INTEGRATION OF PODCAST-ASSISTED MEDIA AND PROJECT-BASED LEARNING TO ENHANCE ENGLISH SPEAKING SKILLS OF STUDENTS AT UNIVERSITAS MUHAMMADIYAH ENREKANG

Mutmainna Muinuddin M. Dyah, 2025. The Integration of Podcast-Assisted Media and Project-Based Learning to Enhance English Speaking Skills of Students at Universitas Muhammadiyah Enrekang. Supervised by Prof. Dr. Rafi’ah Nur,
M.Hum and Prof. Dr. Drs. Amaluddin, M.Hum.This study investigates the integration of podcast-assisted media in Project�Based Learning (PjBL) to enhance the English-speaking skills of students at Universitas Muhammadiyah Enrekang. The research employs a pre-experimental
design with a one-group pretest-posttest method, focusing on the development of students’ speaking abilities, the relevant steps in implementing this learning
approach and their interest in podcast-assisted PjBL. Data were collected using speaking tests and questionnaires.
Data analysis was conducted using a paired sample t-test, revealing a significant improvement in speaking skills, as indicated by the pretest and posttest
score comparison (t = -34.997, p = 0.000). The findings reveal significant improvements in students’ speaking skills after theintervention. Feedback from
validators was used to refine the learning procedure, particularly by incorporating student-centered activities, such as allowing students to create their own podcasts.
This enhancement fostered greater creativity, engagement, and practical application of speaking skills. The study’s findings underscore the effectiveness of integrating
podcast-assisted PjBL in providing authentic learning experiences and structured opportunities for skill development. The study also highlights students' high levels
of interest in learning through podcasts, as evidenced by an average score of 4.53
across the dimensions of enjoyment, attention, engagement, and interest.Despite its success, the study acknowledges several limitations, including a
small sample size, time constraints, and the reliance on technology, which may pose challenges for students with limited access. Recommendations for future research
include expanding the sample size, incorporating real-time feedback mechanisms, exploring long-term impacts, and addressing holistic language skill development.
In conclusion, the integration of podcast-assisted media in PjBL proves to be a promising approach for improving English-speaking skills, fostering student
engagement, and creating a more flexible and dynamic language learning environment. This study contributes to the growing body of knowledge on innovative, technology-enhanced teaching methods and theirapplication in higher education.