Heri Supianto TE. 090343

7/31/2019 Heri Supianto TE. 090343

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THESIS PROPOSAL

NAME : HERI SUPIANTO

NIM : TE. 090343

FACULTY : TARBIYAH

MAJOR : ENGLISH DEPARTMENT

TITLE : THE INFLUENCE OF USING PODCASTS TOWARD

STUDENTS LEARNING OUTCOMES IN SPEAKING AT

MAN MODEL OF JAMBI CITY

A. Background of the StudyAs a foreign language, English has many essential roles toward human

lives. Conveying information, for instance, is one of the roles that people can find

in their daily lives. Start from reading English newspaper, watching CNN or

Hollywood movies, or just listening to music become their routine as they get

along with the others. People seem that they cant avoid themselves from their

needs of either conveying or receiving information.

Being able to speak English (Speaking skill), which is one of the main

English skills that people should have in order to be able to connect each other,

becomes the prior of their needs. It becomes prior due to English is as a Lingua

Franca where almost the whole world uses this unique language. For a speaking

English country, of course, it wont be a serious problem because the people

always use it every day. However, a non-speaking English country, Indonesia, for

instance, the people fairly will have a problem for gaining such skill.

According to Stevick (in Fauziati, 2002: 126) speaking refers to the

gap between linguistic expertise and teaching methodology. Linguistic expertise

concerns with language structure and language content. Teaching speaking is not

like listening, reading, and writing. It needs habit formation because it is a real


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communication. Speaking requires practice as often as possible. It is not writing

or reading but it must be practiced directly in full expression.

Students who are the highest number of people who learn English are

supposed to be able to speak as early as possible. This aims how important verbal

communication is. Once students can express what in their mind is orally or are

able to convey information to the other students or people, they will be more

confident and motivated to widen their knowledge. And from that reason, students

will get some benefits from their skill. The more they can speak fluently, the

better future they will get.

However, there are some inhibitions and obstacles in learning English

process, especially in speaking. Grammar errors, miss-pronunciation, idiomatical

expressions, and the influence of mother tongue are the most common problems

that occur in learning process. Then students are often afraid of making mistakes

when they want to respond or answer the question from their teacher. Moreover,

the media that can support learning process, for example, projector, audio CDs,

laboratory and so on, is sometimes not available in some schools. It is no wonder

that lots of students can not speak English well yet.

Teachers, who have the authority in leading their students in learning

process, definitely play an important role. The presence of the teacher is

absolutely needed in order to reinforce the students. Teachers probably are the

ones who know the students characteristics a lot. Therefore, they are demanded

to apply the suitable methods for their students while doing the teaching process.From the method that is used, after firstly finding out the students characteristics,

hopefully will work as what they have intended or programmed.

Teachers role is not, of course, the only variable that can influence

students Learning outcomes in speaking. There are a couple of other variables,

such as learning media, students motivation, classroom condition, can influence it

too. The use of learning media, for instance, fairly has good impact on the result

of students speaking learning as it offers effectiveness and efficiency. Media, in


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addition, can make the learning atmosphere tend to be more vivid rather than the

one which the media doesnt exist on it. Media can also make the students

enthusiastic and eager to speak.

New technologies have continued to both create excitement and cause

concern for educators, as they explore effective ways to use and integrate them

into curricula. The use of Internet-based education technologies (e-learning), such

as webcasting (i.e., streaming audio or video broadcasts over the Web), has

become pervasive in our learning institutions and now educators are exploring the

use of mobile technologies to improve communication and learning access for

many student populations. Mobile learning (m-learning), therefore, uses wireless

technologies (including all forms of mp3 players, mobile phones, and PDA

devices) to make educational activities more portable and, assumedly, more

accessible in terms of time and place.

One of the technological media that can be used is Podcast. Using

podcasts, which has been hot since 2005, in learning process can be an alternativeto improve students speaking skill. A podcast is simply an audio program that is

usually distributed on the internet and can be downloaded from a website or a

school server and listened to on a computer or a portable MP3 player. It can also

be a recording created by a teacher to enhance the learning and teaching process

within and beyond the classroom or a podcast or radio program created by pupils.

Increasingly the term is also being applied to video as well as audio recordings.

