at the SMAN 4 Pekanbaru?

1.4 Purpose of the Problem

Based on the problem of the study, the purpose of this study is to discover the students'
perception of using English podcasts and music in improving listening skills and to find out the
favorite type of English podcast that has an effect on improving listening skills.

1.5 Definition of the Key Term

a. Media for increasing listening skills in learning English

The word media, plural of medium, is from the Latin word for middle and describes
which is the stand between the receiver and the source of the message. It is commonly
used to describe ways to convey information and entertainment. The term multimedia
often describes highly sophisticated technology, such as CD-ROM and Internet web sites,
which incorporate text, sound, vision and animation. In general, we understand
technology to embrace things like radio, TV, video, telephone, fax machines and
computers (Terry, 2000).
b. Podcasts
According to Constantine (2007), podcasts are internet audio designed to be listened to
and downloaded on electronic devices such as Smartphones, tabs, and laptops. Podcasts
in this study refer to the students' activity in listening to some information from electronic
devices. Podcast media is very popular among the wider community, not only among
adults, but also among high school students and even college students. According to
Constantine (2007), the podcast is a combination of two words, namely: iPod and
broadcasts. Podcasts are modern digital technology in the form of audio and video files
that are available on the web and can be easily downloaded for free on any device
connected to the internet.
c. Listening Skills
Steinberg (2007) stated listening as the process of understanding what we hear from the
speaker, which is a process that involves receiving, interpreting, and understanding a
message to be responded to, so planning the next conversation is an active listening
activity. Listening skills in this study refer to students' ability to practice their listening
comprehension and understand what they have alread
 CHAPTERII
REVIEW OF LITERATURE

2.1 Theories of the Research

2.1.1 Definition of Listening
Listening is one of the skills in a language that needs to be learned because
listening is one of the important components of communication. Harmer (2000) agrees
with the statement that listening is an important part of communication and is considered
special because listening comprehension is a process of receiving, processing, and
interacting with the knowledge that our minds already have and then solving it instantly.
Listening is an active process of receiving and responding to spoken messages.
Listening is receiving language by ears such as letters, stresses, rhythms, and pauses, then
using the brain to convert them into important messages. Vandergrift (2002) states that
listening is a complex and active process of interpreting. In understanding, listeners need
to reconstruct the speaker's original intent by utilizing bottom-up and top-down
processing strategies, and by leveraging what they already know to draw new knowledge.
From some of these understandings, it can be concluded that listening is an active process
that determines the message meaning of the sound, not only hear but also produce results
from what is heard.
2.1.2 Listening Process
Listening is an internal process. Listening determines what the listener
understands from what is conveyed by the speaker. Some experts describe what happens
when we listen. Wilson (2008) distinguishes the listening process into two categories,
namely bottom-up and top-down. The bottom-up is more on the analysis of words,
sounds, and grammar that can create meaning. In detail, the bottom-up process includes
more specific details, such as recognizing groups and sequences in word patterns by
understanding messages using prior knowledge and linguistic knowledge. Top-down is
more on the process of interpreting the message conveyed by the speaker by using the
listener's knowledge related to the topic, situation, contextual, schema or script, type of
text, and language to help listeners interpret spoken language and anticipate what will
 happen next (Wilson, 2008). The top-down process focuses more on the main idea,
describes, summarizes, and summarizes the results of what the speaker conveys.
According to Collins (2009), there are 5 categories of listening processes, namely:
1. Listening (Receiving)
This auditory process is also known as a neurological process, where this process
refers to sound waves to stimulate the sensory and physical responses of the ear.
2. Understanding (Learning)
This step process helps listeners to understand symbols, where after we see and hear
we have to analyze the meaning of what we have heard, namely mind awareness to
relate directly to the intention to understand and be understood.
3. Remember (Remember)
In the process of listening, the listener not only receives and interprets the content of
the message but also stores what the message is conveyed, even though the memory
that we store is not the same as what was seen and heard when the speaker delivered
the message .
4. Remembering (Judging)
In this process, the listener will actively weigh the evidence, sort out facts and
opinions to determine the information from the message, and determine whether it
will remain in long-term memory or may be lost.
5. Respond (Answer)
In the process of responding, the listener's awareness and concentration are very
important, because the listener will respond by answering so that the speaker knows
that his message has been heard and understood well.
From this statement, we can see that listening is not just hearing, but there are
processes from the beginning until we finally understand and can respond to what is
being conveyed. The listening process involves five stages, namely: listening
(Receiving), understanding (Learning), remembering (Remember), remembering
(Judging), responding (Answering).
2.1.3. The Difficulties of Listening
Listening as one of the most important skills in mastering a second or foreign
language is a difficult skill for some students to master. According to Ranukadevi (2014),
in English listening has an important role, because listening is one of four skills in
language development. For students, listening is considered a big challenge because they
often have difficulty understanding the meaning and purpose of the speaker. According to
Indahsari (2020), there are several difficulties in the listening aspect, namely the use of
different accents, idioms, and uncommon vocabulary. This happens because English is
minimally used every day, even when studying in class students are accustomed to
listening to non-native speakers so it is difficult for students to understand and obtain
information from what native speakers convey in a lesson or test. Some other difficulties
in listening according to Yilmaz & Yavuz (2015), are difficulties in remembering what
has been heard, accenting, and limited vocabulary mastery. According to Ur (2000), there
are 6 difficulties faced by students in the process of learning to listen to a foreign
language, namely:
1. Problems with sound
Many do not realize that inaccurate sound can make listeners not understand the
content of the message.
2. The difficulty to understand every word spoken
This is a very common problem where the listener does not realize that he has been
fertilized with important information without having to understand all the words
spoken.
3. Can't understand speech quickly
Often learners need a natural speech from native speakers to be spoken slowly, and
this is not a good thing to make learners understand speech quickly but instead make
learners learn slowly. Sometimes even though the speaker speaks quite fast and
makes it difficult for students to understand quickly but it will help students to get
used to it and start persevering and studying extra to hone their listening skills.
4. Need to repeat more than once heard
The need to hear something more than once often happens to students because they
are still lacking in terms of listening because they cannot grasp the meaning of the
content conveyed by the speaker either because of the speed or even vocabulary that
is not familiar to students.
5. The difficulty of following every word
 Many students find it difficult to follow and feel overwhelmed every time the
information comes in which makes them stop trying to understand every piece of
information and makes them learn to choose what is important and ignore information
that is not important.
6. feeling tired
One of the reasons for feeling tired when listening is too long information, the speed
of the speaker when delivering the message, and other funds. The difficulties in
hearing have been mentioned by many experts according to their respective studies.
The statement above is only one of them, from what I have mentioned above it can be
seen that there are some difficulties faced by students in mastering listening such as
difficulty understanding every word, problems with sound, and others.

