USING PODCAST IN TEACHING SPEAKING AT UNIVERSITAS HAMZANWADI
DOI:
https://doi.org/10.23969/jp.v11i03.63635Keywords:
Paired podcasts, speaking proficiency, EFL learners, peer scaffoldingAbstract
Indonesian English as a Foreign Language (EFL) students persistently struggle with speaking proficiency, a challenge exacerbated by teacher-centered instruction that lacks authentic communicative practice. This study aims to investigate the effect of paired podcast activities—unscripted, collaborative digital audio tasks—on students' speaking proficiency. Employing a quasi-experimental pretest-posttest design, the research involved 46 second-semester students at Universitas Hamzanwadi, assigned to an experimental group (n=29) and a control group (n=17). Data were collected through speaking performance tests evaluated via an analytic rubric (assessing pronunciation, fluency, vocabulary, grammar, and comprehension) and a post-intervention student questionnaire. Wilcoxon Signed-Rank tests revealed significant within-group improvements for both cohorts. While the Mann-Whitney U test indicated no statistically significant difference in post-test scores between the groups (p = 0.378), the experimental group demonstrated a descriptively higher mean gain (2.55 vs. 1.24), predominantly in fluency and vocabulary, alongside a homogenized proficiency variance. Furthermore, a medium practical effect size (Cohen's d = 0.551) and highly positive affective responses (Overall M = 3.65) were recorded. The study concludes that despite sample size constraints limiting statistical superiority, paired podcast activities provide a practically meaningful, highly engaging pedagogical framework that accelerates conversational fluency and facilitates peer scaffolding in EFL classrooms.
Downloads
References
Adem, H., & Berkessa, M. (2022). EFL teachers’ cognitions about teaching speaking. Journal of English Language Teaching, 24(24), 65–94.
Anggraini, D., Andriani, D., & Afersa, M. (2025). An analysis of speaking difficulties among university EFL students. Journal of Applied Linguistics, 1(1), 58–66.
Angraeni, L., Rosmiaty, R., Chuzaimah, C., Yuriatson, Y., & Nur, S. R. (2024). Navigating barriers to English proficiency: A qualitative descriptive study among university students in Indonesia. Tamaddun, 23(2), 449–463.
Anum, L., Limbeng, Z. N., Lubis, F. A., & Nazhira, A. D. (2024). The role of prosody and intonation in English phonology: Implications for speech perception and production. English Phonology Journal, 2(3).
Argawati, N. O., Musthafa, B., & Gustine, G. G. (2025a). Self-evaluation of teacher talk (SETT): Facilitating teacher-students interaction in EFL speaking class. ELT Journal, 11(1), 381–390.
Argawati, N. O., Musthafa, B., & Gustine, G. G. (2025b). Students’ difficulties in learning speaking at the university level: An analysis of contributing factors. Linguistic and Education Journal, 9(1), 317–327.
Awad, M., Dawoody, A., Alenazi, M. H., Jauhar, A., Tajuddin, A., & Hamidi, B. (2022). Dynamic vs. diagnostic assessment: Impacts on EFL learners’ speaking fluency and accuracy, learning anxiety, and cognitive load. Language Testing in Asia, 12, Article 17. doi:10.1186/s40468-022-00179-0
Azizah, W., Allan, M., & Robert, Y. (2022). Digital-based online presentation media in improving students’ language skills. Journal of Digital Learning, 1(1), 189–204.
Conference, P., & Elmar, M. H. (2026). Developing communicative efficiency in English: Goals, methods, and classroom practices for teaching speaking skills. Interconf, 6–19. doi:10.51582/interconf.19-20.01.2026.001
David, B. (2026). Influence of digital tools on the development of oral and auditory skills of secondary school English students. Journal of Educational Technology, 11(2), 1936–1964. doi:10.23857/pc.v11i2.11203
EF Education First. (2023). EF English proficiency index: A ranking of 113 countries and regions by English skills. EF Education First.
EF Education First. (2025). EF English proficiency index: A ranking of 123 countries and regions by English skills. EF Education First.
Franscy, R. R. (2022). Problems encountered by Indonesian EFL learners. Indonesian Journal of EFL, 14(1), 1–14.
Inderawati, R. (2024). Crafting a survey instrument for educational podcasts: Integrating technology in English language teaching enhancement. Journal of Educational Technology, 12(2), 753–764.
