STUDENTS’ PERCEPTIONS OF THE USE OF SPOTIFY PODCASTS IN FACILITATING LISTENING SKILLS AMONG ENGLISH DEPARTMENT STUDENTS AT NUSANTARA PGRI KEDIRI UNIVERSITY

Nabila, Nilna (2026) STUDENTS’ PERCEPTIONS OF THE USE OF SPOTIFY PODCASTS IN FACILITATING LISTENING SKILLS AMONG ENGLISH DEPARTMENT STUDENTS AT NUSANTARA PGRI KEDIRI UNIVERSITY. Undergraduate thesis, Universitas Nusantara PGRI Kediri.

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Abstract

This research aims to investigate students’ perceptions of the use of Spotify podcasts in facilitating listening skills among English Department students at Nusantara PGRI Kediri University. Listening is an essential skill in English language learning because it enables learners to understand pronunciation, grammar, vocabulary, meaning, and pragmatic context in spoken communication. However, many students still experience difficulties when listening to authentic spoken English, particularly because of fast speech, unfamiliar vocabulary, different accents, unclear pronunciation, and contextual meaning. Therefore, digital media are needed to provide flexible and accessible listening practice. Spotify podcasts are considered relevant because they provide various English audio materials and features that allow students to practice independently beyond the classroom. This study employed a quantitative approach with a one-shot survey design. The participants were 181 students from the first, second, third, and fourth academic years of the English Education Department at Nusantara PGRI Kediri University. The data were collected through a closed-ended questionnaire distributed online using Google Forms. The questionnaire was arranged based on three aspects of students’ perceptions, namely usefulness, effectiveness, and obstacles. The Spotify podcast features investigated in this study were the Replay Feature, Transcript Feature, and Playback Speed Control. The listening indicators covered pronunciation, grammar, vocabulary, meaning, and pragmatic context in spoken communication. The collected data were analyzed using descriptive statistics by calculating the frequency and percentage of students’ responses. The findings showed that students generally had positive perceptions toward the use of Spotify podcast features in facilitating their listening skills. Among the three features, the Transcript Feature obtained the highest average percentage at 83%, followed by the Replay Feature at 81% and Playback Speed Control at 80%. This indicates that students perceived the Transcript Feature as the most helpful feature because it allowed them to read and listen at the same time. The features also supported students in recognizing pronunciation, understanding vocabulary and grammar, identifying meaning, and interpreting pragmatic context. Nevertheless, students still faced obstacles, especially in understanding grammar and pragmatic context in authentic spoken English. Based on these findings, it can be concluded that Spotify podcasts are perceived as useful and effective digital media for facilitating students’ listening skills, although additional learning support is still needed.

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