The impact of collaborative listening to podcasts on high school learners’ listening comprehension and vocabulary learning

Saeedakhtar, Afsaneh; Haqju, Rokhsare; Rouhi, Afsar

doi:10.1016/j.system.2021.102588

Cited by 30 publications

(39 citation statements)

References 46 publications

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“…This fact demonstrates that using English podcasts in the classroom to teach listening has a substantial influence on students' listening comprehension. This finding supports with previous research, which found that students who were taught through podcast had higher listening comprehension skills than those who were not (Al Qasim & Al Fadda, 2013;Saeedakhtar et al, 2021).…”

Section: Discussionsupporting

confidence: 91%

“…By giving students regular guidance and feedback on the use of podcasts, they are able to develop their listening ability. There are various types of podcast teachers and educators might use with their students, such us Authentic podcast, Teacher created podcast, Students created podcast (Saeedakhtar et al, 2021;Şendağ et al, 2018;Ye, 2021). Authentic Podcast is podcasts that are found on the internet.…”

Section: Introductionmentioning

confidence: 99%

“…The heading suggests, these podcasts are created by teachers, and are usually aimed at helping students learn by producing listening content. Lastly, students Created Podcast are podcasts produced by students, but often with teacher help (Al Qasim & Al Fadda, 2013;Cain, 2020;Saeedakhtar et al, 2021). Students can listen to these and experience the culture and hear about the lives and interests of other students from around the world.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Improve Students' Listening Comprehension Through Podcasts

Hadi¹,

Izzah²,

Maesari³

2021

JIPPG

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Dalam mengatasi masalah dan kesulitan yang dihadapi oleh sebagian besar siswa dalam belajar mendengarkan, beberapa akademisi dan spesialis bahasa Inggris dalam pengajaran memutuskan untuk memperhatikan pendekatan, metode, dan teknik yang paling efektif untuk membantu siswa mereka dalam belajar mendengarkan. Penelitian ini bertujuan untuk menganalisis pengaruh penggunaan podcast dalam metode mendengarkan bahasa Inggris terhadap pemahaman mendengarkan siswa. Metode yang digunakan adalah metode kuantitatif dengan desain penelitian eksperimen dengan instrumen pengumpulan data Pre-Test dan Post-Test. Tes diambil dari TOEFL IBT. Tes terdiri dari enam topik dengan tiga puluh pertanyaan. Teknik sampel yang digunakan adalah teknik purposive sampling, dipilih 30 mahasiswa Program Studi Bahasa Inggris sebagai sampel. Data dianalisis secara statistik dengan menggunakan uji-t. . Hasil penelitian ini menunjukkan; rata-rata Pre-test siswa adalah 27,80 sedangkan rata-rata Post-Test siswa adalah 36,38. Setelah hasil tes dianalisis, diketahui bahwa nilai rata-rata post-test lebih besar dari nilai rata-rata pre-test dan menunjukkan bahwa t-hitung (4,535) lebih besar dari t-tabel (2,756), pada tingkat signifikansi 1%. Dengan demikian, hipotesis alternatif diterima dan hipotesis nol ditolak. Berdasarkan hasil ini, dapat disimpulkan bahwa pengaruh penggunaan podcast dalam pembelajaran bahasa Inggris mengembangkan pemahaman mendengarkan siswa.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Improve Students' Listening Comprehension Through Podcasts

Hadi¹,

Izzah²,

Maesari³

2021

JIPPG

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“…Vocabulary, as Norbert stated, is one of the most important aspects of a language (Basri, 2018;Mahmoudi et al, 2012;Talebi & Marzban, 2015). A person with a limited vocabulary will find it difficult to improve their listening, speaking, reading, and writing skills (Mahdi, 2018;Saeedakhtar et al, 2021). Lack of vocabulary may make learning English more difficult (Habibi, 2017;Tivnan, 2015).…”

Section: Introductionmentioning

confidence: 99%

Using Bright–English for Beginners Application to Enrich Students’ Vocabulary

Liando

Mangare

Olii

2021

JPBI

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The main problem for Indonesian English learners is the lack of vocabulary. During the teaching and learning process, most students often need more time to complete the tasks given by the teacher. Students have to translate the text word by word because their vocabulary is limited. It takes a long time, so achieving learning objectives is less effective. In practice, language is complex for students to understand. This study aims to analyze whether the Bright – English for Beginners application can enrich students' vocabulary or not. It is quantitative research with a pre-experimental design with one group pre-test and post-test. This research was conducted on class VII students consisting of 22 students. The methods used to collect data are observation, interviews, and tests. The instruments used to analyze the data are questionnaires and question sheets in analyzing the data obtained using descriptive statistics. The study results were that there was a statistically significant difference between the pre-test (before treatment) and post-test (after treatment). The mean pre-test score was 34.62, while the mean post-test was 88.25. Post-test achievement is higher than pre-test achievement. The findings of this study reveal that the use of the Bright – English for Beginners application significantly enriches students' vocabulary. As a result, it can be concluded that the Bright – English for Beginners application effectively improves students' vocabulary.

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“…In learning a foreign language, Vocabulary is one of the essential things that must be considered. Vocabulary is very important in communication, not only in oral communication but also in written communication (Mahdi, 2018;Perez et al, 2013;Saeedakhtar et al, 2021). Learning vocabulary in a foreign language is an essential element to comprehend reading, writing, as well as speaking and listening (Rohmatillah, 2014;Zarei & Afshar, 2014).…”

Section: Introductionmentioning

confidence: 99%

The Implementation of Learning Vocabulary Using Flashcard for Young Children Through Google Classroom

yuliantari

Padmadewi

Budasi

2021

JPBI

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Vocabulary learning is one of the essential elements for young learners. This study aims to analyze the planning and implementation of flashcards in Google Classroom to teach vocabulary and analyze the advantages and disadvantages of flashcards in Google Classroom. This research is a case study with an English teacher in the fifth grade of elementary school. Data was collected using a list of observations and interview guides. The procedure for collecting data is conducting online observations in Google Classroom and conducting interviews with research subjects. The data collected was analyzed qualitatively with the analytical technique of Miles and Huberman. The results showed that there were four planning activities: checking the syllabus, determining the text or material to be taught, determining the teaching method, and preparing a lesson plan. Second, teachers do three stages in implementing flashcards in Google Classroom, namely Initial Activities, Core Activities, and Closing Activities. Third, the advantages of using flashcards in Google Classroom are motivating students to learn, avoiding boredom, building student interest, and helping students remember vocabulary according to pictures. This research implies that the use of flashcards to teach vocabulary using Google Classroom can positively impact students, especially young learners.

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The impact of collaborative listening to podcasts on high school learners’ listening comprehension and vocabulary learning

Cited by 30 publications

References 46 publications

Improve Students' Listening Comprehension Through Podcasts

Improve Students' Listening Comprehension Through Podcasts

Using Bright–English for Beginners Application to Enrich Students’ Vocabulary

The Implementation of Learning Vocabulary Using Flashcard for Young Children Through Google Classroom

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