2.2 Podcast in Brief

2.2.1 Podcasts
Podcast media is very popular among the wider community, not only among
adults, but also among high school students and even college students. According to
Constantine (2007), the podcast is a combination of two words, namely: iPod and
broadcasts. Podcasts are modern digital technology in the form of audio and video files
that are available on the web and can be easily downloaded for free on any device
connected to the internet. Podcasts can be regularly updated on the web using really
simple syndication (RSS) which makes it easy to upload automatically to a computer or
web (Nisa, 2018). Usually, the duration of a podcast consists of a few minutes, some
even up to an hour, and some are more than an hour. The material in the podcast is
available on various topics prepared by speakers so that people can easily choose topics
that they find interesting to listen to and learn from. Listeners can listen to podcasts easily
and comfortably after downloading them on the internet. From the understanding above,
it can be concluded that podcasts are digital media files available on the web and can be
downloaded anytime and anywhere via electronic devices.
2.2.2 Types of Podcasts
In the last decade, podcasts have transformed from a specialized medium to a popular
form of entertainment on par with traditional media. There is a wide variety of material
being read in podcasts today that can attract many people to podcasts. According to Santo
(2021), there are 8 main types of podcasts, namely:
1. Interview podcasts
An interview podcast will usually involve one or two people as presenters and with
one or more guests per episode. In this format, guests will talk about unique skills or
insights on a specific topic, industry or theme.
2. Conversation podcasts Conversation podcasts are very similar to traditional radio
shows, where two presenters or one host and one guest will have an entertaining
conversation about specific themes and topics. Oftentimes, presenters will cover
trending news or provide insightful or humorous comments.
3. Monologues podcasts
Monologue podcasts are podcasts where only one host will speak the entirety of each
episode. Podcasts like this are usually hosted by someone who is an expert in a
particular field so that the audience who listens to learn about a particular topic will
get the information conveyed.
4. Storytelling/Investigation Podcast
In the Storytelling/Investigation Podcast format, there will be one or more presenters
per episode to tell the whole story or chapter of the ongoing story. And each episode
covers a specific case with varying details.
5. Roundtable podcasts
Roundtable podcasts or panel events, in this format there will be a consistent group of
presenters who will take turns providing commentary and conversation around a
specific topic.
6. Theatrical podcasts
Fiction podcasts have been a growing trend over the years. Theatrical podcasts are
very similar to audiobooks in that their shows consist of a single host telling fun
stories to entertain listeners.
7. Podcasts reused
Reused podcasts are podcasts that already exist and are then converted and reused as
new podcasts.
8. Hybrid podcasts
 Podcasts are a very flexible medium. Hybrid podcasts are podcasts that mix or match
two formats into one podcast. For example, a podcaster with expertise in a particular
subject area might host a monologue-style podcast and occasionally interview guests.
According to the statement above, it can be concluded that there is so
many types of podcasts that we can listen to and we can choose which type we are
want or which we think is fun and easy to understand.

