this file 4634 8956 1 SM

Journal of English and Education 2016, 4(2), 80-100

STUDENTS’ PERCEPTIONS TOWARDS THE USE OF PODCAST IN
LEARNING ENGLISH: A CASE STUDY OF THE SECOND GRADE
STUDENTS AT ONE HIGH SCHOOL IN BANDUNG
Robi Darwis
Department of English Education, Indonesia University of Education
Abstract: The development of ICT has brought into innovative ways in second
language learning, especially English. Podcast is considered as part of ICT that has
been widely used and proved as an effective tool in teaching English. However,
Indonesian teachers are still not aware of this technology and its benefits. Therefore,
this study was employed to investigate the students’ perception towards the use of
podcast in learning English. In addition, the problems that the students encountered
were also investigated. This study involved thirty-three students of the second grade in
one high school in Bandung as participants. Questionnaire and interview were the
instruments used in this study to collect the data. After having the findings, the study
showed that the students had positive attitude towards podcast. Most of the
participants agreed that they like podcast because it helped them in learning English.
The content and clear native pronunciation derived from podcast also engaged their
interest and made learning more exciting. However, there were also some problems
faced by students in using podcast. The main problem that the students encountered

was the length of podcast which was too long. Another problem was caused by lack of
sophisticated gadget such as smartphone, laptop, and also internet access that made
students find it hard to get podcast. Nevertheless, the findings suggest that podcast can
be a good tool in improving students’ English skills.
Keywords: ICT, Podcast, Students’ perceptions, English teaching and learning

The use of technology in language

Introduction
New technologies have provided many

learning may vary, for instance, as a media

implications to the language learning due

for teaching and learning language. One of

to the high-tech development and the

the most influencing media in language

evolution of ICT (Istanto & Indrianti,

learning is audio media. Traditional audio

2011). The implications work both on the

media formats such as vinyl, cassettes,

view of educators and students. Educators

CDs and DVDs have been used for

agree that the use of new technology help

decades. Researchers agreed that its

them a lot in their profession. In addition,

implementation in language learning gives

students have the same feeling that

many benefits both for teachers and

learning with the implementation of new

students. The benefits mostly come from

technology has become more engaging and

its practical use that makes language

fun.

learning

easier

and

more

satisfying.

Furthermore, as the technology continues
80

Robi Darwis
Students’ Perceptions towards The Use of Podcast in Learning English: A Case Study of The Second Grade Students at One High
School in Bandung

to develop, the use of audio media in

lecture materials and off-campus courses

language

more

(Copley, 2007; Spies, 2011). Recent

satisfying. Since the arrivals of the digital

studies have proved that podcast can be

era, audio media utilization in teaching

implemented in the field of English

language has become easier to use. It goes

teaching and learning.

learning

becomes

online through the use of websites, online
learning

environments,

Research

in

podcasting

for

learning

language teaching and learning English

management systems and podcast (Rossel-

has been investigated by many researchers

Aguilar, 2013)

(e.g., Bolliger et al., 2010; Kargozari &

Recently,

educators

begin

to

Zarinkamar, 2014; Kavaliauskiene, 2008).

recognize podcast as an effective tool in

Kavaliauskiene (2008) investigated the use

language teaching and learning (Yeh,

of podcasts as listening tools outside the

2013). Podcast is a new technology that

class, used by 27 students of psychology

has attracted a rapid attention from

and law at Mykolas Romeris University,

educators in the late few years. Also, it has

Lithuania. The study showed that most of

been one of the hottest topics in education

the participants respond to podcasts as a

(Zhao & Jiao, 2012). The podcast itself is

good tool for enhancing their listening

defined as audio or video files on the web

skills. Moreover, Hasan and Hoon (2013)

which can be downloaded to a computer or

have reviewed twenty journal articles

Mp3 player (Sze, 2006). In line with that,

regarding the research of podcasting in a

Rajpal et al. (2011) describe Podcast as

late few years. The findings from the

“a standard digital audio and video

review

broadcast that can be downloaded and

podcasts greatly supported the students in

played in mobile devices,

iPhones and

improving their English skills and other

iPods” (p. 260). Moreover, podcasts’

aspects such as grammar, vocabulary and

content can cover a wide range of topics

pronunciations. Second, most of the

such as songs, jokes, stories, poems, or

students

some specific language features such as

perceptions towards the use of podcasts in

pronunciation, vocabulary and grammar

English learning. Although there have

that can be applied as a source of materials

been many researches in the field,

for teaching (Sze, 2006). Besides, the

however, further research still needs to be

podcast can also be used as supplementary

conducted
81

underlined

showed

two

good

considering

things;

attitudes

many

first,

and

uncover

Journal of English and Education 2016, 4(2), 80-100

possibilities in the integration of podcast in

as how computer and internet can be

language learning with different contexts

integrated to improve the efficiency and

and countries.

effectiveness in the process of teaching

Most of the research point out that

and learning. It holds a promising capacity

podcast can bring benefits into teaching

to provide a higher potential for teachers

and learning English (Li, 2009). Yet, even

and students to develop their individual,

if there is an innovation in teaching and

intellectual, and creative

learning English proved effectively in

Ogiegbaen & Iyamu, 2005).

