<![CDATA[This study investigated the perceptions of 65 third-grade students at SMK Cokroaminoto Kotamobagu regarding the use of podcasts in learning English speaking. A quantitative research design was employed, and data were collected through a 20-item questionnaire adapted from Rahmatia and Widiastuty (2019). The questionnaire used a five-point Likert scale consisting of Strongly Agree, Agree, Neutral, Disagree, and Strongly Disagree. The instrument was tested for validity using Pearson’s Product-Moment Correlation, and all items were found to be valid. The data were analyzed using percentage calculations and categorized into three indicators: experience of using the media, media availability and effectiveness, and learning outcomes. The findings revealed that students generally had highly positive perceptions of using podcasts for English speaking learning. The first indicator showed 95% positive responses, indicating that students had favorable experiences when learning through podcasts. The second indicator received 93% positive responses, suggesting that students perceived podcasts as accessible and effective learning resources. The third indicator also showed predominantly positive responses, particularly regarding students’ motivation and perceived pronunciation development. Overall, the findings indicate that podcasts were perceived as enjoyable, flexible, accessible, and useful supplementary media for English speaking instruction. The study concludes that podcasts have strong potential to support students’ English speaking learning by providing additional exposure to spoken English and opportunities for learning beyond the classroom.]]>
