Implementasi Metode ROAR Berbantuan Podcast: Studi Eksperimen pada Kemampuan Berbicara Siswa SMA Implementation of the ROAR Method Assisted by Podcasts: An Experimental Study on the Speaking Skills of Senior High School Students
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Page Numbers:
650-663
Digital Object Identifier:
10.58578/masaliq.v6i2.9005
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Authors:
Sigit Widiyarto1*, Tri Astuti2, Jumiati Jumiati3 
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Authors retain copyright and grant the journal right of first publication.
Main Article Content
Abstract
Students often struggle to generate ideas, articulate their thoughts, and cope with speaking anxiety, resulting in suboptimal development of their writing and speaking skills. The integration of digital media such as podcasts with structured instructional models is considered a promising approach to address these barriers. This study aimed to evaluate the effectiveness of an AI-assisted ROAr method in improving the targeted skills among senior high school students. A quantitative approach was employed using a one-group pre–post design (without a control group) with a sample of 43 students. The instructional method combined digital authentic materials and observational practice, while data were collected through pre- and post-intervention scores and analyzed using a paired-samples t-test. The results showed significant and consistent improvements in post-intervention scores, indicating that the AI-assisted ROAr method was statistically effective in enhancing students’ performance on the measured variables, likely through reducing speaking anxiety, strengthening ideation, and increasing exposure to authentic input. These findings are consistent with the literature highlighting the benefits of podcasts and learning approaches that connect instructional content with real-life experiences. Future research is recommended to employ experimental designs with control groups, larger sample sizes, measurements of affective variables (anxiety, motivation), and mixed-methods approaches to explore the mechanisms of change more comprehensively. In practical terms, educators are encouraged to systematically integrate digital media and observational strategies, with appropriate adjustments to frequency and supporting activities, to optimize learning outcomes.
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