Podcasts can help the students improving their speaking skill as the

content of podcasts cover a wide range of subject matter, such as conversation

with scripts, jokes, news, vocabulary or idioms, stories and so on. With such

contents, podcasts can trap the students interest into learning. In short, podcasts

can make the students enjoy the learning process without getting bored on the

subject.


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Podcasts, once placed on the Web, can be accessed by anyone around

the world. With the ease of accessing podcasts, teachers are effortless to find them

and then use them in the classroom. In additional, using podcasts are helpful

increasing the knowledge of the students because of their various contents.

Based on the phenomenon that is revealed above, the writer is

interested to conduct an action research which is entitled: The Influence of

Using Podcasts toward Students Learning Outcomes in Speaking at MAN

Model of Jambi city

B. Problem StatementBased on the background, the writer formulates the problem as follows:

1. How high the score of students Learning outcomes in speaking by usingpodcasts at MAN Model of Jambi city is?

2. How high the score of students Learning outcomes in speaking withoutusing podcasts at MAN Model of Jambi city is?

3. How high the significant score of the influence of using podcasts towardstudents Learning outcomes in speaking at MAN Model of Jambi city is?

C. Limitation of StudyIn order to make the research focuses on the study and to avoid

misinterpretation among the readers, the study is limited as follows:

1. The subject of the research is the students in the 2nd grade of ScienceProgram at MAN Model of Jambi city

2. The Learning outcomes of the students is the Learning outcomes incognitive range which is gained from the result of the test at MAN Model

of Jambi city


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3. The influence of treatment can be proved after the analyzation of thedistinction between the two treatments (experiment class) and (controller

class) is undertaken. Such distinction is analyzed through correlation (phi

coefficient correlation)

D. Purpose of StudyBased on the problem statement, the purposes of the research are stated

as the following:

1. To count how high the score of students Learning outcomes in speakingby using podcasts at MAN Model of Jambi city

2. To count how high the score of students Learning outcomes in speakingwithout using podcasts at MAN Model of Jambi city

3. To count How high the significant score of the influence of using podcaststoward students Learning outcomes in speaking at MAN Model of Jambi

city

E. Benefit of the StudyThe benefits of the study are stated as follows:

1. To prove any influence of using podcasts toward students Learningoutcomes in speaking at MAN Model of Jambi city

2. As a consideration for the teachers who use learning strategies to improvestudents Learning outcomes in speaking

3. As an orientation for the school instancy in enriching the manner applyingof students learning

4. As one of the requirements for the writer to obtain Bachelor Degree inEnglish Department.


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F. Theory Frame1. Podcast

a. Conceptual DefinitionA podcast is simply an on-demand media file that can be automatically

downloaded from the web to a computer or portable media player, such as an

iPod, for listening offline. The use of these portable devices are emerging as a

major technology to create and publish on-demand media such as an audio MP3

file has been with us from the advent of the internet, the recognition and uses for

podcasts within higher education are relatively new.1

The popularity of podcasts has exploded over the last two years probably

due to widespread availability of broadband and increasing access to the internet

at home, with more than 100000 podcasts listed on the iTunes Store as of August

2007 (Apple, 2007b). Mainstream media such as the BBC now publish many of

their radio shows as on-demand podcasts. The popularity of the iPod has certainly

contributed to this, with over 100 million iPods sold since 2001 (Apple, 2007a).

However, it is also the creation of podcasts that has become easier to achieve.

Software such as Apple's GarageBand and other audio editors such as Audacity

have made the process of recording and editing audio much easier, thereby

allowing enthusiasts with access to the internet (including students and lecturers)

to create and publish their own podcasts. With the advent of this new technology

in teaching and learning a clear strategy is needed to enable the appropriate use of

podcasts to maximise their potential.2

Podcasting as a popular medium has grown dramatically since it was

introduced by Adam Curry, an ex-MTV VJ and now commonly known as the

Podfather, who exploited the technology to enable audio broadcasts to be

downloadable onto mobile technologies such as the iPod (Campbell, 2005).