certain context or country, its implication

ICT

has

ability (Adua-

provided

a

great

in Indonesia contexts still needs to be

opportunity for teachers and students in

examined (Suherdi, 2012). Since the

improving language skills through a

application of podcast in Indonesia is

systematic

considered

further

appropriately and effectively used. It

investigations are needed to be held. Thus,

creates a new learning environment that is

this research investigates the students’

rich of learning materials in the form of

perception towards the use of podcast in

digital textual, picture, audio, video and

learning English in Indonesian context. In

other interactive features (Young, 2003).

addition, problems that the students may

Therefore, educators in the field start to

encounter are also identified.

design and integrate ICT in language

as

a

new

thing,

application

where

it

is

learning to develop better strategies in
learning

Literature Review


and

teaching

process.

The

ICT in Language Teaching and

implementation may vary, such as E-

Learning

learning, integration of computer software,

Over the past decades, information

social media, audio and video broadcast,

and communication technology (ICT) has

E-mail,

brought into innovative strategies in

audiocassettes,

second language teaching and learning,

Nevertheless, the proper way in using it is

particularly English as a second language

the main key to a successful integration of

(ESL) (Young, 2003). Van Damme (2003)

ICT in language learning.

defines

ICT

as

as

well

Researchers

telecommunication

as

the

use

CD-ROMs,

assert

that

of
etc.

the

technologies that are integrated with

integration of ICT in language teaching

computers,

multimedia

and learning have many benefits. Young

system (as cited in Kaffash et al, 2010, p.

(2003) investigated the potential impact of

64). Commonly, ICT in education related

integrating internet into an ESL class in a

networks

and

82

Robi Darwis
Students’ Perceptions towards The Use of Podcast in Learning English: A Case Study of The Second Grade Students at One High
School in Bandung

vocational high school in Taiwan. The

in ICT (Ogott & Odera, 2012; Salehi &

study which involved twenty-nine students

Salehi, 2012).

and one teacher found that all participants



showed a positive attitude towards the

Podcast

integration of internet in the class. The

Podcast is a downloadable audio or

study revealed that the integration of ICT

video file from the internet. Podcast is

provided a new virtual environment that

usually played in electronic devices such

transformed learning from a traditional

as mobile phones, laptops, tablets or mp3

passive experience

players (Kargozari & Zarinkamar, 2014).

learning

a

Bolliger et al. (2010) mention that there

Furthermore, the study also indicated that

are three types of podcast available to be

integration of ICT could lower students’

used; audio podcast, enhanced podcast and

psychological barriers that enabled them to

video podcast. Different types of podcast

communicate actively and developed their

with different contents are available in

critical thinking. Ogott and Odera (2012)

many websites in the internet. VOA, for

conducted a study which investigated the

instance, has changed their television or

integration of media and technology in

radio program into podcast and uploaded

teaching and learning Kiswahili language

to their website. A specific content such as

in a secondary school in Kenya. The study

grammar and vocabulary learning is also

which

delivered in the form of podcast by some

involved
revealed

less

more exciting
setting.

schools

in

to

stressful

forty-one
that

80%

secondary
of

the

learning website such as grammar quick

respondent affirmed that the integration of

and dirty tips and ESL Pod. All those

ICT assisted them in the realization of

podcasts are available on the internet and

lesson objectives. However, another study

can be implemented in the teaching and

also revealed several barriers especially for

learning English.

teacher in integrating ICT in teaching and



learning process such as insufficient

Types of Podcast
There are different types of podcast

technical support from school, lack of

available on the internet. Currently, there

internet access, shortage of class time, lack

are three types of podcast being produced

of relevant software and tools that were

and widely used that are classified by the

culturally suitable and lack of knowledge

format of content: audio podcast, enhanced
podcast and video podcast (Bolliger et al.,
83

Journal of English and Education 2016, 4(2), 80-100

2010; Shoar et al., 2011; Sze, 2006).

their own podcasts. Their podcast mostly

Audio podcast is the most popular and

contains their radio broadcasts that are

easiest to use. It contains audio only and

uploaded

requires a small storage space. Mostly, it is

www.pramborsfm.com (accessed at 2 April

in MP3 format and can be played using all

2016). So, people who miss the shows will

MP3

be able to access them by downloading

players.

podcast,

Different

enhanced

from

podcast

audio
is

into

their

website

a

their podcast. But, today they do not do

combination of audio and digital images.

podcasting anymore and move to radio

Meanwhile, video podcast contains audio

streaming. However, some of their podcast

and video in one format. Usually, video

still

podcast is produced in MP4 format and

http://www.pramborsfm.com/baladacintar

require larger storage space.

amadhan/upload/podcast/ (accessed at 2



April 2016).
Podcast in Indonesia
Indonesia

also

several

the

Indonesia

first

VOA Indonesia and BBC

world in a form of podcasts. In the

humor.

website, people can both read or listen to

However, this blog is abandoned and stops

the news. Meanwhile, iTunes Apple,

updating since 2005. Another podcasting
website

in

Indonesia

Indonesia

deliver the latest news in Indonesia or the

discussions about technology, science,
and

101

importance of education and information.

