IMPLEMENTING READ ALOUD TO TEACH VOCABULARY

FOR YOUNG LEARNERS

A SKRIPSI

Submitted to the English Education Department of Suryakancana University in

Patial Fulfillment of the Requirements for Sarjana Pendidikan Degree

by:

Astri Damayanti
8820321039

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF EDUCATION AND TEACHER TRAINING
SURYAKANCANA UNIVERSITY
CIANJUR
2025
 ASPEK-ASPEK YANG DITELITI

No Aspek-Aspek Explanation

This study focus on usability aspect

includes ease of use, usefulness,
1 Usability of podcast
accessibility, engagement, and audio
quality of English podcasts on Spotify.

This study assesses the use of podcast

on spotify as a learning process which
3 Spotify
allows students’ to present information
visually in the form of podcast.
This study explores how listening
skills aspect in this study includes
comprehension, vocabulary
recognition, pronunciation awareness,
listening strategies, and confidence.
Students are assessed on their ability to
understand the main ideas and details
4 Listening Skills
of the conversation, recognize and
remember new vocabulary, pay
attention to pronunciation and
intonation of native speakers, apply
strategies such as repeating or taking
notes, and enhance their confidence in
understanding English audio materials.
 CHAPTER III

RESEARCH METHODOLOGY

3.1 Research Design

This research will apply qualitative approach, (Creswell, 2014) noted that

qualitative research is an approach for exploring and understanding the meaning

individuals or groups ascribe to a social or human problem. Another statement

from (Stake. 2010) qualitative research is experiential, using personal judgment as

the main basis for assertions about how something works. So in qualitative

research, researchers use personal experience and judgment to collect and analyze

data, allowing for a deeper understanding of the research subject. According to

(Stake. 2010) The purpose of qualitative research is usually not to reach general

social science understandings but understandings about a particular situation. By

understanding better, the complexity of the situation, we should contribute to

setting policy and professional practice.

3.2 Research Setting

1.2.1.1 Site & Time

The site is a place to conduct research. In determining the site

about the Implementing Of Vocabulary for young learners with read

aloud activities Learning Method In Narrative Reading Learning. This

research will be conducted at RA Persis238 Al-muslimun Cianjur located

at Jl. Cugenang No.39a, Nagrak, Kec. Cianjur, Cianjur Regency, West

Java 43251. This location was chosen because the researcher was curious

about English learning and its improvement towards the title to be studied,
 and the researcher wanted to convey that in English learning there are

many learning methods that can be applied, one of which is the method

that will be used in this study, namely the Vocabulary of young learners

with read aloud. And because it is in accordance with the design and focus

of the current research.

1.2.1.2 Participant

This study involved 23 first-year students of RA Persis238 Al-

muslimun Cianjur in West Java, Indonesia in the 2024/2025 academic

year. In conducting the research, the researcher played a role in

implementing vocabulary for young learners with read aloud activities and

as an observer who observed student involvement in the teaching and

learning process during the learning process.

3.3 Data Collection

The research instrument used two stages. Namely observation and interview

this research, data was taken from:

1. Observation

Observation is the process of collecting information by observing people and

their locations (Creswell, 2012). This study uses observation to monitor and

record something that happens during the learning process. When conducting

observations, the author pays attention to how students are involved in learning

English using the gallery walk learning method.

No Aspek Indikator Jumlah soal No. soal

Teachers use podcasts in

learning
Use of Podcasts
in learning Types of podcasts teachers
1 use in learning 2 1-2
Spotify access
and operations Students open, search and
play podcasts without any
problems

Students are actively

Student involved in learning such as
2 1 3
engagement looking for additional
explanations

Strategies used
Teachers provide clear
by teachers in
3 guidance when using 1 4
using podcasts
podcasts
in learning

Frequency of students and

Regularity and
duration of listening, focus
2 concentration 3 5-6
during the session (not
of listening
distracted)