Though there have been mixed statistics concerning the growth of podcasting

(BBC, 2005), according to TDG research (2005) the number of people receiving

1Tim barry, School Of Sport. University of Cumbria.A strategy for Using Podcasts for teaching

and Learning in the Bioscience. page 12Ibid. Page 1


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podcasts is forecast to grow to 56 million by 2010. Though it should be noted that

there is still a high percentage of the population who are unsure about what

podcasting actually is (Neilsen/NetRatings, 2006).3

Campbell (cited in Brown 2006) notes five reasons why podcasting has

grown so rapidly:4

1) Internet activity is pervasive and a common activity throughout the World2) Broadband technologies have grown rapidly allowing large media files to be

downloaded

3) The multimedia personal computer has become commonplace4) The distinction between streaming and downloading material has begun to

blur

5) Finally theres been the rapid growth of iPod and MP3 adoption.Podcasts are audio (sometimes video) programs on the Web which are

usually updated at regular intervals. New episodes can be listened to on the

computer, or downloaded to an MP3 palyer or iPod for later listening. Although

audio programs have existed on the Web for a few years already, What makes

podcasting unique is its capacity for subscription: through an RSS (Really

Simple Syndication) feed, listeners can subscrive to their favorite podcasts.

Their computer will then receive alerts when new episodes have been posted.5

A podcast differs from other multimedia files in three ways: a podcast

may be pushed to users via a syndication feed (RSS), podcast episodes are

downloaded (not streamed), and podcast episodes may be transferred to and

consumed on a mobile device. A series of short podcast episodes may provide a

flexible means to support student learning, taking into account the average human

3Crispin Dale. Strategies for Using Podcasting to Support Student Learning. Journal of Hospitality,

Leisure, Sport & Tourism Education. Vol. 6, No. 1. Page 50.4Ibid. page 50

5Paul Man-Man SZE. Developing Students Listening and Speaking Skills through ELT Podcasts.

Department of Curriculum and Instruction, the Chinese University of Hong Kong. EducationJournal Vol. 34, No. 2, Winter 2006. page 116.


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attention span, lecturer and student time constraints, and potential bandwidth

limitations.6

A podcast refers to any automatically downloadable audio or audio/video

file (commonly in mp3 format). Whereas webcasting generally refers to streaming

or broadcasting real-time audio or video footage over the internet, podcasting goes

a step beyond by making audio or video footage available for downloading on a

computer or digital media device. Futhermore, the option of subscribing to

updated files that are automatically downloaded via a really simple syndication

(RSS) feed separates podcasting from previous pinnacles of convenient

dissemination of materials (e.g., posting files to a website or course management

system like Blackboard).7

Although the primary use of podcasts has been for personal

entertainment or information, there is a burgeoning interest in its potentail value

for more formal educational purposes. Universities across the globe are

implementing podcasting technology with increasing frequency, investing

significant resources and money to provide an array of file types to students for

educational uses. Examples of podcasting uses appear across a wide variety of

domains, including nursing and general healthcare, astronomy and general

science, geography and teacher education, computer science, and tourism.8

Podcasting can empower students by giving them opportunities to create

and publish for a real audience and facilitate recording and distributing news

broadcasts, developing brochures, creating or listening to teachers notes,

recording lectures distributed directly to students MP3 players, recording meeting

and conference notes, supporting student projects and interviews, and providing

oral history archiving and on-demand distribution.9

6Steve Clark, Mark Westcott and Lucy Taylor. Using Short Podcasts to reinforce Lecture.

Symposium Prsemntation. 2007. page 227

Stephen M. Walls, John V. Kucsera, Joshua D. Walker, Taylor W. Acee, Nate K. McVaugh, Daniel

H. Robinson. Computer & Education. the University of Texas at Austin, United States. Elsevier

Ltd.. 2009. page 3718Ibid, page 371

9

Lara Ducate and Lara Lomicka. Podcasting: An effective tool for Honing Language StudentsPronunciation?. Language Learning & Technology, October 2009, Vol. 13, Number 3. page 68


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Podcasts have been incorporated into the curriculum in variety ways to

meet a range of learning objectives. The most commonly reported use of podcasts

involves recording of face-to-face lectures. Other researchers have reported using

podcasts to record tutorials and deliver short recordings or episodes of core or

supplementary material. Podcasts have also been used to provide glossaries of key

terms and as a feedback mechanism for lectures to communicate with individuals

and groups on assessment tasks.10

There is a range of potential technical and pedagogical uses for

podcasting in higher education. Podcast episodes may be audio-only (either voice

only, or voice with music or other sounds), enhanced (audio with some static

visual elements, such as slides), or vodcasts (video on demand episodes). Podcast

developers may choose the appropriate format to use depending on their purpose

or the technology available. Pedagogically speaking, the uses are largely only

limited by the chosen technological method and the teachers imagination.11

Podcasts available on the Web fall broadly into two types: radio

podcasts and independent podcasts. Radio podcasts are existing radio

programs turned into podcasts, such as those produced by BBC (British

Broadcasting Corporation) and RTHK (Radio Television Hong Kong).

