STUDENTS’ PERCEPTIONS TOWARDS THE USE OF PODCAST CREATION IN LISTENING-SPEAKING CLASS AT THE THIRD SEMESTER OF UIN SALATIGA IN THE ACADEMIC YEAR OF 20242025

Kafabih, An'Im Bima (2025) STUDENTS’ PERCEPTIONS TOWARDS THE USE OF PODCAST CREATION IN LISTENING-SPEAKING CLASS AT THE THIRD SEMESTER OF UIN SALATIGA IN THE ACADEMIC YEAR OF 20242025. Other thesis, IAIN SALATIGA.

	Text An’im Bima Kafabih - 23030210045 - STUDENTS’ PERCEPTIONS TOWARDS THE USE OF PODCAST CREATION IN LISTENING-SPEAKING CLASS AT THE THIRD SEMESTER OF UIN SALATIGA IN THE ACADEMIC YEAR OF 20242025.pdf Download (809kB)
	Text An’im Bima Kafabih - 23030210045 - STUDENTS’ PERCEPTIONS TOWARDS THE USE OF PODCAST CREATION IN LISTENING-SPEAKING CLASS AT THE THIRD SEMESTER OF UIN SALATIGA IN THE ACADEMIC YEAR OF 20242025.pdf Download (809kB)

Abstract

This study investigated students' perceptions toward podcast creation in Listening-Speaking for Academic Purposes classes and examined its influence on language skill development. The study was guided by two main questions: (1) How do third-semester students at UIN Salatiga perceive the use of podcast creation in their Listening-Speaking class during the academic year 2024/2025? (2) In what aspects does podcast creation enhance students’ improvement in listening and speaking skills, especially in relation to confidence, fluency, and comprehension? While previous study predominantly focused on podcast consumption for language input, this study explored podcast creation as a student-centered, output-based pedagogical approach. The study employed a qualitative descriptive methodology involving eight third-semester students from UIN Salatiga who had completed podcast projects during the 2024/2025 academic year. Data were collected through semi-structured interviews and analyzed using Robbins and Judge's (2013) perception theory framework, encompassing cognitive, affective, and conative aspects, alongside Brown's (2004) listening-speaking competence theory. Thematic analysis was conducted to identify patterns in students' experiences and skill development outcomes. Findings revealed overwhelmingly positive student perceptions across all perception dimensions. (1) Students showed positive perceptions across all dimensions. They viewed podcast creation as an innovative and engaging method, felt increased motivation and enjoyment, and demonstrated collaborative and independent learning behavior. (2) Podcast creation supported improvements in confidence, fluency, and listening comprehension through repeated practice, self-reflection, and authentic communication tasks.

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