Development of a Podcast-Based Instructional Design for Indonesian Language Negotiation Texts in Vocational Education: An ADDIE and Project-Based Learning Approach

Marnilawati; Martono; Warneri; Aunurrahman; Henny Sanulita; Aini Andria Shirin Anuarudin

doi:10.61255/jupiter.v4i5.2327

Authors

Marnilawati Universitas Tanjungpura
Martono Universitas Tanjupura Pontianak
Warneri Universitas Tanjupura Pontianak
Aunurrahman Universitas Tanjupura Pontianak
Henny Sanulita Universitas Tanjupura Pontianak
Aini Andria Shirin Anuarudin Universiti Teknologi MARA Malaysia

DOI:

https://doi.org/10.61255/jupiter.v4i5.2327

Keywords:

ADDIE, instructional design, negotiation texts, podcast, project-based learning, vocational communication

Abstract

Purpose: This study developed a podcast-based instructional design for Indonesian-language negotiation texts in vocational secondary education and examined the evidence available for its content, media, and linguistic suitability.

Methods: Research and development was organized using the ADDIE framework and Project-Based Learning (PjBL). The school context was SMK Negeri 1 Simpang Hilir. A preliminary needs analysis reported achievement of 77% in listening, 76% in reading, 75% in writing, and 70% in speaking. Six experts, comprising two subject-matter, two media, and two language specialists, assessed the prototype. A limited trial was described for 15 Grade X Visual Communication Design students; a larger implementation was planned for 35 Grade X Food Crop and Horticultural Agribusiness students. Results: The reported expert assessments were 97.33% for content, 96.67% for media, and 95.71% for language, with 96.60% reported overall. The resulting instructional design comprised four meetings (eight lesson periods), vocational negotiation scenarios, podcast production, teacher scaffolding, and performance assessment. Student-practicality percentages and pretest–posttest statistics in the source manuscript were explicitly generated from simulated data; they are therefore not presented as observed outcomes.

Conclusion: The development work documents a contextually aligned instructional prototype and favorable reported expert ratings. It does not establish empirical practicality, improvements in speaking proficiency, or the effectiveness of the intervention. Further implementation with observed performance and process evidence is needed before claims about educational impact can be made..

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