Independent podcasts are Web-based podcasts produced by individuals and

organizations.12

An early decision on what typeof podcast users wish to make is needed.

There have been a variety of podcasts used across the Higher Education sector and

10Chester, A., Buntine, A., Hammond, K., & Atkinson, L. (2011). Podcasting in Education: Student

Attitudes, Behaviour and Self-Efficacy. Educational Technology & Society, 14 (2), page 23611

Steve Clark, Mark Westcott and Lucy Taylor. Using Short Podcasts to reinforce Lecture.

Symposium Prsemntation. 2007. page 2212

Paul Man-Man SZE. Developing Students Listening and Speaking Skills through ELT Podcasts.

Department of Curriculum and Instruction, the Chinese University of Hong Kong. EducationJournal Vol. 34, No. 2, Winter 2006. page 117.


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Table 1 differentiates between those that are either tutor or student initiated

Different types of tutor and student initiated podcasts.13

Table 1Different types of tutor and student initiated podcasts

Tutor Initiated Podcasts Student Initiated Podcasts

Entire lectures

Visiting lecturer

Pre lecture material

Seminar discussion

Supplementary topics that you may not

have time to cover in the lecture

Supplementary topics explaining

difficult/complex areas of course

Authentic audio materials

Feedback to students on assignments

Summary of journal articles on a research

topic

Record interviews with specialists in a

specific field

Provide information for field trip activities

Provide administrative information

Interactive podcasts with tasks/questions

and links to URL sites

Provide pronunciation of technical language

or relevant sounds (e.g. Korotkoff sounds

Reflections on an activity

Summary of key idea/theory

Discussion between two or more students of

a pertinent issue/idea/theory

Assignment workpresentation, field

report or project

Interview a specialist in a specific field

Interview other students

Podcast to encourage peer evaluation

13

Tim barry, School Of Sport. University of Cumbria.A strategy for Using Podcasts for teachingand Learning in the Bioscience. page 2


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when measuring blood pressure)

Podcasting can offer an innovative way to support learning. Since Duke

University in the United States successfully piloted the use of iPods with all

their first year students during 2004 (Duke, 2005), a number of other institutions

have subsequently followed suit in adopting iPods and podcasting as an

educational medium (Blaisdell, 2006). Previous research into the use of

Podcasting within education has revealed some interesting findings. As podcasts

can be shared across academic communities this has been found to be effective in

developing social networking and collaborative learning (Alexander, 2005;

Ratctham and Zhang, 2006). Alexander (2005) notes how the use of podcasts can

reach those with different learning styles, and it is particularly good for students

who learn on the go (Lim, 2005)14

ELT podcasts cover a wide range of subject matter. A brief survey of

ELT podcasts reveals the following content types:15

Comprehensive (e.g., http://www.englishteacherjohn.com/podcast/)Theseare podcasts that cover a wide range of content types, such as traditional

listening comprehension activities, interviews, and vocabulary. A well-known

14Crispin Dale. Strategies for Using Podcasting to Support Student Learning. Journal of

Hospitality, Leisure, Sport & Tourism Education. Vol. 6, No. 1. Page 49.15

Paul Man-Man SZE. Developing Students Listening and Speaking Skills through ELT Podcasts.

Department of Curriculum and Instruction, the Chinese University of Hong Kong. EducationJournal Vol. 34, No. 2, Winter 2006. Page 118


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comprehensive podcast is the one quoted above, created by Teacher

John, who teaches ESL in Japan.

Whole lessons (e.g., http://www.breakingnewsenglish.com/) These arewhole lessons based on a podcast. The podcast quoted above, for example,

makes use of a news story in each episode. The text of the news story is

provided, and is accompanied by the audio file. There is then a lesson plan

with accompanying worksheet materials. In effect, these are ready-made

lessons based on podcasts which teachers can use in the classroom directly.

Vocabulary, idioms, etc. (e.g., http://englishteacherjohn.com/) This is apopular type of podcast, probably because it is easy to produce. In this kind

of podcast, the host chooses some vocabulary items and explains their usage.

The example presents a few idioms in each episode.