2.2.3. Advantages of Podcasts

Indriastuti and Saksono (2014) in their research found that there are
several advantages of podcasts, including: (1) Learning resources for students. (2)
Efficient, easy to store, and can be used anywhere. Due to the small file size, it can be
downloaded via a computer or mobile phone that is connected to the internet network. So
it can be played anywhere and anytime. (3) Ease of listening. We can choose whether to
just listen to it or download it to be stored and listened to at any time without having to
go through the internet network 4) Easy distribution through portals that can save time
and costs 5) Bandwidth friendly (bandwidth). Bandwidth friendly is because the file size
to be uploaded and downloaded is compressed in a digital format with a small size, so
only a small bandwidth is required for data transfer.
There are many advantages of podcasts, some of which have a lot of material so
students can choose what material they want to hear and study according to what they
need. One of the innovative uses of podcasts is when students hear and read transcripts of
the podcast (Constantine, 2007), this not only helps students' listening skills but also
helps in improving pronunciation fluency, and acquiring new vocabulary. Podcasts not
only help students, but podcasts also help teachers in facilitating the teaching process
with lots of language material to teach.
2.2.4 Disadvantages of Podcasts
Podcasts are media files in the form of audio and video that are loved by almost
everyone. There are many advantages of podcasts, especially for improving the language.
Of the many advantages, of course, podcasts also have some disadvantages, according to
UKEssays (2018), there are 4 disadvantages of podcasts, namely 1. Takes a lot of time.
Some podcasts take too much time to download if the files are too large. 2. Not easy to
 find. Even though technology has been developed at this time, sometimes it is a little
difficult to find the material directly in the file. 3. Accessibility issues. When
downloading or playing podcasts, it takes a good and fast connection to be easy and
convenient. 4. Easily tired. When podcast material has a long duration, that's where
listeners find it difficult and feel bored. Barto (2008) in his research found the drawbacks
of students in using podcasts, which are time-consuming and costly. Podcasts have
various durations, podcasts with a duration of up to 10 are more time-consuming and are
not suitable if they are implemented in the classroom. Also, podcasts are considered
expensive because not all students have technological tools such as mobile phones and
others that can be used to download or play podcasts. From some of the disadvantages
above, it can be said that podcasts not only have advantages that help students, but
podcasts also have disadvantages for some students Podcasts are considered expensive
because not all students have technological tools such as mobile phones and others that
can be used to download or play podcasts. From some of the disadvantages above, it can
be said that podcasts not only have advantages that help students, but podcasts also have
disadvantages for some students Podcasts are considered expensive because not all
students have technological tools such as mobile phones and others that can be used to
download or play podcasts. From some of the disadvantages above, it can be said that
podcasts not only have advantages that help students, but podcasts also have
disadvantages for some students