Students answer content

Understanding
3 questions, recognize and 1 7
and recording
record new vocabulary

Students use replay, pause,

Use of assistive
4 speed control, transcript to 1 8
features
facilitate listening

Contribution in the
Participation discussion to express
5 2 9-10
and reflection opinions or reflections on the
podcast

6 Barriers and Students identify 2 11-12

benefits technical/language
difficulties stating the extent
to which podcasts help
 improve listening

2. Interview

To support the author's research, the researcher will use individual interviews

or can be called one-on-one interviews. One-on-one interviews are a data

collection process in which researchers ask questions and record answers from

only one participant in the study at a time (Creswell, 2012). Interviews are

conducted in the same classroom environment at different times. The reason is to

ensure that the interview will not be disturbed, and that the conditions are the

same for all participants.

To help researchers analyze data, in conducting interviews researchers use a

recording device, namely a cellphone

 No Aspek Indikator Jumlah soal No. soal

Students' ability to
Access and use operate spotify to
1 1 1
of spotify search and play
podcasts

Students' perceptions
Response and
of podcasts (fun,
2 listening 1 2
difficult, etc.) and
experience
listening experience

The impact of
Benefits of
podcasts on
4 learning using 2 3-4
improving listening
podcasts
skills

Students' use and

Uses and
views on the
5 comparison of 3 5-7
effectiveness of
spotify features
podcasts

Difficulties students
Challenges and
6 face while listening 1 8
Obstacles
to podcasts

Suggestions and
student input for
Reflections and
7 teachers or friends in 2 9-10
recommendations
using podcasts as a
means of learning

3.4 Data Analysis

The data that has been gained from observation, interview and questionnaire

need to be analyzed further to decide how the data will be presented and discussed

in the findings section. The researcher analyzed the data from observation,

interview, and questionnaire by referring to the theory and the explanation from
Miles and Huberman (1984) as cited in (Sugiyono, 2013). The following is the

explanation about the techniques of data analysis of this research.

1. Data Reduction

The first step before reducing the data is the researcher analyzed the result of

the data from the instruments of the research. The data reduction process is

summarizing, choosing the main or the core parts, focusing on the essential

things, looking for themes and patterns, and removing pointless things. This

process provides an overview to the researcher regarding the data that has been

obtained. Reducing the data also make the researcher analyzed the data more

clearly.

2. Data Display

The process of displaying data in qualitative research is carried out through

brief descriptions, charts, relationships between categories, flowcharts, and others.

The narrative text is the type that is often used to provide data. This research also

uses the narrative text in presenting the data. By presenting the data, it makes it

easier for the researcher to understand the data and plan the next stage.

3. Conclusion Drawing/Verification

The final stage from the process of analyzing data is drawing conclusions. The

researcher examined all data results and connected the data to the research

problem of this research. There may still be the initial conclusions that are

temporal and change if there is no proof to support them at the next stage of data

collection. However, if the initial conclusions have been supported by valid and

consistent proof, then the conclusion is the credible conclusion.

 The conclusion in qualitative research is the new discoveries that have never

existed before. These discoveries could be in the form of the description of one

object that was previously unclear and after being examined, the object becomes

clear and it could be in the form of a hypothesis or theory.

3.5 Concluding Remarks

This chapter describes the methodology used in conducting this research. It is

stated that this research uses a qualitative approach, which is stated by Creswell

qualitative research means the process of exploring and understanding the

meaning of individual and group behavior, describing social problems or

humanitarian problems.

There are three instruments used in this study. All data were collected through

observation, interviews and questionnaires. To collect initial data, the researcher

used observation. Meanwhile, to obtain data from the second research question,

the author used interviews and questionnaires.

Furthermore, to analyze the data obtained, the author used data analysis proposed

by (Creswell, 2018) There are five stages to analyze data. First, organize and

prepare data for analysis as an initial stage. Second, read or study all the facts.

Third, start coding all data. Fourth, create descriptions and themes. And finally,

the fifth, is a description and theme.