Conversations with script (e.g., http://www.e-poche.net/ conversations/) These podcasts contain conversations between native speakers. To help less

proficient learners, each episode is accompanied by the script, for learners to

refer to while listening to the conversation.

Jokes (e.g., http://www.manythings.org/jokes/) These are podcastscontaining jokes. Because they usually play on language, they encourage

careful listening by the learner.

Songs (e.g., http://englishpodsong.blogspot.com/)These podcasts containsongs for ESL learners. The songs are either traditional childrens songs, or

authentic popular songs for teenagers. They are also often accompanied by

the text of the lyrics.

Phonetics, pronunciation (e.g., http://phoneticpodcast.com/) Podcasts areobviously highly suited for teaching phonetics and pronunciation. These

podcasts are lessons which focus on specific phonemes and pronunciation

problems in English.


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Stories (e.g, http://www.englishthroughstories.com/) These are usuallystory read-alouds. They may or may not be followed by listening

comprehension questions.

Listening comprehension (e.g., http://mylcpodcasts.blogspot.com/) Thesepodcasts provide conventional listening comprehension practice.

b. Operational DefinitionBased on the definitions about podcast above, it can be concluded that

podcast is an audio format (usually in mp3 format) whose its contents can be

various subject matters, such as news; conversations; songs; jokes and so on,

which can be listened over and over through several devices, such as computer,

iPod, or Mp3 player. Using podcast in the classroom can make the atmosphere

more vivid. It can also make the students motivated to learn as they are curious

about what the topic is being talked.

Steps of how to use podcast in the classroom are briefly stated below:

1. Choose the subject matter that is going to talked or discussed. Then find itin the links that are provided above.

2. Print the full script of the subject matter to make the students know everydetail of the subject.

3. Provide several questions for students group (each group may have 3 tofive questions) related to the subject matter.

4. Have the students make their own group. Each group may consist of threeto four students.

5. Play the podcast two times without script and one time with script.6. Have the students to take the questions in random.7. Ask the students based on the questions that they have and set the time

(normal time is 2 minutes).


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The learning outcome which is gained can be some knowledge of the

students which is shown with the changes of the students behavior. That is they

can answer the questions of the test given and the actual achievement that they

obtain is better than the previous one which is stated in the range 0 to 100.

Table:

Based Competency Indicator Number of Questions Amount

State the subject matter

that is being discussed

Mention supportingdetails of the subject

matter

1,2,4,5 4

Quote some speakers

statements3,6,7,8,9 5

Retell the podcasts by

students own words

10 1

Total Amount 10

2. Learning Outcomesa. Conceptual Definition

Learning outcomes are the result of an act of learning and teaching

acts. In terms of teachers, teaching concludes with an evaluation of the

student learning outcomes, learning outcomes are the end pieces, and the

top of the learning process. Mastery of learning outcomes is not an

exercise but a change in behavior. Behavior change as a process called

learning.16

16Djamarah. Strategi Belajar Mengajar. Jakarta: Rineka Cipta. 2006. Page 105


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According Hamalik learning outcomes will look at every aspect of

change in knowledge, understanding, habits, skills, appreciation,

emotional, social relationships, physical, ethical, or moral character and

attitudes. If someone had just done studying it will show a change in one

or several aspects of these behaviors.17

Learning outcomes is one of the teaching-learning process of about

a material successfully acknowledged if the learning goal can be

achieved.18

Learning outcomes can be measured in terms of changes in

knowledge, attitudes and skills, changes better than before, for example,

from which can not be.19

Learning outcomes according to some expert opinion on the above

it can be synthetized by the authors that the results obtained by studying

the ability of students from a criminal act of teaching and learning are

reflected in behavioral changes that could affect the outlook and way of

approaching a problem in every issue.

b. Operational DefinitionLearning occurs when the stimulus situation along with the

contents of memory affects the way that the students actions changed

from the time they had to time their situation after experiencing extremes.

Some people think that learning is merely collecting or memorizing

facts presented in the form of information or subject matter. In addition,

there are some people who understand learning as just an ordinary practice

as shown in the practice of reading and writing.

Learning outcomes is the benchmark or benchmark that determines

the success rate of students in knowing and understanding a subject matter.