administered by Boy Avianto contains

politic,

IndonesianPod

podcast in Bahasa Indonesia for the

(accessed at 2 April 2016). The blog

food,

and

(accessed at 2 April 2016) also deliver

is

www.apasajapodcast.blogspot.com

culture,

at

iTunes Apple, Survival Phrase, BBC

One of Indonesia podcasting websites and
as

found

learning websites such as VOA Indonesia,

in Bahasa Indonesia or local languages.

considered

be

Furthermore, some of the news and

has

podcasting websites that provide podcast

is

can

Survival Phrase and IndonesianPod 101

is

provide learning podcast for those who

www.pasarmalem.com (accessed at 2 April

want to learn Bahasa Indonesia. People

2016). This website provides podcast that

can easily listen or download the podcast.

contains talk shows on new technologies

However, not all podcast are always free

in Indonesia. However, this website has

such

also stopped updating since July 2009.

as

the

podcast

delivered

by

IndonesianPod 101. To access the full

Moreover, one of the biggest radio stations

website, it costs some money in order to

in Indonesia, Prambors FM, also creates
84

Robi Darwis
Students’ Perceptions towards The Use of Podcast in Learning English: A Case Study of The Second Grade Students at One High
School in Bandung

have an account for logging into the

Tabaran Institution of Higher Education

website.

and Azad University of Mashhad. The

Although podcast has been long

participants were divided into two groups,

used in Indonesia for the importance of

experimental group in which the podcasts

information,

in

were implemented and control group

education field is still very rare. A number

which was given the traditional way of

of Indonesia educators may recognize this

teaching vocabulary. The comparison of

technology but not sure enough to use it in

the

teaching and learning. Perhaps it is

participants in the experimental group

because the scarcity of research in this

were outperformed the participants in the

topic. Therefore, it is necessary to conduct

control group in the vocabulary learning.

a research on this topic and context in

A similar study also conducted by Farshi

order to gain more information regarding

and

to the use of podcast in teaching and

investigated learner’s attitude towards

learning in Indonesia.

podcast in learning vocabulary. A group of



its

implementation

two

groups

showed

Mohammadi

that

(2013)

the

which

Previous Research

30 students in Isfahan University were

Most of the research in podcasting

chosen as participants. The students were

indicates that there are many benefits

given four video podcasts to support their

gained in the implementation of podcast in

learning. After a week, questionnaires

language learning (Hasan & Hoon, 2013).

were distributed. The result revealed that

For instance, a survey study conducted by

most students had a very positive attitude

Bolliger et al. (2010) to the 302 students

towards

podcasts

who were taken 14 online courses in nine

continue

using

different majors, showed that most of the

vocabulary.

and

motivated

podcasts

in

to

learning

the

Moreover, Copley (2007) mentions

implementation of podcasts in their online

that podcast also useful for students in

learning. Another study conducted by

their

Kargozari and Zarinkamar (2014) which

assessments. The study also suggests that

aimed to investigate whether or not

podcast can be used by teacher as

podcasts could enrich students’ vocabulary

supporting

in English. The study compared two

Furthermore, Sze (2006) also presents

classes that involve 32 TEFL students in

some students’ activities delivered in the

participants

were

motivated

by

85

revision

or

materials

preparation

in

for

teaching.

Journal of English and Education 2016, 4(2), 80-100

form of podcast. In listening activity,

problems that the students encountered in

podcast can be used for extensive or

using podcast were investigated.

intensive listening activities. For the



speaking activity, students can read aloud,

Participants

reporting a book, storytelling or oral

The participants involved in this

weekly report that is recorded in the form

study were thirty-three students of the

of podcast. Besides all the benefits, Ducate

second grade in one public high school in

and Lomicka (2009) do not find any

Bandung. The students were selected as

improvements in students’ pronunciation

participants because all of them are already

using podcast. However, positive attitudes

familiar with the internet technology.

towards podcast are identified among the

However, all of the students did not have

students.

any experience in using podcast for



learning English before.

Research questions



Relevant to the purposes, this study

1.

2.

Instruments

aims to address the following

Questionnaire

questions:

Questionnaire

was

the

first

What are the students’ perceptions

instrument used in this study. It is

towards the use of podcast in

appropriate

learning English?

perceptions and opinion (Cohen et al.,

What are the problems that are

2007). In this study, the type of the

encountered by the students while

questionnaire

used

using podcast?

questionnaire.

