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All Journal Celt: A Journal of Culture, English Language Teaching & Literature EXPOSURE JOURNAL IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra EDUVELOP (Journal of English Education and Development) FOSTER: Journal of English Language Teaching BABASAL English Education Journal JLE: Journal of Literate of English Education Study Program La Parole : Journal of Language Teaching and Pedagogy Edumaspul: Jurnal Pendidikan Studies in English Language and Education
Ammang Latifa
Universitas Muhammadiyah Parepare
Arts Humanities Education Languange, Linguistic, Communication & Media Other

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Designing and validating a podcast-assisted project-based learning procedure for EFL speaking development Rafi’ah Nur; Mutmainna Muinuddin M Dyah; Ammang Latifa; Amaluddin Amaluddin; Areski Wahid; Rusdiana Junaid
Studies in English Language and Education Vol. 13 No. 2 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i2.1092

Abstract

This study designed, validated, and refined a podcast-assisted Project-Based Learning (PjBL) instructional procedure for EFL speaking development in an Indonesian higher-education context. Framed as model development within a descriptive–exploratory educational design research/design-and-development research approach, the study produced an initial prototype specifying learning activities and sequencing, then subjected the procedure to expert review and iterative refinement. Two expert validators evaluated the model using a 5-point validation rubric comprising 16 indicators covering key instructional components (Introduction, Core, Closing, and Assessment) and four criteria (logicality, appropriateness, alignment, and non-controversiality), complemented by open-ended comments to guide revisions. Quantitative ratings were analyzed using the Content Validity Index (CVI) and Aiken’s V, supported by descriptive summaries and agreement metrics. Findings indicate excellent content validity: all indicators met the relevance criterion (I-CVI = 1.00; S-CVI/Ave = 1.00; S-CVI/UA = 1.00). Aiken’s V coefficients ranged from 0.75 to 1.00, with a mean of 0.898 (≈0.90), and the overall feasibility/appropriateness rating was high (M = 4.59/5). Feedback from, the validators informed targeted refinements, particularly strengthening the production-oriented Core phase by clarifying scaffolding and integrating an explicit feedback–revision cycle, including an individual (solo) podcast recording task. The final model organizes instruction into three connected phases (Introduction–Core–End) with assessment embedded across phases, offering a validated, classroom-ready procedure for integrating authentic audio input and project-based speaking production. The findings have important implications for teachers who wish to explore alternative ways to teach language using digital and project-based methods.
Co-Authors Ahmad Rizal Amaluddin Amaluddin Amaluddin Amaluddin Ammade, Salasiah Areski Wahid Ashfiah, Dzul Badaruddin Hardiyana Hardiyana Hasriani Dewi Indrawati Natsir IZZAH, NURUL Junaid, Rusdiana Jusman Jusman Kisman Larekeng, Siti Hajar Muhammad Faried Wadjedy Muliani Mutmainna Muinuddin M Dyah Mutmainnah Muinuddin M Dyah Nasrullah Nur, Rafi'ah Nur, Rafi’ah Nurdin, Jurana Nursyuhada Rafi'ah Nur Rafi'ah Nur Rafiah Nur Rafi’ah Nur Rahmatul Ummu Arifin Rubai'ah Rubiah Rubiah Salasiah Ammade Satriani Shakira B. Herman Siti Hajar Siti Hajar Larekang Siti Hajar Larekeng Syahrani Dewi Syawal Triyanti, Erni Utami, Siti Nur Ziska, Ika Yanti