Learning outcomes can provide a subject matter. The results of a study can

17Oemar Hamalik. Proses Belajar Mengajar. Jakarta: Bumi Aksara. 2001. Page 36

18Ibid. Page 30

19

Martinis Yamin. Strategi Pembelajaran Berbasis Kompetensi. Jakarta: Gaung Persada Pers.2003. Page 87


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provide information to teachers, parents, and students about the level of

ability or success in teaching students.

Learning outcomes can be seen from the changes in knowledge,

changes that may be something new appears in the behavior of real and

can also be a refinement of something that never happened. Learning

outcomes which the authors mean in this research is the test results are

given.

G. HypothesisHypothesis is a temporary answer toward the problem statement where such

problem statement has been stated in interrogative sentence.20

The hypothesis of this research is stated as follow:

Ha: There is influence of using podcasts toward the students learning

outcomes in speaking at MAN Model of Jambi city

Ho: There is no influence of using podcasts toward the students

learning outcomes in speaking at MAN Model of Jambi city

Ro > rt (roberservasi > ttabel) Ha acceptable

H. Research Procedure1.The Research Approach and Range

a. The research approachThe approach that is going to be used in this research is Quantitative

Approach. This research is aimed to find the influence between the two

variables, relatively, independent and dependent variable. The one

which is as independent variable is Using Podcasts and the other is

Students Learning Outcomes in Speaking

b. The research range20

Sugiyono. Metode Penelitian Kuantitatif Kualitatif dan R & D. Bandung: Alfabeta. Page 64


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This research is conducted at MAN Model of Jambi city. This range is

a study about the influence of using podcasts toward Students

Learning outcomes in speaking.

2.Sources of Dataa. Primary data

Primary data is the research data obtained directly from genuine

sources (not through an intermediary).21

Primary data is data that is collected or obtained directly from

respondents during the fieldwork, data obtained in the form of information

or particulars concerning and directly related to the problems above.

b. Secondary DataSecondary data is the source of research data obtained by

investigators indirectly through its medium (obtained and recorded by

others).22

Such data are:

- History and geography MAN Model of Jambi City- The organizational structure- The situation of teachers, students, and administrative staff- Curriculum- Facilities and infrastructure

3. Population and Samplea. Population

The population is composed of the generalization that the object or

subject that has certain qualities and characteristics are determined by the

21

Muchammad Fauzi, Metode Penelitian Kuantitatif, Semarang: Walisongo Press. 2009. Page 16522Ibid, page 166


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researchers to learn and then drawn the conclusion.23

The population in this study were all students of class XI IPA numbered

62 people.

b. SamplesSample is a portion of that population. The population in this study

does not take a whole, the sample in this study is the class XI of science

program of MAN Model of Jambi city. To determine the sample is done

by tests of normality and homogeneity test.24

Samples may be taken if a state subject in the population

completely homogeneous. So that the samples taken are representative of

means to represent the actual population. The sampling technique in this

study using random cluster sampling technique. Where sampling in this

study did not directly but in a class all students group or cluster. The

author will take two classes in the class XI of science program randomized

experiment of class as a class and one class of control again as a class.

4. Research instrumenta. Observation

Observation is a complex process, a process which is composed of

a variety of biological and psychological processes. Two of the most

important are the processes of observation and memory.25

In this study the authors make observations directly to students,

school infrastructure and state of MAN Model od Jambi city.

b. Documentation

23Sugiyono, op Cit, page 297

24

Sugiyono, op Cit, page 29725 Sugiono. Metode Penelitian Kuantitatif Kualitatif dan R & D. Bandung: Alfabet. Page 64


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The documentation is intended to obtain data directly from the

research, including relevant books, regulations, reports on activities,

photographs, documentary films, and data relevant to the study.26

c. InterviewThe interview is a way of collecting data used to obtain

information directly from the source.27

Interviews in this study are used to complete the acquisition of data

is a history of the school, the state teachers, students and so state. This

interview was conducted by asking the informant directly related to the

problems that the authors raise.

d. TestThe test is a set of stimuli given to a person whose intention to get

a response that can be used as the basis for settler score points.28

The Tests used in this study is in the form of multiple-choice test of

20 questions. Before the tests were conducted to sample it first tested the

validity and reliability of the matter and considering the level of difficulty

and the different questions, the test used is written in the form of objective

tests.

to see whether the test is good or not, so the test must meet the

requirements as follows:

1. Validity TestValidity is a state that describes the level of the relevant instrument

capable of measuring what will be measured. For that matter in

assessing the validity of research using point biserial correlation

formula as follows:

26Ibid. page 77

27Ridwan. Belajar Mudah Penelitian Untuk Guru, Karyawan, dan Peneliti Pemula. Bandung:

Alpabeta. 1010. Page 7428 Amirul Hadi. Metodologi Penelitian Pendidikan. Bandung: Pusataka Setia. Page 139


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rpbi=

Description:

rpbi = point biserial correlation index numbers

Mp = mean (arithmetic mean value) scores achieved by the test

participants (testee) the correct answer, which is being sought

correlations with overall test.