To

to

investigate

was

attitudes,

close-ended

complete

the

questionnaire, the participants needed to
Methodology


mark

predetermined

answer

that

Research Design

represented their feeling about the topic

This study used a case study

included in the statements in the scale. The

design. It is enabling the clarity of an idea

advantages of this type of questionnaire

and principle which can fit together

are permitting a researcher to easily

(Cohen et al., 2007). The issue addressed

compare responses across groups and

in this study was the implementation of

quicker to code up (Cohen et al., 2007).

podcast

in

learning

English

in

the

The questionnaire was adapted

Indonesian EFL students’ context. Also, in

from a research conducted by Li (2009).

order to gain a deeper investigation, the

Originally, there were thirteen statements

86

Robi Darwis
Students’ Perceptions towards The Use of Podcast in Learning English: A Case Study of The Second Grade Students at One High
School in Bandung

in the questionnaire. In this study, the

the third question was aimed to gain the

questionnaire was modified into fifteen

data to support the result about students’

statements divided into two parts. The first

problems in using podcast in learning

part of the questionnaire was statement

English. To avoid the misunderstanding

number 1-10 which aims to investigate the

and make the students answer the question

students’ perception towards the use of

more easily, the questions were delivered

podcast. The second part was statement

in Bahasa Indonesia.

11-15 with the purpose is to find out



students’ problems in using podcast.

Procedures
At the beginning of the study, the

Interview

participants were informed about podcast
The second instrument used in this

and where to get it. The students were

study was interview. Interview enable

given a list of websites where they can

participants to discuss their interpretations

listen or download podcast from those

and how they perceive the issue from their

websites. The students were also told how

own point of view (Cohen et al., 2007).

to get podcast from other resources such as

For this study, interview was addressed to

from goggle and podcast application on

obtain data to support and clarify the data

iPhone. Every week since, the students’

gained from the questionnaire. The model

activity in listening to podcast were

of the interview in this study was a semi-

followed up by the teacher. Then, after

structured interview. The aim of this

three weeks of students’ activity in

model was to find the problems openly

listening to podcast, the questionnaires

where the respondents were asked to give

were

their opinion and ideas.

employed to collect the data.

The interview was conducted with



six students as samples which were
recorded by a smartphone. There were

distributed

and

interview

was

Data Analysis
The analysis of the data was

three questions in the interview. The first

elaborated

and second questions were attempted to

characteristic of a case study that is to

support the data concerning to

describe

the

students’ perception towards the use of

descriptively

and

explain

since

an

event

the

or

phenomena systematically (Berg & Lune,

podcast in learning English. Meanwhile,
87

Journal of English and Education 2016, 4(2), 80-100



2012). The analysis procedure of each

Students’ Perception towards the

instrument is elaborated in the following.

Use of Podcast in Learning

Questionnaire analysis

English
Data from Questionnaire

The close-ended questionnaire was

The

analyzed qualitatively by using Likert

data

concerning

to

the

Scale. In the Likert scale there were five

students’ perceptions towards the use of

categories of items in each statement.

podcast in learning English were gained

Those categorizes were strongly agree

from the questionnaire. The questionnaire

(SA), agree (A), fair (F), disagree (D)

consisted of 15 statements, which were 10

strongly disagree (SD). However, in this

positive

study, the questionnaire consisted of four

statements. In this part, the discussions

predetermined answer where there was no

only focus on positive statements in the

option for fair. This to convince the

questionnaire which were statements 1-10.

tendency of participants in choosing the

To get the data clearer, the study analyzed

statements that was to agree or disagree.

the statements into percentage category.

statements

and

5

negative

The results are shown in table 1.
The first step in analyzing the
questionnaire

was

calculating

Table 1

the
Questionnaire result of the students’
perceptions towards the use of podcast
in learning English

percentage of each total frequency of the
students' answer to items by using
percentage formula. It helps to classify the

N
o

total respondents who answer the items.
Then, the result of the questionnaire was

1. I
like
podcast
2. I
Enjoy
6.1
listening to
%
podcast
3. Podcast is 15.
easy to use
2%
4. The length
of podcast is 3.0
appropriate
%
for me
5. The content
of podcast is 0.0
suitable for %
me
6. I
think 15.

interpreted descriptively.
Interview analysis
The data from the interview was
recorded

by using

Smartphone.

Questions

Percentage for each
statement
SA
A D
S
D
6.1 87. 6.1 0.0
% 9% %
%

The

interview recording was transcribed so that
the data could be analyzed. The next step
was to interpret the data based on the
research questions of the study.

Data Presentation and Discussion
88

84.
8%

9.1
%

0.0
%

57.
6%

27. 0.0
3% %

33.
3%

57. 6.1
6% %

93.
9%

6.1
%

0.0
%

84.

0.0

0.0

Robi Darwis
Students’ Perceptions towards The Use of Podcast in Learning English: A Case Study of The Second Grade Students at One High
School in Bandung

podcast help 2 %
me a lot
learning
English
7. Podcast
meet
my
12.
need
in
1%
learning
English
8. Podcast
motivates
21.
me to learn 2 %
English
9. I will listen
0.0
to podcast
%
again
10. I
want
podcast to
be
0.0
%
implemente
d in the
classroom

8%

%

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
66.
7%

21. 0.0
2% %

learning.
For the third statement, table 1
showed that more than a half of the

45.
5%

33. 0.0
3% %

students (57.6 %) agreed and a small
number of the students (25.2 %) strongly

72.
7%

agreed with the statement that podcast is

27. 0.0
3% %

easy to use. This indicates that most of the
students agreed that podcast is easy to use.

