Paper Details

This study explores how incorporating educational audio podcasting enhance students' reading skills in poetry, especially pronunciation. The study intends to provide evidence as to whether participants' poetry-reading skills significantly improved with the introduction of audio podcasting as a teaching aid. This study thus utilized the participatory action research approach, sampling ten participants who based on their skills and interest in reading and writing of poetry were selected to participate in the study. It employed a checklist of testing where data is collected on the quality of their enunciation skills, and statistical tools are used in analyzing the data collected. The results of the study indicated that only a few of the participants did pronounce the words clearly before the intervention, get the syllables right, pronounce the consonants, select the right words, had good flow, and pronounced the tricky words correctly. After the intervention, massive improvements were observed in all; clarity of pronunciation, proper articulation and word choice, flow, and improved pronunciation of tricky words. Contributing to the overall body of work on integration in teaching, this study indicates that audio podcasting has potential as a means of adding functionality to the way in which people read poetry. The findings can be useful to the Department of Education and educational institutions when deciding whether to introduce strategies for supporting the development of poetry reading through audio podcasting.

Keywords: educational poetry podcasting, poetry reading, enunciation