Mt = total mean score, which was achieved by all participants of the

test (testee).

SDt = total standard deviation (standard deviation of total score)

p = proportion of test takers who answered the question very well

against the grain that is being sought kolerasinya the overall test.

q = proportion of test takers who answered one of the items being

sought about the correlation with the overall test.

2. Reliability testsThe formula that the writer uses is the Kuder Richardson formula

(KR-20) as follows:

r11 = (

) (

)Where:

R11 = the reliability of the instrument

n = Number of items question

1 = constant Numbers

ST2 = total variance.


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P = proportion of test items answered correct item in question

Q = proportion of jawabanny one testee

3. Level of difficultyAbout the good is a matter that is not too easy or too difficult.

Difficulty index is a number that indicates a difficult and easy

questions.

Difficulty index formula P =

Where:

P = index of difficulty

B = Banyaknyua students who answer questions correctly

JS = The number of tests

Classification:

Problem with P = 0.00 to 0.30 is a difficult problem

Problem with P = 0.30 to 0.70 is about average (not too hard)

Problem with P = 0.70 to 1.00 is a matter of simple

4. Distinguishing features.Distinguishing features is the ability of a matter to distinguish between

students who are good (high capacity) with the stupid students (low-

capacity).

By the formula:

D = -

= PA - PB


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Where:

D = The number of tests

JA = A lot of the group participants

Jn = Many of the group participants

BA = A lot of the group participants who answered the question

correctly

Bn = A lot of the groups of participants who answered the question

with one

PA = proportion of the group participants who answered correctly

PB = the proportion of participants who answered the wrong group

The different classifications:

D = 0.00 to 0.20 is ugly

D = 0.20 to 0.40 is sufficient

D = 0.40 to 0.70 is good

D = 0.70 to 1.00 is good

I. Data AnalysisData processing is the main activity carried out by a researcher. Away,

because the results do not exist without preceded by data processing. Data

analysis is intended to perform the testing of hypotheses and answer the problem

formulation has been proposed. But before further data analysis of the first test for

normality and homogeneity test.

1. Test for normalityPurpose test for normality is to look at the sample is normally distributed or not.

Testing the normality of the data is by using the formula Liliefirs, according

Sudjana (2001:95) with the following steps:

1. Score the results obtained and the study of data compiled from the smallestto the largest.

2. Calculate the average of each class of samples3. Calculate the standard deviation of each group of samples


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4. Looking for raw scores from raw scores using the formula:Zi =

5. By using the standard normal distribution lists, odds are calculated by theformula:

F(Zi) = P (Z < Zi)

6. By using the proportion of Z1, Z2, Z3, ........., Zn is less than or equal to Ziis expressed by:

S(Zi) = S(Zi) =

7. Compute the difference F (Zi) - S (Zi), then determined the absolute price.8. Take the largest of the absolute difference in price, the price is called L0's

largest

9. Comparing L0 (L count) at a price that is critical to the table L with 95%confidence level, the test criteria are:

a. If LO Ltabel then the data are not normally distributed.

2. Test of homogeneityHomogeneity test is performed to see whether the two groups of samples have

homogeneous variance or not. Test of homogeneity of the authors use the Bartlettest by using a table f.

Step calculation:

a. Enter the numbers statistic to test the homogeneity of the Bartlet test tableb. Calculate the variance using the formula:

S2 =


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c. Calculating log s2d. Calculating the value of B = (log s2

))

e. Calculating the value of = (log 10 [ ]f. Compare with the value of and degrees of freedom (db) = k-

1, with the testing criteria as follows:

if , is not homogeneousif , the homogeneous

3. Testing the hypothesisIn addition to learning the results of the test data obtained through the tests

that have previously been tested reliability, validity and data analysis was then

performed using the t testfor small samples of each other is irrelevant.

