A Critical Listening Teaching Model with Students’ Self-Mediated Podcast to Enhance Critical Thinking: ARRRIPS Model

Arif Suryo Priyatmojo; Issy Yuliasri; Abdurachman Faridi; Charanjit Kaur Swaran Singh

doi:10.37680/qalamuna.v18i1.7694

Authors

Arif Suryo Priyatmojo Universitas Negeri Semarang
Issy Yuliasri Universitas Negeri Semarang
Abdurachman Faridi Universitas Negeri Semarang
Charanjit Kaur Swaran Singh University of Sultan Idris, Malaysia

DOI:

https://doi.org/10.37680/qalamuna.v18i1.7694

Keywords:

ARRRIPS; Critical Listening; Critical Thinking; Self-Mediated Podcast

Abstract

This study addresses the challenge of fostering critical thinking in English as a Foreign Language (EFL) instruction, particularly in the Critical Listening course. To meet this need, the ARRRIPS model—Analyze, Review, Revise, Record, Immediately Podcast, and Share was developed. The research adopted a Research and Development (R&D) design guided by the ADDIE model. Conducted at Universitas Negeri Semarang (UNNES), the study involved two classes: an experimental group using the ARRRIPS model and a control group receiving a conventional instruction model. A quasi-experimental design was applied to evaluate the model’s effectiveness, using pre- and post-tests for quantitative analysis, and interviews, observations, and students’ artefacts for qualitative insights. Instruments included a validated critical thinking rubric based on Facione’s (1990) framework, perception questionnaires, interview guides, and observation checklists. Quantitative data analyzed with SPSS 25 showed a significant difference between the experimental group (mean = 15.59) and the control group (mean = 7.97; p < 0.001). Qualitative data revealed enhanced engagement, autonomy, and metacognitive reflection among the students. The study concludes that the ARRRIPS model effectively improves critical thinking in EFL listening instruction. It offers a practical, technology-integrated framework aligned with Merdeka Curriculum goals and learner-centered pedagogies.

References

Akhter, T. (2020). Problems and challenges faced by EFL students of Saudi Arabia during the COVID-19 pandemic. Rupkatha Journal on Interdisciplinary Studies in Humanities, 12(5), 1–7.

Al-Shamsi, A., Al-Mekhlafi, A. M., Al Busaidi, S., & Hilal, M. M. (2020). The effects of mobile learning on listening comprehension skills and attitudes of Omani EFL adult learners. International Journal of Learning, Teaching and Educational Research, 19(8), 16–39.

Bagheri, M., & East, M. (2023). Second language listening pedagogy: An examination of classroom practices in an EFL context—Australian Review of Applied Linguistics.

Bailey, K. M. (2020). Teaching listening and speaking in second- and foreign-language contexts. Bloomsbury Academic.

Besser, E. D., Blackwell, L. E., & Saenz, M. (2022). Engaging students through educational podcasting: Three stories of implementation. Technology, Knowledge and Learning, 27(3), 749–764.

Bourdeaud’hui, H., Aesaert, K., Van Keer, H., & van Braak, J. (2018). Identifying student and classroom characteristics related to primary school students’ listening skills: A systematic review. Educational Research Review, 25, 86–99.

Chaves-Yuste, B., & de la Peña, C. (2023). Podcasts’ effects on the EFL classroom: A socially relevant intervention. Smart Learning Environments, 10(1), 20.

Dewi, R. C. (2018). Utilizing Authentic Materials on Students’ Listening Comprehension: Does it have Any Influence? Advances in Language and Literary Studies, 9(1), 70–74.

Edrenius, R. (2018). Authentic Materials in Listening Lessons: A Study of Swedish Upper-Secondary English Teachers’ Attitudes toward Authentic Materials in Listening Lessons.

Emerick, M. R. (2019). Explicit teaching and authenticity in L2 listening instruction: University language teachers’ beliefs. System, 80, 107–119.

Field, J. (2010). Listening in the language classroom. ELT Journal, 64(3), 331–333.

Flowerdew, J. (2005). Second language listening: Theory and practice. Cambridge UP.

Flowerdew, J., & Miller, L. (2010). Listening in a second language. Listening and Human Communication in the 21st Century, 158–177.

Goh, C. C. M., & Vandergrift, L. (2021). Teaching and learning second language listening: Metacognition in action. Routledge.

Gönülal, T. (2020). Improving listening skills with extensive listening using podcasts and vodcasts. International Journal of Contemporary Educational Research, 7(1), 311–320.

Ha, G. L., & Ngo, T. C. T. (2021). Challenges in learning listening comprehension via Microsoft Teams among English majors at Van Lang University. International Journal of TESOL & Education, 1(3), 142–175.

Halim, A., Mukminatien, N., & Anugerahwati, M. (2018). The Students’perceptions Towards Authentic Materials For Reading And Listening Activities. Getsempena English Education Journal, 5(2), 150–161.