60.
6%

But, nearly half of the students (27.3 %)

36. 3.0
4% %

disagreed with the statement. This means
that some students might have problems in
using podcast.

The first statement was about

The next statement was about

students’ feeling about podcast. Table 1

students’ opinion to the length of podcast.

shows that almost of the students (87.9 %)

From table 1, it is known that only a small

who agreed and a small number of the

number of students (3.0 %) who strongly

students (6.1 %) answered strongly agree

agreed and nearly half of the students (33.3

that they like podcast. This finding is in

%) agreed that the length of podcast was

line with Li, (2009) who stated that

suitable for them. Besides that, more than

students have their willingness to use

half of the students (57.6 %) disagreed and

podcast in learning English.

a small number of the students (6.1 %)

The second statement was whether

strongly disagreed with the statement. It

students enjoyed in listening to podcast.

means that the length of podcasts available

Table 1 shows that almost of the students

on the internet is too long for them. The

(84.8 %) agreed and a small number of the

students might feel bored and lose focus

students (6.1 %) strongly agreed that they

because of the recording is too long

enjoy listening to podcast. This indicates

(Bolliger et al., 2010).

that students enjoyed using podcast in
89

Journal of English and Education 2016, 4(2), 80-100

The fifth statement was about the

The next statement was about

content of the podcast. Table 1 shows that

students’ motivation in learning English

almost all of the students (93.9 %) agreed

after listening to podcast. Table 1 shows

that the content of podcast is suitable for

that a small number of the students (21.2

them. in contrast, only a small number of

%) strongly agreed and nearly half of the

the students (6.1 %) who disagreed with

students (45.5 %) agreed that podcast

the statement. In line with the findings,

motivate them in learning English. In

Rossel-Aguilar,

podcast

addition, the table also shows that nearly

makes the students feel engaged with the

half of the students (33.3 %) disagreed and

learning since the materials delivered are

none of the students (0.0 %) strongly

authentic and suitable.

disagreed with the statement. This means

(2013)

states

The sixth statement was about

that podcast can motivate the students in

whether podcast can help students in

learning English. In line with that, Bolliger

learning English. Table 4.1 shows that

et al. ( 2010) stated that students were also

almost all of the students (84.8 %) agreed

motivated by the use of podcast that was

and a small number of the students (15.2

integrated into online learning.

%) who answer strongly agreed with the

The ninth statement was about

statement. There was no student who

students’ intention in listening to podcast

disagreed or strongly disagreed with the

again in the future. Table 1 showed that

statements. This means that podcast can be

more than half of the students (72.7 %)

a good tool to help students in learning

agreed that they will listen to podcast

English and improved their skills (Rossel-

again in the future. This indicates that

Aguilar, 2013)

students will use podcast as an alternative

For the seventh statement, table 1

way of learning English. This finding also

shows that more than half of the students

related to previous findings which suggest

(66.7 %) agreed and small number of the

that podcast is easy to use and gained

students (12.1 %) strongly agreed that

interest in learning English. But, there

podcast can meet their needs in learning

were also nearly half of the students (27.3

English. However, there was also a small

%) who disagreed with the statement. This

number of the students (21.2 %) disagreed

means that the students were encountered

with the statement. It means that podcast

problems in using podcast that stopped

can meet students’ needs in learning

them in listening to it.
The last statement was whether

English, however, it depends on the
they

podcast itself (Li, 2009).
90

agree

if

podcast

should

be

Robi Darwis
Students’ Perceptions towards The Use of Podcast in Learning English: A Case Study of The Second Grade Students at One High
School in Bandung

(I like it, sir, because podcast is
good to listen).

implemented in the classroom activity.
Table 1 showed that more than half of the

Another sample, R.L, stated that:

students agreed (60.6 %) that podcast

students (36.4 %) disagreed with the

Suka, pak. Kalo buat listeningnya
enakeun.
(I like it, sir. I think it is good for
practicing listening skill).

statement. This can be a good suggestion

Moreover, another sample, A.L

for teachers to implement podcast in

(iPhone owner), also felt happy to know

teaching and learning activity. As Copley

about podcast. As the student stated:

should be implemented in the classroom
activity and only nearly half of the

The findings from questionnaire

.. emang ada aplikasinya di HP,
Cuma jarang dipake, soalnya gak
tau. Jadi baru kepake sekarang..
(There is an application in my
phone, but I rarely used it because I
did not know it. So, I just began to
use the app recently).

were supported and clarified by using

This indicates that podcast is still

semi-structured interview. The interviews

very new for the students. Thus, it is

were conducted with six students as

important to inform the students about

samples. In this part, the discussion of the

how to use podcast and suggest more

data is about students’ perceptions towards

resources of podcast for the importance of

the use of podcast in learning English.

learning. In line with that, Yeh (2013)

Based on the interview, most of the

suggests

students had positive perceptions towards

familiarize themselves with the technology

the use of podcast in learning English. The

and available resources in order to

specific elaborations are as follows.

introduce

(2007) suggest that the use of podcast can
be more effective if it is thoughtfully
integrated into curricula.
Data from Interview

that

“Teachers

learners

to

the

should

basics

first

of

podcasting” (p. 142).