 APPENDICE

APPENDICE 1 : Lesson Plan

MODUL AJAR
INFORMASI UMUM

A. IDENTITAS MODUL
Nama Penyusun : Siti Fatimah Lubis
Satuan Pendidikan : SMA/MA
Kelas / Fase : XI (Sebelas) / F
Mata Pelajaran : Bahasa Inggris
Prediksi Alokasi Waktu : 2 JP (1 x 45 menit)
Tahun Penyusunan : 2025

B. KOMPETENSI AWAL
Exposition Text is a type of text that aims to inform, explain, or convince
readers about a topic in a logical and systematic manner.
C. PROFIL PELAJAR PANCASILA
● Berkebinekaan global
● Mandiri
● Mernalar kritis
● Bergotong royong
D. SARANA DAN PRASARANA
● LCD proyektor,
● Laptop
● PPT
● Video/Audio pembelajaran yang telah disiapkan
● Speaker, dan
● Media lainnya.
E. TARGET PESERTA DIDIK
● Peserta didik mampu memahami struktur dan kaidah kebahasaan teks
eksposisi sederhana
● Peserta didik mampu mengumpulkan data lapangan (observasi &
wawancara) dan Menyusun ringkasan lisan.
F. MODEL PEMBELAJARAN
● Model pembelajaran dengan menggunakan Project-Based Learning
(PjBL)5M : mengamati, menanya, mencoba/eksplorasi, mencipta dan
mengkomunikasikan
KOMPONEN INTI

1. TUJUAN PEMBELAJARAN
- Siswa dapat menganalisi struktur teks eksposisi
- Siswa dapat mengumpulkan dan menganalisis data melalui eksplorasi
podcast di Spotify
- Siswa dapat Menyusun dan mempresentasikan teks eksposisi yang koheren
2. PEMAHAMAN BERMAKNA
Teks Eksposisi adalah jenis teks yang bertujuan untuk memberi informasi,
menjelaskan, atau meyakinkan pembaca tentang suatu topik secara logis dan
sistematis.
3. PERTANYAAN PEMANTIK
● “Bagaimana fitur-fitur Spotify (speed control, transcript, playlist)
meningkatkan efektivitas listening siswa?”
● Apakah podcast sangat membantu dalam peningkatan keterampilan
menyimak?
4. KEGIATAN PEMBELAJARAN
PERTEMUAN KE- 1 (Define Basic Questions)

Waktu Kegiatan
- Guru menyapa dan
menanyakan keadaan siswa.
Kegiatan
- Guru meminta siswa untuk
Pendahuluan
memimpin do’a.
- Guru mengabsen siswa diawal
pembelajaran.
Kegiatan - Guru menjelaskan tujuan
Inti pembelajaran.
- Guru bertanya apa itu Teks
eksposisi.
- Guru menjelaskan apa itu teks
prosedur.
- Guru memutar cuplikan
episode “Young Women on
Social Media
- Siswa mencatat judul, tema,
Mengamati
kata kunci, dan synopsis
&
singkat
menanya
- Siswa merumuskan 2-3
pertanyaan kunci ( mis. “apa
konflik utama?”, “kosakata
sulit apa yang sering
muncul?”.
Eksplorasi - Dalam kelompok (4-5) siswa
(mencoba) mendengarkan ulang pada
playback speed 0.75x dan
1.35, mencatat :
 ide pokok tiap bagian cerita
 5 kosakata baru beserta artinya
- Fitur Spotify yang mereka
 pakai (transcript, speed
control, replay)
 Tiap siswa mewawancarai satu
teman: “bagaimana fitur
transcript membantu
memahami?”
- Guru memberi tugas: buat
kerangka eksposisi dengan tiga
Penugasan
poin argumentasi tentang
mandiri
kemanfaatan episode yang
dipelajari
Pertemuan ke 2
Menalar dan - Kelompok berbagi kerangka
merancang eksposisi mereka.
- Siswa menulis teks eksposisi
(300-350 kata) dengan
Mencipta
struktur: 1. Thesis 2.
teks eksposisi
Argumentasi 3. Penegasan
ulang dan rekomendasi
- Setiap kelompok
mempresentasikan
Presentasi
eksposisinya
dan umpan
- Siswa lainnya memberikan
balik
pertanyaan dan saran
perbaikan
Refleksi dan - Siswa menulis satu kalimat
penutup refleksi: “hal terpenting yang
saya pelajari hari ini…”
- Guru menyimpulkan,
menegaskan, manfaat podcast,
dan memberi tugas: dengarkan
 episode lain & ringkas
- Siswa dan guru menyimpulkan
pembelajaran hari ini.
- Guru mengingatkan siswa apa
Kegiatan yang harus dipersiapkan
Penutup dipertemuan berikutnya.
- Guru mengakhiri kegiatan
belajar dengan membaca do’a
bersama