Harahap, S. D. (2020). Podcast Impacts On Students’listening Skill: A Case Study Based On Students’perceptions. Jurnal Inovasi Penelitian, 1(4), 891–900.

Hartikainen, S., Rintala, H., Pylväs, L., & Nokelainen, P. (2019). The concept of active learning and the measurement of learning outcomes: A review of research in engineering higher education. Education Sciences, 9(4), 276.

Ji, S., Li, K., & Zou, L. (2019). The effect of 360-degree video authentic materials on EFL learners’ listening comprehension. 2019 International Joint Conference on Information, Media and Engineering (IJCIME), 288–293.

Kapanadze, D. Ü. (2019). An Effective Method to Develop Watching/Listening Comprehension Skills in Turkish Teaching. International Journal of Progressive Education, 15(6), 66–82.

Martin, J. R. (1992). English Text: System and Structure. John Benjamin Publishing.

Martin, J. R., & Rose, D. (2003). Working with Discourse. Continuum. https://doi.org/10.1177/095792650601700108

Martin, J. R., & Rose, D. (2008). Procedures and procedural recounts. Genre relations: Mapping culture. London: Equinox.

Milliner, B., & Dimoski, B. (2024). The effects of a metacognitive intervention on the listening comprehension and listening self-efficacy of lower-proficiency EFL learners. Language Teaching Research, 28(2), 679–713.

Mohammed, S., & Kınyo, L. (2020). Constructivist theory is a foundation for the utilization of digital technology in the lifelong learning process. Turkish Online Journal of Distance Education, 21(4), 90–109.

Naidionova, A. V, & Ponomarenko, O. G. (2018). Use of podcasting technology to develop students’ listening skills. Інформаційні технології і засоби навчання (63,№ 1), 177–185.

Namaziandost, E., Neisi, L., Mahdavirad, F., & Nasri, M. (2019). The relationship between listening comprehension problems and strategy usage among advance EFL learners. Cogent Psychology, 6(1), 1691338.

Nushi, M., & Orouji, F. (2020). Investigating EFL teachers’ views on listening difficulties among their learners: The case of the Iranian context. Sage Open, 10(2), 2158244020917393.

Polat, M., & Erişti, B. (2019). The effects of authentic video materials on foreign language listening skill development and foreign language listening anxiety at different levels of English proficiency. International Journal of Contemporary Educational Research, 6(1), 135–154.

Rahman, A. (2018). Podcast effects on EFL learners' listening comprehension. Universitas Negeri Makassar.

Rannikmäe, M., Holbrook, J., & Soobard, R. (2020). Social Constructivism—Jerome Bruner. Science Education in Theory and Practice: An Introductory Guide to Learning Theory, 259–275.

Reyna, J., Hanham, J., & Meier, P. C. (2018). A framework for digital media literacies for teaching and learning in higher education. E-Learning and Digital Media, 15(4), 176–190.

Rintaningrum, R. (2018). Investigating reasons why listening in English is difficult: Voice from foreign. Asian EFL Journal, 20(11), 6–15.

Rost, M. (2013). Teaching and researching: Listening. Routledge.

Saeedakhtar, A., Haqju, R., & Rouhi, A. (2021). The impact of collaborative listening to podcasts on high school learners’ listening comprehension and vocabulary learning: system, 101, 102588.

Santosa, R. (2011). Semiotika Sosial: Pandangan terhadap Bahasa. Pustaka Eureka dan JP Press.

Saraswaty, D. R. (2018). Learners’difficulties & Strategies In Listening Comprehension. English Community Journal, 2(1), 139–152.

Silberberg, E. (2024). Deep listening pedagogy with radio in the classroom. Latino Studies, 22(1), 178–185.

Susilowati, R. (2020). The challenges of online learning in the listening classes during the COVID-19 pandemic. Edukasi Lingua Sastra, 18(2), 56–72.

Syariati, N. (2020). Using authentic materials to improve listening comprehension skills. BABASAL English Education Journal, 1(2), 1–8.

Tran, T. Q., & Duong, T. M. (2020). Insights into listening comprehension problems: A case study in Vietnam. Pasaa, 59(1), 77–100.

Ur, P. (1984). Teaching listening comprehension. Cambridge University Press.

Vaezi, R., Afghari, A., & Lotfi, A. (2019). Investigating listening comprehension through a flipped classroom approach: Does authenticity matter? Call, E. J. (20(1), 178–208).

Wallace, M. P. (2022). Individual differences in second language listening: Examining the role of knowledge, metacognitive awareness, memory, and attention. Language Learning, 72(1), 5–44.

Wiratno, T., & Santosa, R. (2015). Bahasa, Fungsi Bahasa, dan Konteks Sosial. Pengertian Bahasa, 1–19.