Teacher’s Perception of Student Motivation Toward Podcast-Based Listening Activities at SMK Muhammadiyah 1 Palu
DOI:
https://doi.org/10.56983/eltm.v5i3.2067Keywords:
EFL, Listening Activities, Podcast, Student Motivation, Teacher PerceptionAbstract
This study examined an English teacher’s perception of students’ motivation when podcasts were incorporated into listening activities at SMK Muhammadiyah 1 Palu. The study was conducted to understand how students responded to podcast-based listening and what instructional factors appeared to influence their engagement. A qualitative descriptive approach was employed. The data were obtained from an English teacher through classroom observation, a semi-structured interview, and supporting documentation. The data were analyzed by organizing relevant information, identifying recurring themes, comparing evidence from different sources, and drawing conclusions through triangulation. The findings indicated that students’ motivational responses to podcast-based listening varied considerably. Students with relatively stronger English proficiency tended to show greater interest and participation, whereas students with limited English ability generally experienced difficulties in following the audio and were less actively involved. The teacher also perceived that the use of podcast technology alone did not automatically increase students’ motivation, particularly among learners who already demonstrated limited interest in English. Nevertheless, short and relevant podcast materials with accessible vocabulary were perceived as more appropriate for maintaining students’ attention. The teacher’s use of selected audio segments, playback-speed adjustment, level-appropriate materials, and follow-up classroom activities also supported student participation. The study concludes that podcasts may provide meaningful support for listening instruction when accompanied by appropriate scaffolding, relevant content, manageable audio length, and active learning tasks. Since the findings were based on one teacher’s perception, they should be interpreted as perceived student motivation rather than direct measurement of students’ motivational levels.
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