5. ASSESMEN RUBRIC/ PENILAIAN

a. Jenis Penilaian :

● Sikap (Observasi/Pengamatan)

● Pengetahuan (Tes lisan)

● Keterampilan (Unjuk kerja/ praktek).

b. Pedoman Scoring Rubric :

1) Aspek Sikap (Observasi/Pengamatan)

Jumlah
No. Nama Siswa Bertanggung Jawab Pantang Menyerah
Skor

1 2 3 4 1 2 3 4

3
 4

Keterangan : Skala penilaian sikap dibuat dengan rentang antara 1 s.d 4.

1 = Kurang konsisten; 2 = Cukup; 3 = Mulai konsisten; 4 = Konsisten.

 2) Aspek Pengetahuan (Speaking)

Listening Assessment Rubric

No Aspect Information Score

Accuracy and variety of grammatical

structures, No or few grammatical 5
errors.
Sometimes makes grammatical
mistakes but does not affect the 4
meaning.
Often makes grammatical errors
3
1. Grammar influence meaning.
Many grammatical errors get in the
way
2
meaning and often rearranging
sentences.
The grammatical errors are so severe
that they are difficult to correct 1
understood.

2. Vocabulary Use vocabulary and expressions like a

5
speaker original.
Sometimes using vocabulary that is
not 4
in accordance.
Often uses inappropriate vocabulary,
conversation becomes limited due to 3
limited vocabulary say.
Using incorrect vocabulary and 2
vocabulary limited and therefore
difficult to understand.
 Vocabulary is so limited that
conversation is non-existent might 1
happen.

Fluent like a native speaker. 5

The smoothness seems a little

4
disturbed by the problem language.
Smoothness is somewhat disturbed
3
3. Fluency due to problems language.
Often hesitate and stop because of
2
limitations language.
The conversation stops and stops
having a conversation impossible to 1
happen.

Understand everything without

5
experiencing difficulties.
Understands almost everything despite
4
repetition certain parts.
Understand most of what is said when
4. Comperhension
speaking a bit slow even though there 3
is repetition.
It's hard to follow what is being said. 2

Can't understand even though the

1
conversation isn't there simple.
 2. Aspek Keterampilan (Unjuk kerja/ praktek)

Kriteria Skor Indikator

3 Baik
Grammar
2 Kurang Baik
(Tata Bahasa)
1 Tidak Baik

Vocabulary 3 Baik

(Kosa Kata) 2 Kurang Baik

1 Tidak Baik

Fluency 3 Baik

(Kelancaran) 2 Kurang Baik

1 Tidak Baik

6. REFLEKSI
a. Guru menjelaskan bahwa peserta didik perlu melakukan refleksi atas apa
yang telah mereka pelajari.
b. Guru bertanya kepada peserta didik tentang hal-hal yang tidak dipahami
dari materi.
c. Guru meminta peserta didik melakukan refleksi, dengan bertanya apa saja
yang mereka dapat di pelajaran kali ini.
APENDICE 2 : Materi Ajar

