ABSTRACT Silmawati. 2018.Teaching Listening Comprehension by Using Podcast With Peer-Assisted Learning ( An Experimental Study at the Tenth Grade Students of SMAN 7 Aceh Barat Daya).thesis, Graduate Program in EnglishLanguange Education. Syiah Kuala university, Darussalam, Banda Aceh. Advisors: (1) Dr. Asnawi, S.Pd.,M.Ed. (2) Dr.Iskandar AS, S.Pd.,M.A. Keywords: Listening Comprehension, Podcast, Peer-Assisted Learning. Integrating Podcast with Peer-Assisted Learning into English classes might be considered to improve EFL students’ listening ability. It is ideal for senior high school students who mostly still experience difficulties with listening comprehension to be more enthusiastic in the learning process. Good listening comprehension paves the way for developing other skills in English language learning. This research aimed at determining the effect of using Podcast with Peer-Asisted Learning on students’ listening comprehension, discovering the possible difference between male and female students in achieving better results in learning listening comprehension and figuring out their motivation in learning with the treatment. For this purpose, 55 students were randomly selected from the tenth grade students of SMAN 7 Aceh Barat Daya and were assigned to 2 groups: an experimental and control group with 18 males and 37 females. To ascertain that the experimental group and the control group were homogeneous, the groups tests’ scores were statistically analysed. An independent-samples t-test was performed to analyze the data obtained on the pretest and posttest. In addition, a two-way analysis of variance (ANOVA) was utilized in order to come up with the answers to the questions of the study. The results revealed that utilizing Podcast with peer-asisted learning had positive effect on students’ listening comprehension skills. However, it was also found that there was no significant difference between the male and female students’ performance in obtaining better results in listening comprehension. Moreover,the students of experimental group depicted that they were more motivated than control group students. The implications could refer to the fact that incorporating Podcast with Peer-Asisted Learning into English teaching curricula needed to be comprehensively considered.