Kanellopoulou, C., & Giannakoulopoulos, A. (2021). Internet-assisted language teaching: The internet as a tool for personalised language exploration. Creative Education, 12, 625–646. doi:10.4236/ce.2021.123043
Lastari, D. S., Putra, A. S., & Rohim, A. (2024). Investigating the utilization of TikTok application to improve nursing students’ English speaking skills. Journal of English for Specific Purposes, 13(1).
Lizamuddin, A., & Zuhri, M. (2025). Teachers’ pedagogical adaptation to digital culture: Qualitative insights from technology-mediated language teaching. Digital Education Review, 6, 203–219.
Lubis, L. H., Febriani, B., Yana, R. F., & Darajat, M. (2023). The use of learning media and its effect on improving the quality of student learning outcomes. Journal of Educational Studies, 3(2), 7–14.
Luque-Agulló, G. (2025). Teaching speaking skills in Ecuador: EFL pre-service teachers’ beliefs during the practicum. EFL Journal, 11(2), 1–28.
Masruria, W. W. (2021). Exploring self-assessment of speaking. Language Assessment Journal, 4(23), 387–400.
Mulyani, S., Damaianti, V. S., Mulyati, Y., & Sastromiharjo, A. (2023). The effectiveness of opinion gaps, reasoning, and information tasks in improving speaking skills. Journal of Language Teaching, 22(2), 113–130.
Naz, S. (2023). Role of multimedia-aided EFL classrooms in promoting learners’ interaction and participation in tertiary-level Bangladeshi students. Journal of Language and Interaction, 14(5), 1207–1214.
Nazri, M. A. (2025). Communication barriers in speaking: Challenges faced by Indonesian EFL learners. Journal of English Education, 10(5), 134–143.
Norman, M. (2021). Teaching speaking using digital media. Journal of English Education and Teaching (JEET), 5(2), 290–302.
Peña, I. A. De, & Cassany, D. (2024). Student podcasting for foreign language teaching–learning at university. University Language Journal, 14(1), 123–141.
Perry, S. (2024). Podcasting as a form of assessment: Increasing student motivation in academic English-speaking assessment. Language Testing in Asia, 14. doi:10.1186/s40468-024-00288-y
Sukarni, S., Sudar, S., & Vezner, I. (2025). Enhancing pronunciation skills through British Council podcasts: Learners’ beliefs and learning experiences. Pronunciation Journal, 13(1), 54–70.
Tarchi, C., & Mason, L. (2023). Learning across media in a second language. European Journal of Psychology of Education, 38(4), 1593–1618. doi:10.1007/s10212-022-00652-7
Turner, J. (1998). Assessing speaking. Annual Review of Applied Linguistics, 18, 192–207. doi:10.1017/S0267190500003548
Wakefield, A., Pike, R., & Amici-Dargan, S. (2023). Learner-generated podcasts: An authentic and enjoyable assessment for students working in pairs. Assessment & Evaluation in Higher Education, 48(7), 1025–1037. doi:10.1080/02602938.2022.2152426
Wolfe, N., & Duhaney, D. (2025). Learner-generated podcasting in the English as a new language classroom: A literature review. Journal of New Language Learning, 36, 117–135.
Yenkimaleki, V. M., & van Heuven, V. J. (2023). Effect of pedagogic intervention in enhancing speech fluency by EFL students: A longitudinal study. Language Teaching Research. doi:10.1177/13621688231205017
Yoestara, M., & Putri, Z. (2019). PODCAST: An alternative way to improve EFL students’ listening and speaking performance. Englisia, 6(1), 15–26.
Yuliasri, I., Wedhanti, N. K., Trika, I. K., & Ana, A. (2025). Balancing fluency and accuracy: A comparative analysis of error tolerance in English for food and beverage service from recruiters’ and instructors’ perspectives. ESP Journal, 9(3), 472–483.
Yuste, B. C., & Peña, C. (2023). Podcasts’ effects on the EFL classroom: A socially relevant intervention. Smart Learning Environments, 10, Article 1. doi:10.1186/s40561-023-00241-1
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Pendas : Jurnal Ilmiah Pendidikan Dasar
This work is licensed under a Creative Commons Attribution 4.0 International License.