Expoxition Text
Definition
Teks Eksposisi adalah jenis teks yang bertujuan untuk memberi informasi,
menjelaskan, atau meyakinkan pembaca tentang suatu topik secara logis dan
sistematis. Ciri‐ciri pokoknya meliputi:
1. Tujuan (Purpose):
• Menyajikan fakta, data, atau argumen agar pembaca paham atau setuju
dengan sudut pandang penulis.
2. Generic Structure (Struktur Umum):
• Tesis (Pernyataan Umum): Kalimat pembuka yang mengemukakan topik
utama dan sikap penulis terhadap topik.
• Argumentasi (Alasan atau Penjelasan): Beberapa paragraf berisi alasan,
bukti, contoh, atau data pendukung yang memperkuat tesis.
• Penegasan Ulang (Reiteration/Kesimpulan): Paragraf penutup yang
menegaskan kembali poin utama dan, bila perlu, menyertakan saran atau
rekomendasi.
3. Kaidah Kebahasaan (Language Features):
• Konjungsi Kausal & Logis: “karena”, “sehingga”, “oleh karena itu”,
“selain itu”.
• Verba Mental & Relasional: “menunjukkan”, “mengungkapkan”,
“adalah”, “merupakan”.
• Nomina Abstrak & Leksikon Ilmiah: “usability”, “efektivitas”, “konsep”.
• Kalimat Kompleks: Menggunakan anak kalimat untuk mengaitkan
argumen (“Meskipun…, ….”).
4. Gaya Penyajian:
• Objektif, bersandar pada fakta atau data.
• Bersifat logis dan sistematis, mengalir dari pernyataan umum ke detail
pendukung, lalu ke kesimpulan.
5. Contoh Singkat:
Tesis: Podcast “Easy Stories in English” efektif untuk melatih listening siswa.
Argumentasi 1: Fitur speed control memudahkan menyesuaikan kecepatan
pembicaraan.
Argumentasi 2: Interactive transcript mendukung pemahaman kosakata baru.
Argumentasi 3: Durasi pendek menjaga fokus dan motivasi.
Penegasan Ulang: Dengan fitur‐fitur tersebut, podcast ini layak dipakai sebagai
sarana belajar listening.

Dengan memahami struktur dan kaidah di atas, penulis dapat menyusun teks
eksposisi yang jelas, logis, dan meyakinkan pembaca.
 APPENDICE 3 : LKPD