The data used were the t test with the following conditions:

1. The samples came from populations distributed2. Both classes have a homogeneous variance

The formula to find t or t0 to modern day small sample (N less than 30) are as

follows:

T0 =

Description of the formula:

T0 = The degree of difference in the two samples kelomok

M1 = Mean group 1 in the variable X

M2 = Mean group 2 on the variable Y

SEM1-M2 = Standard Error Mean difference in two samples


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Measures to be implemented:

1. Finding the Mean for Variables IM1 = M +

2. Looking Mean for variable IIM2 = M +

3. Finding the Standard Deviation Variables ISD1 = * +

4. Finding the Standard Deviation variable IISD2 = * +

5. Variable Mean Standard Error Finding I:SEM1 =

6. Finding Standard Error Variable Mean Difference Variables I and II by theformula:

SEM2 =

7. Finding Standard Error Variable Mean Difference Variables I and II by theformula:

SEM1-M2 =

8. Looking t0, with the formula:T0 =


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9. InterpretationIf t0 tTable rejected the null hypothesis means between the two variables there

are significant differences.

If t0 tTable accepted the hypothesis of zero between the two variables does not

mean there are significant differences.

After data analysis using the t test, further analysis of the influence of Phi

correlation for a large sample of one another are not interconnected, with the

steps:

a. First formulate its Ha and Ho.b. Determine the range (R)

R = HL + 1

c. Determine many classesd. Determine the length of class interval

i =

e. Create a frequency distribution tablef. Determine the average or mean rat (M)

M = M + i ( )g. Determine the median (Mdn)

Mdn = 1 + . i

h. Seek mode (Mo)Mo = 1 + * ++ . i

i. Make a correlation table Phi (Phi correlation coeffisien)j. Finding the value of Phi correlation with the formula:


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=

k. interpretIf the null hypothesis is rejected means that there are significant effects

implementation of the use of podcasts for student learning outcomes in

speaking at MAN Model of Jambi city

If the null hypothesis is accepted then it means there is no significant effect of

application of the use of podcasts terhadapa student learning outcomes.


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REFERENCES

Tim barry, School of Sport. University of Cumbria.A strategy for Using Podcasts

for teaching and Learning in the Bioscience.

Paul Man-Man SZE.Developing Students Listening and Speaking Skills through

ELT Podcasts. Department of Curriculum and Instruction, the Chinese

University of Hong Kong. Education Journal Vol. 34, No. 2, Winter 2006.

Steve Clark, Mark Westcott and Lucy Taylor. Using Short Podcasts to reinforce

Lecture. Symposium Prsemntation. 2007.

Stephen M. Walls, John V. Kucsera, Joshua D. Walker, Taylor W. Acee, Nate K.

McVaugh, Daniel H. Robinson. Computer & Education. the University of

Texas at Austin, United States. Elsevier Ltd.. 2009.

Lara Ducate and Lara Lomicka. Podcasting: An effective tool for Honing

Language Students Pronunciation?. Language Learning & Technology,

October 2009, Vol. 13, Number 3.

Chester, A., Buntine, A., Hammond, K., & Atkinson, L. (2011). Podcasting inEducation: Student Attitudes, Behaviour and Self-Efficacy. Educational

Technology & Society, 14 (2).

Crispin Dale. Strategies for Using Podcasting to Support Student Learning.

Journal of Hospitality, Leisure, Sport & Tourism Education. Vol. 6, No. 1.

2006.

Djamarah. Strategi Belajar Mengajar. Jakarta: Rineka Cipta. 2006.

Hamalik, Oemar. Proses Belajar Mengajar. Jakarta: Bumi Aksara. 2001.

Yamin , Martinis. Strategi Pembelajaran Berbasis Kompetensi. Jakarta: Gaung

Persada Pers. 2003.

Fauzi Muchammad. 2009.Metode Penelitian Kuantitatif. Semarang: Walisongo

Press

Sudjana Nana. 2009. Penelitian Hasil Proses Belajar Mengajar. Bandung:

Remaja Rosdakarya


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Riduwan. 2010. Belajar Mudah Penelitian Untuk Guru-Karyawan Dan Peneliti

Pemula. Bandung: Alpabeta.

Hadi Amirul. 2010.Metodologi Penenlitian Pendidikan. Bandung: Pustaka Setia

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