2.3. Podcasts and Language Learning

Podcasts are widely used in student language learning because podcasts are easy
to find, easy to use, and free of cost whereas podcasts only require internet access. Once
downloaded, podcasts allow students to choose when and where they want to listen to
podcasts without needing internet access again. Besides being easy to download, podcasts
are also easy to share and even edit. Podcasts are an interesting option that can motivate
students in the language learning process, one of which is listening learning. In the
process of learning languages, especially listening, teachers can use podcasts to listen
because according to Abdulrahman, Basalam, and Widodo (2018) in teaching listening,
the language material used is required to practice listening comprehension. therefore,
podcasts as one of the audio listening tools are great tools to achieve this goal. Asmawati
(2005) stated that podcasts are internet audio publications as sources in the academic
field that have the type of material for learning. Kavaliauskienė (2008), states that
podcasts are a provider of teaching materials for language teachers because podcasts have
many topics.
The application of podcasts in the classroom takes a long time because podcasts
have many topics, so teachers need to select and sort out materials that are appropriate to
the material being taught and which can develop students' listening processes. In the
research of Rachmaniputri, Purnawarman, and Gunawan (2020), there are several steps
they take to implement podcasts in the classroom, namely: determining podcast topics
that follow school material, compiling lesson plans, and then implementing podcasts in
class. Media podcasts provide good affirmative reasons for students if it will bring
students closer to the target language, and it affects students' attitudes and motivation.
Mohammadzadeh (2010) suggests that podcast material can increase students' motivation
and help them speak more independently and confidently. By using podcast media,
teachers can help students build self-confidence and make learning situations
comfortable. This confidence can be increased because of their ability to understand the
rhetoric of a particular topic through repeated listening and oral performance (Samad,
2016). This understanding makes them perceive the learning process as fun. Furthermore,
Patten and Craig (2007) state that the use of podcasts empowers scholars to manage their
own time which means it allows them to study at a time that suits them, control their
literacy, and regulate their literacy pace during the specified lecture time This confidence
can be increased because of their ability to understand the rhetoric of a particular topic
through repeated listening and oral performance (Samad, 2016). This understanding
makes them perceive the learning process as fun. Furthermore, Patten and Craig (2007)
state that the use of podcasts empowers scholars to manage their own time which means
it allows them to study at a time that suits them, control their literacy, and regulate their
literacy pace during the specified lecture time This confidence can be increased because
of their ability to understand the rhetoric of a particular topic through repeated listening
and oral performance (Samad, 2016). This understanding makes them perceive the
learning process as fun. Furthermore, Patten and Craig (2007) state that the use of
 podcasts empowers scholars to manage their own time which means it allows them to
study at a time that suits them, control their literacy, and regulate their literacy pace
during the specified lecture time

2.3 Relevance Studies

There are several studies related to the use of podcasts in learning listening. The
first, a study done by Putri Awalia A. (2021) entitled “Students Perception on the use of
podcasts in listening comprehension”. The result of the percentage on this study, it shows
students have a good impression of the podcast. Means, students have positive responses
toward the podcast. Based on the results of the questionnaire all of students agree with
the importance of identifying the main idea and message of the content in the podcast,
also all of students understand how to find the main idea and message of content in the
podcast, which is related to the purpose of this study.
The second study done by Nurningsih (2022) entitled “Students' Perceptions On
Using Podcasts To Learn Listening At The Mts Negeri 1 Mataram”. This study was
aimed there were helpful, improved understanding, pronunciation, enriched vocabulary,
and fun. However, the use of podcasts has drawbacks. There were unfamiliar accents, and
unfamiliar words that challenge students with the sound of the speaker being unclear, and
also the situation in the class is sometimes not always supportive or physical.

2.4 Conceptual Framework

Listening is perhaps the most critical element in language and language learning, for
it is the key to speaking, and beyond that, reading and writing. Particularly in the workplace,
that skill is used at least three times more than speaking, and four to five times more than
reading and writing. Listening and speaking are often taught together, but beginners,
especially non-literate ones, should be given more listening practice than speaking practice.
Listening skill is a complex active skill of interpretation in which listeners match what they
hear and what they already know.
Considering the importance of listening in language learning and teaching, it is essential
for language teachers to help their students become effective listeners. Teaching listening
means transferring some material by giving the understanding of the language system. It is
 better conducted continuously so that the students are familiar with the material. Teaching
listening process in SMA should be appropriate with the purposes. Beside that, the process
must be equipped with the right materials so that the teaching and learning process will be
interesting. The materials are usually equipped with some media to make the teaching and
learning process more interesting.
There were some problems found at SMAN 4 Pekanbaru related to the listening activity.
The first problem was the students were seldom conducting the listening activity in the
listening laboratory. Second, they have lack of vocabulary. Third, they had a lack of English
sound and spelling. To overcome those problems, the English teacher had just used the LKS
when conducting listening activities. Teachers also used songs to check students' vocabulary
mastering. Looking for those situations, the researcher tried to improve students' listening
skills through podcasts. Podcasts is an audio program on the Web which are usually updated
at regular intervals. It is easy to find and download on the internet. Sometimes the audio is
equipped with a transcript, so it can help students understand what they hear.