Lembar Kerja Peserta Didik

Nama Sekolah : MAN 2 CIANJUR

Kelas : XI MAN 2 CIANJUR
Materi Pokok : Text Exposition
Tema : Easy story in english
Metode : Project-Based Learning (PjBL)
A. Tujuan Pembelajaran :
- Siswa dapat memahami konsep Project-Based Learning (PjBL).
- Siswa dapat mengidentifikasi manfaat dan tantangan dalam menggunakan
podcast dalam meningkatkan kemampuan listening.
- Siswa dapat memahami tujuan dan format poster presentasi dalam konteks
pembelajaran berbicara.
B. Petunjuk
1. Buatlah kelompok dengan teman kelasnya, 1 kelompok terdiri dari 5 orang
2. Setiap peserta didik menyusun kerangka teks exposition yang dikerjakan
secara berkelompok
3. Pilihlah 1 podcast kemudian buatlah teks eksposition nya.
4. Teks eksposition dikerjakan pada lembar kerja siswa (LKPD) kemudian
dipresentasikan.
5. Presentasikan hasil kerja nya dengan membawa hasil pada saat presentasi di
pertemuan ke-2, presentasi menggunakan bahasa Inggris.
6. Lembar kerja dikumpulkan pada saat presentasi dimulai.
Contoh Teks Eksposisi
Judul: Mengapa Easy Stories in English di Spotify Efektif untuk Melatih
Kemampuan Mendengarkan
Tesis:
Podcast Easy Stories in English di Spotify merupakan media ideal bagi siswa
yang ingin meningkatkan kemampuan menyimak bahasa Inggris, karena
menyajikan cerita pendek dengan level yang tepat dan dilengkapi fitur
pendukung.
Argumentasi:
1. Kemudahan Akses & Penggunaan
Cukup ketik “Easy Stories in English” di kolom pencarian Spotify, lalu pilih
episode yang diinginkan. Fitur download offline dan playback speed control
memudahkan siswa belajar kapan saja, bahkan tanpa koneksi internet.
2. Tingkat Kesulitan yang Sesuai
Setiap episode berdurasi 5–8 menit dengan level bahasa A2–B1. Cerita-cerita
sederhana seperti “The Lost Puppy” atau “A Day at the Beach”—membantu
siswa memahami alur dan kosakata tanpa merasa terbebani.
3. Dukungan Kosakata & Transkrip
Interactive transcript menampilkan teks lengkap yang dapat di-klik untuk
memeriksa ejaan kata baru. Siswa dapat langsung mencatat arti kata,
mempercepat proses penguasaan kosakata.
4. Keterlibatan & Motivasi
Cerita pendek yang menarik dan variasi topik menjaga konsentrasi siswa. Rutin
mendengarkan episode baru menjadi kebiasaan menyenangkan yang
memperkuat rasa percaya diri dalam listening.
Penegasan Ulang & Rekomendasi:
Dengan kemudahan akses, level cerita yang tepat, fitur transcript, dan durasi
singkat yang menarik, Easy Stories in English di Spotify memberikan solusi
efektif untuk mengatasi tantangan listening siswa. Disarankan guru
mengintegrasikan podcast ini ke dalam kegiatan pembelajaran dan mendorong
siswa menjadikannya rutinitas belajar mandiri.
Tulis teks hasil pengerjaan kelompok disini!
APPENDICE 4 : Observation Sheets

No Statements Yes No

1. Students able to open, search, and play podcasts on

spotify
2. Students regularly and consistenly listen to micro
podcast

3. Siswa bertanya tentang bagian podcast yang tidak

dipahami

4. Guru mengintruksikan siswa untuk mencatat poin

penting saat mendengarkan

5. Students focus during the listening process (not

distracted)

6. Students can answer questions related to podcast

content

7. Students are able to recognize and record new

vocabulary

8. Students use features such us replay, pause control to

help understanding

9. Students show their opinions or reflections on the

content of the podcast

10. Students actively participate in discussions about

podcast content

11. There are technical or language barriers that affect

the listening process

12. Students feel that podcasts help improve listening

skills
APPENDICE 5 : Interview Sheets

No Questions Answer
Apakah kamu pernah menggunakan
podcast di Spotify untuk belajar
1.
Bahasa Inggris? Jika iya, seberapa
sering kamu menggunakannya?

Apa yang kamu rasakan saat

mendengarkan podcast berbahasa
2.
Inggris? Menyenangkan, sulit,
membosankan, atau bagaimana?

Apa saja manfaat yang kamu

rasakan setelah mendengarkan
3.
podcast dalam meningkatkan
kemampuan listening kamu?

Menurutmu, bagian mana dari

kemampuan listening yang paling
4 terbantu dengan podcast?
(misalnya: mengenali aksen,
kosakata, memahami konteks, dll.)

Apakah kamu merasa lebih mudah

memahami percakapan dalam
5. Bahasa Inggris setelah
menggunakan podcast? Bisa
berikan contoh?

Adakah fitur di Spotify yang

menurutmu sangat membantu saat
6. menyimak podcast? (misalnya:
kecepatan audio, subtitle, repeat,
dsb.)

Bagaimana perbandingan belajar

listening menggunakan podcast
7.
dibandingkan dengan cara
tradisional seperti buku atau
 rekaman di kelas?

Apa tantangan atau kesulitan yang

8. kamu hadapi saat belajar listening
dengan podcast?

Apa tantangan atau kesulitan yang

9. kamu hadapi saat belajar listening
dengan podcast?

Apa saran kamu untuk guru atau

siswa lain yang ingin menggunakan
10.
podcast sebagai sarana belajar
listening?