The first question related to the
student’s feeling in using podcast. The

The second question was about

they

students’ motivation to learn English by

pleasured in listening to podcast. All

listening to podcast. The students were

students said that they like listening to

asked whether podcast can motivate them

podcast. In relation to this, D.A, one of the

in learning English. From the data, all

students, stated that:

students agreed that podcast motivated

students

were

asked

whether

Suka, pak. Karena podcast enak
didengar.

91

Journal of English and Education 2016, 4(2), 80-100

them to learn English. In relation to this,

stated that the material delivered by

A.R., one of the students, stated that:

podcast could gain students’ interest.



Lumayan sih pak, karena saya suka

No

11.

12.

13.

14.

15.

Questions

Percentage of each
statement
SA
A D
SD

Students’ problems in using
podcast for learning English
Data from Questionnaire
The data concerning to

I think the
length
27.3 39.4 33.3 0.0
podcast is too
%
%
%
%
long
The content
of podcast is
0.0 3.0 87.9 9.1
%
%
%
%
not suitable
for me
It is hard to
get podcast
3.0 30.3 57.6 9.1
%
%
%
%
from the
internet
I think
podcast is
0.0 15.2 81.8 3.0
difficult to
%
%
%
%
use
I don’t know
0.0 15.2 72.7 12.1
how to use
%
%
%
%
podcast
sama materinya. Menurut saya
menarik.
(I think so, sir. Because I like the
material, I think it is interesting)

the

students’ problems in using podcast in
learning English were also gained from the
questionnaire. In this part, the discussions
only focus on negative statements in the
questionnaire which were statement 11-15.
To get the data
clearer, the study analyzed the
statements into percentage category. The
results are shown in table 2 below.
Table 2
Questionnaire result of the
students’ problems in using podcast in
learning English
The

eleventh

statement

was

whether the length of podcast is too long
for the students. Table 2 shows that nearly
half of the students (39.4 %) were agreed

A.L. also affirmed that:

and nearly half of the students (27.3 %)

Iya, pak, soalnya podcast enak
didenger.
Jadi
seneng
gitu
ngedengerin Bahasa inggris teh.
Sekalian belajar juga sih.
(Yes, sir, it is because podcast is
good to listen. So, it makes me
happy listening to English. I also
learn it at the same time)

also strongly agreed with the statement.
This finding was related to the findings in
the fourth statement. This means that
students faced the problem regarding to the
length of podcast. Podcast with long

statements

duration “requires too much time to

above, it indicates that materials delivered

download, and may cause students to lose

by podcast available in the internet were

focus” (Bolliger et al., 2010, p. 720).

From

the

students’

The twelfth statement was related

suitable with their needs and engaged them
finding was

to the fifth statement that was about the

supported by Rossel-Aguilar (2013) who

content of the podcast. From table 2, it is

to

learn

English.

This

92

Robi Darwis
Students’ Perceptions towards The Use of Podcast in Learning English: A Case Study of The Second Grade Students at One High
School in Bandung

known that almost all of the students (87.9

students (3.0 %) strongly disagreed with

%) disagree with the statement and a small

the statement. This means that podcast is

number of the students (9.1 %) who

easy to handle. In contrast, a small number

strongly disagree. This indicates that

of the students (15.2 %) agreed that

content of podcast is suitable for them. In

podcast is difficult to use. This means that

difference, a small number of the students

some students still might have problems in

(3.0 %) agreed with the statements. It

using podcast.

means that some students dislike the

The last statement was about the

content delivered by podcast as Li (2009)

ability of the students in using podcast.

mentioned in his study that it was not easy

From the table 2, more than half of the

for

the

students (72.7 %) disagreed with the

appropriate podcast due to the variety of

statement and a small number of the

podcast sources available on the internet.

students (12.1%) strongly disagreed that

some

students

to

choose

The thirteenth statement was about

they did not know how to use podcast.

the availability of podcast on the internet.

This means that students did not have any

Table 2 shows that more than half of the

difficulties in using podcast since it was

students (57.6 %) disagreed and a small

available on the internet. Yeh (2013) also

number of the students (9.1 %) strongly

suggests that it is better for teachers to use

disagreed that podcast is hard to get from

existing resources of podcast that engages

the internet. This means that it was easy

students’ interest in learning English.

for students to get podcast from the

However, a small number of students (15.2

internet. Related to this finding, there are

%) agreed that they cannot use podcast.

several podcasting websites that can be

This problem can be caused by the lack of

used for learning English, for instance,

information and tools in downloading and

Eslpod.com, e-poche.net, iLounge, Apple

using podcast (e.g., smartphone, laptop,

Podcast, and Englishcaster.com (Li, 2009;

internet).

Sze, 2006).

Data from Interview

The next statement was whether

The findings from questionnaire

podcast is difficult to use. This statement

were supported and clarified by using

was related to the third statement. Table 2

interview. In this part, the discussion of the

shows that almost all of the students (81.8

data is about students’ problems in using

%) disagreed and a small number of the

podcast in learning English. Based on the
93

Journal of English and Education 2016, 4(2), 80-100

interview, there were several problems

should be kept in short in order to maintain

encountered by the students. The specific

students’ interests and focuses (Bolliger et

elaborations are as follows.

al., 2010).