2.5 Hypothesis of the Research

1. Podcasts are a good medium in the process of learning English
2. Learning English listening skills can be improved using podcast media
 CHAPTER III
RESEARCH METHOD

3.1 Research Design

This research used a qualitative research. A qualitative method defines as an inquiry process
of understanding a social or human problem, based on building a complex, holistic picture,
formed with words, reporting detailed views of informants, and conducted in a natural setting.
(Creswell, 1994). This research was classified into descriptive research which involved
collecting data in order to find the answer to the problem statement. As a descriptive study, it
focuses on the students' perception on the use of podcasts in listening comprehension

3.2 Population and Sample of the Research

The participants involved in this research were 59 students of SMAN 4 Pekanbaru. The
students were selected as the participants because all of them had already experienced using
podcasts as the media in learning English before.

3.3 Instrument of the Research

According to Creswell (2012: 157) the instrument is to measure the variables in the study
may not be available in the literature or commercially. For the instrument, the researcher used
the questionnaire as the instrument of this qualitative and quantitative research. It consists of 11
questions. In this research, the instrument used by the researcher was a questionnaire. It is
appropriate to investigate attitudes, perceptions and opinions. (Cohen et al., 2007)

The information that we hope to obtain will of course vary from situation to situation. In this
research, the instrument was used to know the students' perceptions on using podcasts to improve
students' listening skills. The questionnaire consisted of several stages; First stage, the researcher
joined the class while the students were doing the listening process. Second stage, after finishing
the previous activity, the questionnaire was distributed to the students. The last stage, the
students answered the questionnaire and submitted it. This questionnaire was to know if podcasts
had impacts on students in improving listening skills.

3.4 Data Collection Techniques

Data collecting method was the method to obtain data. The data from this research were
collected by administering the answers to the questionnaire. The researcher chose scaling method
in the process of measures the objects. The category of scaling method that the researcher used
was the closed question in which the respondents had to choose the limited number of potential
answers. In this case, the answer of the instrument would be straightforward strongly agree,
agree, neutral, disagree, strongly disagree. The instrument was to know how podcasts could
make some impacts of students' perception to improving listening skills using podcasts.
Therefore, the researcher must choose some instruments in the data collecting process. There
were two steps of collecting data used in this research they were:
1. Observations
Before giving the questionnaire, the researcher observed the real conditions of the
students first. It consists of two aspects including, the media of listening and the
impact of the media on the listening output. All of the aspects consist of the
condition yes or no.
2. Questionnaire
To get a data, a questionnaire was given to the students. Originally, there were 11
statements in the questionnaire. This questionnaire was given to know students'
perception on the use of podcasts in improving listening skills. The respondent was
asked to do a set of questionnaires.

3.5 Data Analysis Techniques

This research utilized qualitative and quantitative data. Meriam (1998) discusses several
approaches to data analysis, including ethnographic analysis, narrative analysis,
phenomenological analysis, and constant comparative method. According to Miles and
Huberman (1984) the qualitative data are divided into four phases, including: data collection,
data reduction, data display, drawing and conclusions. First phase was data collection, this
became the basis to analyze before jumping to the next phase. In this phase all of the data
submitted according to the procedure of collecting data. Second phase was data reduction, this
referred to the process of selecting where, focusing, simplifying, abstracting, and transforming
the raw data and researchers would later analyze the original data in different ways. Third phase
data display, this was the process where the data was organized and summarized in order to draw
the conclusion. This also showed in which stage the analysis had reached. Fourth phase
drawing / verifying conclusions, the final phase of concurrent flows. After reduction and display,
all the data was drawn from the beginning of the data collection. The qualitative analyst
considered the analyzed data mean and to access the implications for the questions. Final
conclusion may not appear until data collection is over. The qualitative analyst considered the
analyzed data mean and to access the implications for the questions. Final conclusion may not
appear until data collection is over. The qualitative analyst considered the analyzed data mean
and to access the implications for the questions. Final conclusion may not appear until data
collection is over.

In quantitative, In collecting the data, the researcher presents some procedures as below:

1. The researcher gave pre-test at the first meeting to know the first knowledge of the
students.
2. The researcher gave the treatment to the students after doing the pre-test to develop the
students' achievement using Podcast.
3. The researchers gave the post-test at the last meeting, after treatment to know the
developing or the result of the student knowledge. (Nurhasanah & Suryaman, 2022)
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