Enhancing EFL Students’ Listening Comprehension Using TED Talk Podcast Videos:  A Classroom Action Research Study

Indra Yulianto; Jamilah

doi:10.24256/ideas.v14i2.8718

Authors

Indra Yulianto Pendidikan Bahasa Inggris, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
Jamilah Pendidikan Bahasa Inggris, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia

DOI:

https://doi.org/10.24256/ideas.v14i2.8718

Keywords:

Classroom Action Research. Listening Comprehension, TED Talk Podcast Videos

Abstract

This study investigated the integration of TED Talk podcast videos with Think-Pair-Share (TPS) to support listening comprehension among 35 eleventh-grade students in class XI-F9 at SMAN 1 Grabag, Magelang. Classroom Action Research followed the Kemmis and McTaggart cycle of planning, action, observation, and reflection. Data were collected through classroom observations, interviews with two students, field notes, and listening assessments administered before the intervention, after Cycle 1, and after Cycle 2. The reported mean score increased from 50.9 on the pre-test to 58.4 on the progress test and 81.4 on the post-test. The proportion of students achieving the minimum passing score of 67 increased from 22.86% (8 of 35 students) to 31.43% (11 of 35) and 80% (28 of 35), respectively. Observations and the two interviews indicated that students found the video-based activities interesting, while vocabulary limitations, concentration, and uneven participation remained challenges. These descriptive findings suggest that the combined intervention was promising in this classroom context; they do not establish the independent effect of TED Talks or statistical significance.

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