The third question was used to gain

Another

problem

was

about

the data regarding to the students’

students’ facilities in getting the podcast

problems in using podcast. The students

from internet. As podcast available online,

were asked about their problems in using

so the internet access is needed to

podcast.

problem

download podcast. For some students, they

investigated in this study was about the

might have problems for downloading and

length of podcast that was too long for

having access to podcast including: there

them. One of the students, L.I., stated that:

was no internet access, slow internet

The

most

crucial

speed, lack of cell phone signal in their

Masalahnya di durasi waktu. Kan
terkadang
kalo
durasinya
kelamaan jadi bete juga.
(The problem is in its length. I
think if the length is too long it
becomes boring instead).

area and not being able to afford a
sophisticated cell phone or laptops (Farshi
& Muhammadi, 2013). One of the
students, L.I., stated:

Another student, A.L. also said:

Biasanya
saya
ngedengering
podcast di internet. Terkadang
saya suka kesusahan karena gak
ada paket internet sama sinyal.
(I usually listen to podcast on the
internet. But sometimes I have
difficulties because of no internet
connection and phone signal).

Tadi kan kita ngedengrin yang
English Café itu durasinya 28
menit,
sedangkan
kalo
mendengerkan percapakan lebih
dari 10 menit itu menurut saya
terkesan
boring.
Memang
pronunciation bahsa inggrisnya
tuh jelas, tapi ya itu, teralu lama.
(We’ve just listen to English Café
which was 28 minutes, whereas, if
we listen to a conversation more
than 10 minutes, I think it would be
boring. Indeed the pronunciation
was clear enough, however it was
too long).

From

the

students’

Another student, A.R., affirmed by stated:
Kadang-kadang tuh kalo pas
ngedengerin,
udah
berhenti
ditengah-tengah gitu. Informasi
yang di podcastnya juga gak sampe
semua. Soalnya internetnya putus
waktu streaming.
(Sometimes while listening to it,
suddenly
it
stopped.
The
information in the podcast was not
delivered all. It was because the
internet cut off during streaming).

statements

above it was found that the duration of
podcast available in the internet is too long
for them. The students might feel bored if

Moreover, R.L. stated that it was

they listen to an English recording with a

better to use an iPhone rather than an

long duration. Therefore, podcast file

94

Robi Darwis
Students’ Perceptions towards The Use of Podcast in Learning English: A Case Study of The Second Grade Students at One High
School in Bandung

android smartphone since iPhone has its

implementing podcast in teaching and

own podcasting app. The student stated:

learning process especially English. The
purpose

Kalo ngedengerinnya di android
rada susah, pak, enaknya di
iPhone. Di iPhone ada aplikasinya.
(It was a little difficult if listening
to podcast on android smartphone,
it is better to use iPhone. In the
iPhone, there is a podcasting app).

of

listening

to

podcast

is

straightforward. Podcast can work as an
accessible tool for students to exposed
themselves to the language especially
English (Li, 2009). In this study, the
finding showed that most of the students
viewed podcast in a positive way. This

Data Presentation and Discussion


finding was supported by most of the

Podcast is a useful tool for
learning

English

Indonesian

EFL

in

studies in this topic. For example, Hasan

the

and Hoon (2013) have reviewed twenty

students’

journal articles on the topic. The result of

context
The

development

of

the review showed that most of the studies

new

suggest that the students have positive

technologies has now taken part in

attitude toward podcast. Moreover, based

education area which led into a new way

on the interview, some students also

of teaching. Therefore, it assumed to be

agreed that their listening skill was

necessary for teachers to take some steps

enhanced by listening to podcast. This

further in the process of teaching and

finding correlated with other researches in

learning. In Indonesia itself, many teachers

different contexts (e.g., Kavaliauskiene,

still use a conventional way in teaching
English

instead

of

utilizing

2008; Sze, 2006; Yeh, 2013) which

new

suggested that podcast can be a good tool

technologies. This perhaps is caused by the
lack

of

information

or

in improving students’ listening skill.

insufficient

The findings also suggest that

technical support from schools. Because of

podcast has brought a motivation for

that, to inform teachers about new

students in learning English. Podcast have

technologies related to teaching and

exposed them with interesting topics and

learning is considered to be necessary. In

clear native pronunciation that makes

relation to this study, podcast is an

learning more exciting. This finding

example of new technology that has been

correlated with a study conducted by

viewed by the students in a positive way.

Bolliger et al., (2010) which found that

Therefore, it is worth to try to start
95

Journal of English and Education 2016, 4(2), 80-100

podcast motivated students in learning

the course schedule and assignments to

especially in

guide

E-learning environment.

learners

through

the

learning

listening

process” (p. 142). Moreover, Another

records that are usually used by teachers,

study also suggested that podcast can be

podcast

used by teacher as an efficient, effective,

Compare

with

conventional

provides

more

benefits

and

excitements for students.

and engaging revision tool (Shoar et al.,



2011).
Bringing the benefits of podcast



into the classroom

There are various types of podcast

Students’

main

problems

in

listening to podcast

that are available on the internet produced

Although generally satisfied, the

by many websites. The study found that

students encountered some difficulties

this fact brought more enthusiasm for

during the learning process. Particularly,

students in listening to podcast. However,

students seem to have problems regarding

for some students, this can be a problem

to the podcast delivered in a long duration.

because they found it hard to find a

They found it boring and losing focus

podcast that they like. In order to match

when listening to a podcast with the length

with the students’ context, teachers do not

more than 5 minutes. Correlated with this

need to download podcast solely from the

finding, a study conducted by Bolliger et

internet (Li, 2009). Teachers can design

al., (2010) showed a similar result that the

their own podcast that matched with

students found it easier to listen to a

students’ level of materials. The used of

podcast with the length not more than 4-6

visual image and transcript text can also be

minutes. In line with that, Li (2009) in his

provided

podcast.

study found that sometimes the length of

Additionally, the findings suggest that the

podcast was quite intolerable for the

students agreed if podcast is integrated into

students. Furthermore, the result of this

the classroom activity. This finding was

study showed that being unable to have

correlated with a study conducted by

sophisticated gadget and slow internet

Copley (2007) which found that the

speed became major problems for some

integration of podcast would be more

students. Related to this finding, Farshi

effective if it is integrated in the curricula.

and Muhammadi (2013) in his study

In order to do that, Yeh, (2013) suggest

suggest the same result that gadgets and

that “to integrate podcast into syllabus,

internet are crucial in using podcast.

teachers should consider how to organize

Therefore, besides giving the students a

in

teachers-made

96

Robi Darwis
Students’ Perceptions towards The Use of Podcast in Learning English: A Case Study of The Second Grade Students at One High
School in Bandung

freedom to choose the podcast and listen to

podcasting websites available on the

it on their own gadgets, it would be better

internet.

for teacher to bring podcast into the

However, besides all the benefits

classroom activities. In addition, Podcast

gained from podcast, there are also

also tended to contain unscripted authentic

problems that the students encountered in

material

students

using podcast. Most of the students assume

confused because they cannot follow the

that the length of podcast is too long for

whole conversation. To deal with the

them. Because of that, students might feel

problems, teachers should pick convenient

bored and lose focus when listening to

podcasts with appropriate duration and

podcast. Furthermore, some students also

availability of the transcript text (Bolliger

have problems in downloading podcast.

et al., 2010; Copley, 2007; Li, 2009).

The reason to this problem may vary such

which

makes

the

as lack of internet access, slow internet
speed and being unable to afford a

Conclusions
Overall

findings

showed

that

sophisticated gadget. Other students also

students have a positive attitude towards

have problems in choosing podcast that

the use of podcast in learning English. The

draw their interest because of the variety

findings suggest that the students have an

of podcasts that are available on the

enjoyment in using podcast in learning

internet.

English as podcast is easy to use. Students

Even as an increasing number of

agreed that podcast could help them in

studies in recent literature have attempted

learning English and they have willingness

to address the lack of empirical research in

in using podcast as an alternative way to

podcasting, more research needs to be

learn English. Moreover, podcast also

done in order to get a complete picture of

motivated them because it was engaged

how

their interest. The content of the podcast

meaningful

and clear native pronunciation derived

learning. Therefore, this study provides

from podcast could hone their skills

several suggestions for further research on

especially listening skill. Besides, most of

the same topic.

the students also agreed that podcast was

controlling in students activity in listening

easy to

to podcast, it would be better to conduct

get

since

there

are

many

podcasting
and

can

contribute

effective

to

language

Due to the lack of

the similar study within an experimental
97

Journal of English and Education 2016, 4(2), 80-100

method

to

perform

more

learning environment. Computers and

satisfying

activities in using podcast. In this study,

Education,

the students were given a freedom to

http://doi.org/10.1016/j.compedu.201

choose the podcast that are available on

0.03.004
Berg,

the internet, this perhaps makes the

B.

55(2),

L.,

&

714–722.

Lune,

H.

(2012).

students confuse because they hardly find

Qualitative research method for the

podcast that match with their interest. So,

social sciences. (Eight edition). US:

it would be better for teachers to determine

Pearson.
Cohen, L., Manion, L., & Morrison, K.

the podcasts that will be used by the
students and to convince that the students

(2007).

will receive the same treatment.

education (Six edition). New York:

Research

methods

in

Routledge.

Also, a small sample size and
limited amount of time are being major

Copley, J. (2007). Audio and video

limitations of this study. Thus, it can be

podcasts of lectures for campus‐based

suggest for further research to have a

students: Production and evaluation

larger sample size and longer time of study

of

in order to acquire more relevant and

Education

and

Teaching

satisfying data. Additionally, a specific

International,

44(4),

387–399.

skill or other language features can be

http://doi.org/10.1080/147032907016

related to the topic for a better picture of

02805

podcasts’ contribution in language learning

student

use.

Innovations

in

Ducate, L., & Lomicka, L. (2009).

in Indonesian context.

Podcasting: An effective tool for
honing

language

students’

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